I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
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Multimedia & Internet@Schools Magazine - 0 views
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Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
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PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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Culture determines library programs; libraries transmit culture.
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If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
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In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
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shared by Barbara Lindsey on 14 Nov 09
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Digitally Speaking / Social Bookmarking and Annotating - 1 views
digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating
diigo del.icio.us social bookmarking Ferriter actfl09
shared by Barbara Lindsey on 14 Nov 09
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Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together. The results can be disastrous. Motivation wanes when groups using new services fail to meet reasonable standards of performance. "Why did I bother to plug my students in for this project?" teachers wonder. "They could have done better work with a piece of paper and a pencil!"
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With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see. Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together. That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
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intellectual philanthropy and collective intelligence
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While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
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A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
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In Shirky's terms, teams that embrace social bookmarking decrease the "cost" of group transactions. No longer do members resist sharing because it's too time consuming or difficult to be valuable. Instead, with a little bit of thought and careful planning, groups can make sharing resources---a key process that all learning teams have to learn to manage---remarkably easy and instant.
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Imagine the collective power of an army of readers engaged in ongoing conversation about provocative ideas, challenging one another's thought, publicly debating, and polishing personal beliefs. Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together. Imagine the potential for brainstorming global solutions, for holding government agencies accountable, or for gathering feedback from disparate stakeholder groups when reading moves from a "fundamentally private activity" to a "community event."
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Understanding that there are times when users want their shared reading experiences to be more focused, however, Diigo makes it possible to keep highlights and annotations private or available to members of predetermined and self-selected groups. For professional learning teams exploring instructional practices or for student research groups exploring content for classroom projects, this provides a measure of targeted exploration between likeminded thinkers.
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Diigo takes the idea of collective exploration of content one step further by providing groups with the opportunity to create shared discussion forums
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Experience with facilitating professional development and TurnItIn - 0 views
akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf
plagiarism professional development pd turnitin training writing language arts pedagogy
shared by Darcy Goshorn on 09 Jan 13
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In an environment where global economy, global collaboration, and global 'knowledge' are the aspiration of many countries, the understanding of the complexities of plagiarism becomes a global requirement that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners.
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GATE exam 2014 Prepare with Online Mock Tests - 0 views
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Given that this year GATE exam have moved out online, applicants are looking for ways to get ready for the new test format. For this function IIT Kharagpur has provided applicants with a series of mock tests on its website to make known the candidates with the procedure of the GATE online test.
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Unmasking the Digital Truth / FrontPage - 0 views
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The goal of this collaborative wiki is to "unmask the digital truth" with respect to the reasons some leaders today are overfiltering and overblocking web 2.0 sites in schools and libraries, and provide reasonable alternatives which support broader student and teacher access to these sites.
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Fluid Learning | the human network - 0 views
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There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
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What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
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A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
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it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.
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This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.
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The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.
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That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.
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If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
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the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.
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the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.
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When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?
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Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?
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In this near future world, students are the administrators.
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Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
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The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,
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The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.
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At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.
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Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?
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This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.
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Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.
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While education definitely has value – teachers are paid for the work – that does not mean that resources, once captured, should be tightly restricted to authorized users only. In fact, the opposite is the case: the resources you capture should be shared as broadly as can possibly be managed. More than just posting them onto a website (or YouTube or iTunes), you should trumpet their existence from the highest tower. These resources are your calling card, these resources are your recruiting tool.
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the more something is shared, the more valuable it becomes. You extend your brand with every resource you share. You extend the knowledge of your institution throughout the Internet. Whatever you have – if it’s good enough – will bring people to your front door, first virtually, then physically.
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Stanford and MIT
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show a different way to value education – as experience. You can’t download experience. You can’t bottle it. Experience has to be lived, and that requires a teacher.
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Rather than going for a commercial solution, I would advise you to look at the open-source solutions. Rather than buying a solution, use Moodle, the open-source, Australian answer to digital courseware. Going open means that as your needs change, the software can change to meet those needs. Given the extraordinary pressures education will be under over the next few years, openness is a necessary component of flexibility.
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Openness is also about achieving a certain level of device-independence.
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here are many screens today, and while the laptop screen may be the most familiar to educators, the mobile handset has a screen which is, in many ways, more vital. Many students will never be very computer literate, but every single one of them has a mobile handset, and every single one of them sends text messages. It’s the big of computer technology we nearly always overlook – because it is so commonplace. Consider every screen when you capture, and when you share; dealing with them all as equals will help you work find audiences you never suspected you’d have.
