Early research results aren’t surprising:
- Students are heavy users of computers, but not for education.
- Teachers make limited use of computers and other technologies in class
- Parents are limited computer users
- Teacher training is lacking in utilizing computers effectively in classrooms
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Online Learning: A User's Guide to Forking Education | Online Learning | HYBRID PEDAGOGY - 0 views
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At exactly this moment, online education is poised (and threatening) to replicate the conditions, courses, structures, and hierarchical relations of brick-and-mortar industrial-era education. Cathy N. Davidson argued exactly this at her presentation, "Access Demands a Paradigm Shift," at the 2013 Modern Language Association conference. The mistake being made, I think, is a simple and even understandable one, but damning and destructive nonetheless. Those of us responsible for education (both its formation and care) are hugging too tightly to what we've helped build, its pillars, policies, economies, and institutions. None of these, though, map promisingly into digital space. If we continue to tread our current path, we'll be left with a Frankenstein's monster of what we now know of education. This is the imminent destruction of our educational system of which so many speak: taking an institution inspired by the efficiency of post-industrial machines and redrawing it inside the machines of the digital age. Education rendered into a dull 2-dimensional carbon copy, scanned, faxed, encoded and then made human-readable, an utter lack of intellectual bravery.
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Connectivism - 2 views
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At the core of the discussion surrounding the future of education is a concern of how to navigate shifting power and control. What is the role of the student? The teacher? The school? The parents? If learners have the ability to do what educators have done in the past (access information directly), what role should the educator play?
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Perhaps face-to-face time should take on a different model than we currently utilize. We should do what we can with technology outside of classrooms. Then we wouldn’t need to meet in classrooms as often.
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This matches my own experience in F2F classrooms, where more of the classwork shifted outside the room to the Net, forcing me to shift what happened in the room. Mostly we shifted away from mere transfer of information, which is more efficiently done on the Net, and more toward group interaction: discussion, debates, group presentations, etc.
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Most of us in education agree on our needs today: 1. We want good teachers 2. We want good educational content 3. We want to give our learners a bright and hopeful future 4. We want school systems that are relevant to learners and to society 5. We want schools to remedy the social and cultural inequalities that other institutions of society generate
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We need to surface technology’s hidden ideologies and philosophies. If we don’t surface these aspects, we dance blindly to a tune that we refuse to acknowledge, but still shapes our moves.
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The key question for me is whether we need content in order to start learning or whether content is the by-product of an effective learning experience.
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In terms of content, learners should create, teachers should curate.
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Technology is, possibly in a positive sense, a lever for change. The systemic innovation that many desire may not be possible through policy decisions alone.
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Leadership can be somewhat attended to by the contributions of many. When we distribute control, we distribute responsibility
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Today, leaders need co-leaders – people who are active in experimenting and exploring future directions.
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Writing excellent, thorough descriptions of what is happening can be very valuable in coming to understand the nuances of a phenomenon.
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I have not seen any studies that evaluate the effectiveness of the iPod in listening to music. For end-users, it’s not an issue. They use it because it works. Perhaps research in educational technology should have a similar focus: use it because it exists, because it is a part of society, because it is used in other aspects of their lives. By this metric, simply have computers available and using them for learning is success enough.
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shared by Keith Hamon on 13 Sep 10
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Why Online Education Needs to Get Social - 0 views
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Marco Masoni elearning socialnetworking Education 2.0 Web 2.0
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Education is the second largest industry in America behind health care, and it too is experiencing a similar shift as it struggles to adapt traditional design and delivery models to the demands of modern audiences who are accustomed to digital interactivity. The challenge to transition successfully is especially pressing for online higher education. The Sloan Consortium reports that two-thirds of post-secondary educational institutions are seeing an increase in online courses and programs, so it's a market that education providers simply cannot afford to ignore.
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shared by Keith Hamon on 02 Sep 11
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Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views
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Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education
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I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse.
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What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
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Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
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Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
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Everything, that is, except the grading.
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Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
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shared by Stephanie Cooper on 09 Nov 12
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What Will Higher Education Look Like in 25 Years? - 1 views
www.govtech.com/ion-Look-Like-in-25-Years.html
higher education future technology Education 2.0 elearning
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Futurists surveyed for The Future of Higher Education report by the Pew Internet and American Life Project pontificated on what higher education would look like in 2020. Thirty-nine percent said higher education wouldn’t look much different than it does today. But 60 percent said higher education would be different, complete with mass adoption of teleconferencing and distance learning. In their written responses, however, many of them painted scenarios that incorporated elements of both.
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Futurists view the coming decades as an opportunity for teacher/student relationships to occur almost purely through technology — an approach known as technology-mediated education. But faculty members look to maintain the university model that’s been in place for centuries, with a sprinkle of technology integration.
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shared by Keith Hamon on 25 Oct 11
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Cool Cat Teacher Blog: Jailbreaking Education - 0 views
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Vicki Davis elearning Education 2.0 Web 2.0 PLN social networking
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Currently, we have a mass production model of education. But until we personalize things and require each student to learn. Until we do things in creative ways that make sure kids each learn and have to think and process, we will continue to have the select few do the thinking. It is human nature. Education shouldn't be one size fits all. I don't think that getting outside the standardized work we do in education should be considered jailbreaking. But for now, in most schools it is.
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Teaching in Social and Technological Networks « Connectivism - 1 views
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The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
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we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
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“To teach is to model and to demonstrate. To learn is to practice and to reflect.”
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Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks.
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shared by Keith Hamon on 07 Nov 11
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Design Matters « higher education management group - 1 views
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Keith Hampson writing design visual literacy
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Digital higher education - both its software and content - has managed to remain untouched by good design. Design is not even on the agenda. The importance of design to digital education starts with this simple fact: by moving the locus of education from the classroom to the digital environment, we necessarily change the factors that determine the quality of the student's experience. In the digital environment, design plays a far more important role as a determinant of quality than it does in the classroom.
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shared by Keith Hamon on 06 Jul 10
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Connectivism Technology Web 2.0 Education Learning and Research - Connectivism, Technol... - 0 views
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connectivism PLN Education 2.0 elearning social networking Web 2.0
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shared by Keith Hamon on 02 Sep 10
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The Wild World of Massively Open Online Courses « Unlimited Magazine - 1 views
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Emily Senger elearning social networking PLN Education 2.0 Web 2.0 connectivism rhizome
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“There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”
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“At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
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Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
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It’s a question that proponents of online education continue to grapple with. Even if a student in an open course gains from their experience, there is no guarantee that the boss, or a potential employer, will recognize their learning without a certificate or other official, institution-approved record to prove it.
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With advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
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Learning or Management Systems? « Connectivism - 1 views
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Two broad approaches exist for learning technology implementation: The adoption of a centralized learning management approach. This may include development of a central learning support lab where new courses are developed in a team-based approach—consisting of subject matter expert, graphic designers, instructional designer, and programmers. This model can be effective for creation of new courses and programs receiving large sources of funding. Most likely, however, enterprise-wide adoption (standardizing on a single LMS) requires individual departments and faculty members to move courses online by themselves. Support may be provided for learning how to use the LMS, but moving content online is largely the responsibility of faculty. This model works well for environments where faculty have a high degree of autonomy, though it does cause varying levels of quality in online courses. Personal learning environments (PLEs) are a recent trend addressing the limitations of an LMS. Instead of a centralized model of design and deployment, individual departments select from a collage of tools—each intending to serve a particular function in the learning process. Instead of limited functionality, with highly centralized control and sequential delivery of learning, a PLE provides a more contextually appropriate toolset. The greater adaptability to differing learning approaches and environments afforded by PLEs is offset by the challenge of reduced structure in management and implementation of learning. This can present a significant challenge when organizations value traditional lecture learning models.
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Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning. In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centred educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.
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Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.
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Two key areas are gaining substantial attention: (a) social software, and (b) personal learning environments (PLEs). Social software and PLEs have recently gained attention as alternatives to the structured model of an LMS. PLEs are defined as: “systems that help learners take control of and manage their own learning” (van Harmelen, 2006, ¶ 1). PLEs “are about articulating a conceptual shift that acknowledges the reality of distributed learning practices and the range of learner preference” (Fraser, 2006, ¶ 9). A variety of informal, socially-based tools comprise this space: (a) blogs, (b) wikis, (c) social bookmarking sites, (d) social networking sites (may be pure networking, or directed around an activity, 43 Things or flickr are examples), (e) content aggregation through RSS or Atom, (f) integrated tools, like elgg.net, (g) podcast and video cast tools, (h) search engines, (i) email, and (j) Voice over IP.
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For an individual used to Skyping, blogging, tagging, creating podcasts, or collaboratively writing an online document, the transition to a learning management system is a step back in time (by several years).
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LMS may well continue to play an important role in education—but not as a critical centre. Diverse tools, serving different functionality, adhering to open guidelines, inline with tools learners currently use, may be the best option forward.
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As these learners enter higher education, they may not be content to sit and click through a series of online content pages with periodic contributions to a discussion forum.
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Involve all stakeholders (beyond simple surveys). Define the university’s view of learning. Critically evaluate the role of an LMS in relation to university views of learning and needs of all stakeholders. Promote an understanding that different learning needs and context require different approaches. Perform small-scale research projects utilizing alternative methods of learning. Foster communities where faculty can dialogue about personal experiences teaching with technology. Actively promote different learning technologies to faculty, so their unique needs—not technology—drives tools selected.