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Yet net filtering throws the baby out with the bathwater. Services like Twitter get filtered out because they could potentially be disruptive, cutting students off from the amazing learning potential of social messaging. Facebook and MySpace are seen as time-wasters, rather than tools for organizing busy schedules. The list goes on: media sites are blocked because the schools don’t have enough bandwidth to support them; Wikipedia is blocked because teachers don’t want students cheating. All of this has got to stop. The classroom does not exist in isolation, nor can it continue to exist in opposition to the Internet. Filtering, while providing a stopgap, only leaves students painfully aware of how disconnected the classroom is from the real world. Filtering makes the classroom less flexible and less responsive. Filtering is lazy.
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Mind the maxim of the 21st century: connection is king. Students must be free to connect with instructors, almost at whim. This becomes difficult for instructors to manage, but it is vital. Mentorship has exploded out of the classroom and, through connectivity, entered everyday life.
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Finally, students must be free to (and encouraged to) connect with their peers. Part of the reason we worry about lecturers being overburdened by all this connectivity is because we have yet to realize that this is a multi-lateral, multi-way affair. It’s not as though all questions and issues immediately rise to the instructor’s attention. This should happen if and only if another student can’t be found to address the issue. Students can instruct one another, can mentor one another, can teach one another. All of this happens already in every classroom; it’s long past time to provide the tools to accelerate this natural and effective form of education.
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Connection is expensive, not in dollars, but in time. But for all its drawbacks, connection enriches us enormously. It allows us to multiply our reach, and learn from the best.
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learning by listening is proved to be much harder than learning by reading.
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RateMyProfessors is a good start, and anecdotes about how people use it is interesting, but it has a long long way to go before it comes close to being reliable let alone authoritative.
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Social Conference Tools - Expect Poor Results : eLearning Technology - 0 views
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The back channel allows more highly engaged conversations as well as passive conversations. I now know exactly what BJ Schone thinks about the sessions he attended without having a 2 hour conversation with him after the event. I was also able to hook up with BJ, Mark Chrisman, and many others for dinner that I had not planned. How? I simply sent out a tweet and everyone following the stream said meet us at the dinner signup board and join us...cool! Serendipidy!
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At AG|08 last week we were able to provide our attendees with FREE wifi which was VERY well received and probably was a major factor in the success of our AG|08 Live implementation. (AG|08 Live - That's what we branded our collection of aggregated social tools) Sue is right - ACCESS is key. This new brand of conference "participation" will soon be considered as mandatory as the obligatory TRIP REPORT. Who needs a trip report when your co-workers can simply follow your twitter feed, or your blog posts, or your flickr images of the event.
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Okay lets just keep it simple. All conferences really need to do is provide us really good wireless Internet with locations to easily charge our batteries if needed. We will do all the rest ourselves :) .
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Last year we used twitter and Skype -- my magic moment was catching a key note presenter out by a conference participant asking the presenter a question that I had twitter -- the person was blown away that we were listening in with Skype and Twitter plus able to ask questions that were relevant to his presentation.
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RSA - About Our Events - 0 views
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The RSA hosts one of the UK's leading public events programmes, delivering over 150 free lectures, talks, screenings and debates a year. These events provide a platform for some of the world's leading thinkers, expert minds, and inspirational practitioners, and encourage intelligent public debate of some of today's most pressing social challenges.
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The iPad and Information's Third Age | Open Culture - 2 views
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Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
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A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
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It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
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Any genuine solution will have to address the problems of the current informational age — and it will need to continue answering the problems of the previous informational ages. From what I’ve seen, Apple’s new iPad is the first device to promise this (even if that promise isn’t yet fully realized). That is what makes it such a compelling candidate to be the first platform that serves true digital books.
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Books that are static, don’t allow customization, don’t connect with other information on the device, and don’t leverage social connectivity aren’t the future, no matter how sophisticated the device that serves them. They’re simply the past repackaged.
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Given what I’ve seen of its features and approaches, the iPad shows the promise to engender such a change, though much development will have to take place for it to realize its potential. Nonetheless, the innovation it offers in three critical areas is especially compelling: accessibility, participation, and customization. Central to all three of these is the fact that the iPad is not a single-use, standalone device; it’s a powerful, converged platform with robust development tools and capabilities.
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I would argue that the key accessibility feature of the iPad is its apparent “lack” of an interface (a feature Apple’s marketing is working hard to underscore). Unlike all of the other similar devices (including those running Apple’s standard OS), which require users to learn to negotiate complex symbolic interfaces — files, folders, hierarchies, toolbars, navigational buttons — the iPad limits or even eliminates these in favor of touch, an approach intuitive even to those too young to read.
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The collapsing of symbolic complexity into the simplicity of touch enables participation by new groups of people — even relative technophobes — and this mirrors the increased accessibility offered by Gutenberg’s revolution while lowering the barrier characteristic of most recent technologies.
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For those interested in culture and creativity, this is an exciting prospect.
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In Gutenberg’s case, the increase in accessibility led to a dramatic increase in cultural participation, and this is another way the iPad differentiates itself from many of its peer devices.
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Put in the hands of readers and students, the robust capabilities of its new version of iWork, combined with access to the complete range of apps on the App Store and an entirely new generation of native apps, the iPad could provide access to professional-quality creative tools that empower a new set of participants
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the iPad’s blend of social and contextual technologies and its ease of customization offer useful ways for the device to help users sort, focus, and control the information around them. The iPad’s networking capabilities, linked to a new generation of digital books, could help people discover both new texts and the members of a discussion group who could help them process what they’re reading. Combined with a portable format that allows readers to carry their books into various contexts, this could be incredibly powerful. One imagines, for example, a field-guide to forests linked to live discussion partners, allowing a reader to discover the forest in a new and engaging way that offers the advantages of both the first and second informational ages. Yet this sort of capability also reveals an area where the iPad falls surprisingly short: its lack of a camera (let alone two, one forward and one backward facing) means the device has limited capabilities for interesting emerging technologies like augmented reality — a staple of recently-developed apps. In terms of future eBooks, a volume of Hemingway that could alert readers that they were only two blocks from the café Les Deux Magots, for example, and offer an augmented tour of the place or that could direct the reader of Brontë to a moor would be transformational indeed. Perhaps we’ll see such capabilities on iPad 2.0.
Twitter provides latest news on Bangkok political violence (photos) - 0 views
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Harvard University Library : Publications : News : 9/1/09 - 0 views
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Non-faculty researchers and students are already afforded deposit privileges, and DASH will eventually have collection spaces for each of the 10 schools at Harvard.
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a pro-open-access policy with an "opt out" clause.
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Each Faculty member grants to the President and Fellows of Harvard College permission to make available his or her scholarly articles and to exercise the copyright in those articles. In legal terms, the permission granted by each Faculty member is a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for a profit.
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Among the many features the DASH development team has added to its DSpace implementation is the ability to link directly from a faculty author's name in DASH search results to his or her entry in Profiles, a research social networking site developed by Harvard Catalyst. Profiles, which provides a comprehensive view of a researcher's publications and connections within the University research community, currently indexes faculty from the medical and public health schools; its developers hope to expand it to include the Faculty of Arts and Sciences and School of Engineering and Applied Sciences in the near future.
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"DASH is meant to promote openness in general," stated Robert Darnton, Carl H. Pforzheimer University Professor and Director of the University Library. "It will make the current scholarship of Harvard's faculty freely available everywhere in the world, just as the digitization of the books in Harvard's library will make learning accumulated since 1638 accessible worldwide. Taken together, these and other projects represent a commitment by Harvard to share its intellectual wealth."
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shared by Barbara Lindsey on 16 Dec 08
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Bureau of Educational and Cultural Affairs Partnership with Carnegie Hall Connects Musi... - 0 views
www.state.gov/...113240.htm
cross-cultural students global voices new york istanbul videoconferencing
shared by Barbara Lindsey on 16 Dec 08
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As with the Turkey exchange, these students will communicate with their peers overseas and establish relationships to promote greater mutual understanding.
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connect New York City music students with their peers in Istanbul, Turkey
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During this school year, these youths have communicated with each other online and learned about their respective cultures and musical heritage. On December 16, the students were linked via digital video conference to attend, virtually, concerts by the Turkish clarinetist Selim Sesler in Istanbul and by the Maurice Brown jazz quintet in Carnegie Hall.
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The Carnegie Hall Cultural Exchange Program, presented by The Weill Music Institute at Carnegie Hall in partnership with the Bureau of Educational and Cultural Affairs of the U.S. Department of State, provides the opportunity for students throughout New York City to explore the music and culture of a chosen country. In 2008 – 2009, students have been learning about the music and culture of Turkey through sequential lessons and an exchange of ideas with their overseas peers via an online community.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views
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Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
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The writing students did in the first few weeks was interesting but average. In the fourth week, however, I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
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for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
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Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
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The demand-pull approach to learning might appear to be extremely resource-intensive. But the Internet is becoming a vast resource for supporting this style of learning. Its resources include the rapidly growing amount of open courseware, access to powerful instruments and simulation models, and scholarly websites, which already number in the hundreds, as well as thousands of niche communities based around specific areas of interest in virtually every field of endeavor.22
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We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
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This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
ACU first university in nation to provide iPhone or iPod touch to all incoming freshmen... - 0 views
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Digital Divide.org - 0 views
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It took digital-divide researchers a whole decade to figure out that the real issue is not so much about access to digital technology but about the benefits derived from access.
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80/20 factor” (in which eighty percent of profit is made by serving the most affluent 20%) causes technology designers to work hard at creating "solutions" specifically for the affluent. The poor are ignored because market forces assume that designing solutions for them will not be profitable*. The result is that even where the poor are provided access to digital technology, it is low-quality and merely “localized” versions of products and services intended for the rich.
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1) Closing the Digital Divide is a precondition for reducing poverty.
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Closing the Digital Divide is a precondition for resolving terrorism.
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The emerging market countries of Asia are now major drivers of the digital economy
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Please Turn on Your Cell Phone: Change Observer: Design Observer - 0 views
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U.S. Secretary of Education, Arne Duncan, came out in support of cell phone use saying, “Finding ways to use cell phones to deliver lesson plans to students would improve education and meet federal guidelines.”
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In the U.S., 76 percent of students ages 12 to 18 have their own cell phone. Forward-thinking educators recognize in these statistics a low-tech, low-cost solution to the ongoing technology problem in underserved schools, where hardware is dysfunctional, wireless infrastructure is weak and inadequate staffing fails to meet the demands of upkeep.
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The bottom line is cell phones are the most affordable, accessible way to provide access to technology and narrow the digital divide.
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But advocating for cell phone use in education is about more than cost, sustainability or parity; it’s about accessing points of entry. When it comes to technology integration, you need to meet students (and teachers) where they are. When you begin with a tool they already know and love, you’re less likely to be met with the kind of resistance you might otherwise get to institutional hardware or software. For teachers, eliminate the fear factor and you’ve empowered a previously disenfranchised group of self-professed Luddites. For students, who treat the cell phone like an appendage, you’re capitalizing on an existing passion for the technology.
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In the model of the Asia Society International Studies School Network, we prepare college-ready, globally competent students by requiring them to participate in learning engagements both within and beyond the classroom. Internships, service learning, foreign and domestic travel and learning expeditions of all kinds develop students’ methods of inquiry. What’s especially exciting about integrating cell phone use into the curriculum is the opportunity to extend and better support the rich learning that’s already happening outside of our classrooms (while also allowing us to work around the ban).
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We design inquiry-based curricula that send students out into the world to investigate, collect, report, reflect and engage. In doing so, students gain a sense of themselves as producers of knowledge. They become part of a continuous learning loop of inputs and outputs mediated by teacher and student alike. With basic mobile functions like voice, text and camera coupled with web 2.0 technologies, students’ knowledge can be shared locally and globally, all the while developing critical communication and collaboration skills. Audiocasting, photoblogging, polling, surveying and language acquisition are just a few of the activities that utilize mobile devices for learning. These are context-specific opportunities for students to share with authentic and limitless audiences. And for teenagers, to share is to be — which lies at the heart of their love for the cell phone to begin with.
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we need to leverage this love to help students transform their communication networks into learning networks.
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I ask teachers all the time, "how do you use technology (read: the Web, your phone, etc") to learn?" and it's difficult for many to answer. Like many students, they've never had models for effective learning with technology (as opposed to information retrieval, which admittedly, hasn't been great either.)
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I am suggesting that if we want to take advantage of the undeniable potential for learning with technology, we have to help educators be learners in those contexts first.
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Cell phones are not useful in school when pedagogy does not use them to support the kind of learning wanted. While the kids in a class are 'distracted' by their phones, they are learning an enormous amount, just not what the teacher intends. The easy answer is to ban the technology, the more difficult but far richer answer is to develop pedagogy that exploits it.
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Kids fluency and engagement with mobile devices should be viewed as a wonderful resource and indication of their engagement in things they want to learn, not as a distraction that has to be silenced to make lessons easier.
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Your post and these comments make it evident that educators, families, politicians et. al. must first become participants in using these tools prior to understanding or advocating for their use.
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News: 'The World Is Open' - Inside Higher Ed - 0 views
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Tom Reeves from the University of Georgia, argues that we should not be content when online courses are just as good as face-to-face ones; instead, they should be better. They should excite people into this age of learning. Online courses should offer interactive elements such as animations and contextually rich simulations, extended video and audio resources, engaging discussion forums with peers and experts, and multiple learning format options. They should not simply be pages of digital content to click through. We do not need to be offering degrees in electronic page turning.
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And if a free online course that lacks interactive elements is my only choice, then that is indeed my choice. It may lack a caring instructor, but I may still need to learn that content for a job promotion or skill retooling. There may not be embedded discussion forums with peers and experts, but that does not stop me from discussing the content with whomever I want to. The rich video or audio resources may be inaccessible to me since I am hearing or visually impaired, but I can use specialized software tools to assist in my learning with the learning contents that are, in fact, accessible to me. We need to stop thinking about what is not possible and replace such thinking with ideas and optimism of what is now possible! And sure, along the way we should admit to the myriad limitations of open education and make genuine attempts to address each of them and open up education even more. If we only offer questions and not think of solutions, we are not benefiting the open learning world nor will we benefit from it.
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OER and OCW can do just that — they can showcase the best of the best from each school, college, university, and corporate and non-profit training center. When one’s work is on display to the world community, instructors are often forced to rethink their teaching and perhaps come up with even more innovative ways to deliver their content.
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So, to answer your question, the reason you notice the strange mix of reactions to wikis is due to the quite varied ways in which wikis can be employed in educational settings. At the far end of the risk continuum they might be used in place of expert knowledge. More safely, they can simply accumulate knowledge and information resources for a class. As my colleagues and I found in our first semester teaching with wikis, when interesting online resources are found, students will often say, “put it in the wiki” so it can be forever shared. And that is not a bad way to start to use them. Instructors can dip their toes into the wonderful world of wikis and remain in shallow waters testing them out before they get in too deep. Later, they might try Wikibooks or perhaps creating and editing Wikipedia pages.
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We will see a lengthening of higher education during the coming decades of about 1 year for each 10. By the end of this century, it will be quite common to attend college until one is 30. Today only a small percent do. Open education will provide continued access to learning resources before, during, or after graduation. In turn, there will be less self-doubt about whether one can succeed. The increased knowledge needs of every citizen of this planet should calm the fears of those who predict fewer educators or institutions of higher learning will be needed. Just the opposite!
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The type of instructors needed in higher education will dramatically vary from today. Many will remain in traditional instructor roles. Some will be course and program developers. Others will be online facilitators. Still others will be learning guides who help students make sense of their options. What is more interesting to me is the coming rise of the super e-mentor or e-coach. Such individuals will have a discipline expertise (e.g., theater, journalism, public health, finance, etc.) as well as human development or counseling skills. Third, they will understand the learning opportunities of the Web. They will know how to guide students in their online learning quests. Some will be needed daily, some monthly, and others perhaps just annually or biannually. They will be our learning gurus, in this, what I label, “the learning century.”Global and international education will be the buzz words of the coming decade. They already are. Student peers will increasingly be those from other institutions and regions of the world. One’s cohort groups will include many people that you will never physically meet. This will make affiliations with just one institution more difficult. More people will claim to be alums and be loyal to your institution but not to the same depth or degree as before.
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Students will have more opportunities to create their own degree tracks and programs. There are no longer limits in terms of the time, place, and sequence of courses. The degrees offered will only be limited by one’s imagination. With the range of courses today, self-service learning will be the norm. It already is widely accepted in corporate training circles.
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Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 0 views
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shared by Barbara Lindsey on 07 May 09
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Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
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Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
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After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
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My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
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FrontlineSMS:Medic in Bangladesh- SSFP and Nokia | FrontlineSMS:Medic - 0 views
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To address problems like these, we planned to supply CSPs with java-enabled phones and utilize the FrontlineSMS Forms Client to allow them to fill out and send in daily reports on services provided. Using this platform, the 42-field paper form currently being filled out by hand can be compressed down to a single text-message. After a few days of brainstorming and getting up to speed on SSFP, I headed out to a few field sites to talk with clinic managers and CSPs and introduce the idea to them personally. Once accustomed to the idea of a real-time communication network, the CSPs began to buzz with ideas exploring how it might be used.