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The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
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The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
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Learning Platform - itslearning | 6 new technologies set to change education - 1 views
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The 2011 Horizon Report K-12 Education looks at the technologies most likely to impact education in the coming five years. Released by the New Media Consortium in collaboration with the Consortium for School Networking, the report identifies six new technologies that can expand the tools available to educators without increasing costs - and all of them have the potential to change the way educators, students and institutions work.
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shared by Keith Hamon on 04 Dec 12
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How to Create Excellent Courses with Open Education Resources | online learning insights - 0 views
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Debbie Morrison OER elearning oercommons Open Tapestry
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21st Century Education Requires Distributed Support for Learning « Educationa... - 0 views
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Educational transformation is coming not because of the increasing ineffectiveness of schools in meeting society's needs - though that is certainly a good reason - but due to their growing unaffordability. We now see student-teacher ratios in some urban settings climbing to unworkable levels of 40 plus, even 60 pupils per class (Dolan, 2011; Dillon, 2011). This is not a temporary financial dislocation due to an economic downturn, but a permanent sea-change that has already happened in every other service sector of our economy.
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shared by Stephanie Cooper on 25 Feb 10
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The Importance of Teaching Technology to Teachers - TheApple.com - 0 views
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teaching teachers technology writing literacy
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Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
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Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
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How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for educators (and Others) First )
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Take a minute and ask yourself what technologies you are well versed in. Have you posted to YouTube? Do you use PowerPoint to aid in your lectures? What other technologies do you use? Do you have a Twitter account? Make a list. When you have your list made, consider your colleagues. Do they know these technologies? Do they know how they can use them in the classroom? Is there a technology that you know one of your colleagues knows that you would like to be familiar with? Now, instead of waiting for somebody to put together a workshop on one of these technologies, consider creating your own workshop. Think about it. You’re a teacher. You know these technologies. Is there really a difference in teaching what you know about Google Earth to your colleagues and teaching it to your students? Within your own school you can create a technology club (much like a book club, except that instead of reading a book a month, you experiment with a technology each month). Get together as a group and discuss the technologies and how you could use these to aid your teachers. This is exactly what I’m doing with the colleagues I know are interested in using the technology but don’t know how. Sure, you may have to wait for education reform to allow you to use these technologies, but if you start using them, you can readily become one of the advocates who aids in getting the reforms to education that we need to teach these technologies to our students.
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shared by Stephanie Cooper on 18 Mar 10
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100+ Google Tricks That Will Save You Time in School | Online Colleges - 0 views
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Google Tricks Google Tricks Education search technology
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Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Use this specialized Google search to get results from scholarly literature such as peer-reviewed papers, theses, and academic publishers. Use Google Earth’s Sky feature. Take a look at the night sky straight from your computer when you use this feature. Open your browser with iGoogle. Set up an iGoogle page and make it your homepage to have ready access to news stories, your Google calendar, blogs you follow in Google Reader, and much more. Stay current with Google News. Like an electronic clearinghouse for news, Google News brings headlines from news sources around the world to help you stay current without much effort. Create a Google Custom Search Engine. On your own or in collaboration with other students, put together an awesome project like one of the examples provided that can be used by many. Collect research notes with Google Notebook. Use this simple note-taking tool to collect your research for a paper or project. Make a study group with Google Groups. Google Groups allows you to communicate and collaborate in groups, so take this option to set up a study group that doesn’t have to meet face-to-face. Google Code University. Visit this Google site to have access to Creative Commons-licensed content to help you learn more about computer science. Study the oceans with Google Earth 5. Google Earth 5 provides information on the ocean floor and surface with data from marine experts, including shipwrecks in 3D. Learn what experts have to say. Explore Knol to find out what experts have to say on a wide range of topics. If you are an expert, write your own Knol, too.
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shared by Keith Hamon on 31 May 10
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Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views
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Justin Reich Web 2.0 collaboration wikinomics
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Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
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Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
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In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
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Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
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Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
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The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
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No facet of modern life will remain untransformed by the innovations of the Web 2.0.
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Online networks may also upset hierarchical corporate structures.
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These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
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The fans were not the simple recipients of the movie; instead, they helped to design the film.
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If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
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Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
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hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
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Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
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In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
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The Flat Classroom Project of 2007
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While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
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There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
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very few systems have incentives that reward teachers for innovative instruction.
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Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
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The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
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shared by Stephanie Cooper on 18 Apr 12
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Essay on making student learning the focus of higher education | Inside Higher Ed - 0 views
www.insidehighered.com/...earning-focus-higher-education
colleges education student critical thinking
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Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers.
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The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
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Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
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The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so.
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In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
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America faces a crisis in higher learning. Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers.