social pharmacy d-pharm 1st year by Pragati K. Mahajan
Bridging the gap between technologies promise and use
1. Bridging the gap between
technologies promise and use
By Derek Moore
2. Emerging Technologies
3D Video Electronic Publishing Smart Objects
Alternative Licensing Game-Based Learning Social Media
Augmented Reality Geolocation Social Networking
Cellular Networks Gesture-Based Statistical Machine Translation
Computing
Cloud Computing Tablet Computing
Learning Analytics
Collaborative Environments Location-Based Services Tagging
Collective Intelligence Mobiles & Mobile Apps Telepresence
Crowd Sourcing New Scholarship Thin Film Displays
Digital Identity Open Content Virtual Worlds
Personal Learning
Digital Preservation Visual Data Analysis
Environments
Semantic Applications Wireless Power
6. Who needs assistance?
Who visits the What route to Is this a risky What can
reserve? they take? experience? assist me?
Tourist Tarred roads In a hired bus Tour guide
Conservationist Dirt Tracks Own transport Map and guidebook
Environmentalist Paths On Foot Local Expertise
Field Officer Ask Contact Own experiences
7. How can we help?
1. Demonstrate established learning technologies
2. Support staff in incorporating ICT’s into their work
3. Enable the exchange of ideas and experience
4. Research learning technology use
5. Contribute to learning technology related
journals, books, conferences etc
6. Develop and participate in learning and teaching networks
7. Adapt and customise new and existing content and programmes
8. Look for opportunities to work with others that are involved in
similar practices.
9. Replicate and share new forms of learning and knowledge
production
10. Teach and understand the realities of embedding elearning as an
integral part of the teaching and learning process
8. Who do you hire?
• The new specialists
included the roles of
educational
developer, educational
researcher, technical
researcher/developer, m
aterials
developer, project
manager and general
learning technologist.
9. Attributes of new specialists
Is able to
• Keep abreast of developments in learning technology
• Facilitates access to learning technology expertise and services
• Liaise and collaborates with other units in the university having related
interests and objectives
• Act as a consultant, mentor or change agent for other staff
• advise and assist with introduction of new technology into learning and
teaching programmes
• Increase colleagues’ awareness of best practice in learning technology
• Enable exchange of ideas and experience in technology-based learning
and teaching
• Facilitate and support access to computer-based learning resources
• Consult with support staff on appropriate use of learning technology
• Identify needs and opportunities for development/deployment of
learning technology
10. Challenges
Pedagogic challenges Support challenges
Support challenges Technical challenges
Financial challenges Other challenges
11. Benchmarks
• Institution policy and governance for technology supported learning
and teaching
• Planning for, and quality improvement of the integration of
technologies for L&T
• Information technology infrastructure to support L & T
• Pedagogical application of information and communication
technology
• Professional/staff development for the effective use of technologies
for L&T
• Staff support for the use of technologies for L&T
• Student training for the effective use of technologies for learning
• Student support for the use of technologies for learning
12. Mind the Gap
• If there is any digital divide then it’s the gap
between promise and reality
Notas del editor
We are living in a world with wide and varied opportunities for learning. Those of us that have taken advantage of such opportunities, have shared and benefited from new sources of information and participated in learning networks have seen how this data exchange has transformed and changed us. Although universities too have recognised these opportunities, started to made use of ICT, and maybe even formed an e-learning unit, he same levels of transformation in these institutions are only apparent around the edges.
Learning institutions have shown that they change far more “slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies” (The Future of Learning Institutions in a Digital Age). Forming an elearning unit, and installing it’s associated technologies have not automatically led to the dramatic changes initially anticipated. Part of the reason for for the slow change is that “traditional institutions have been tremendously successful, if measured in terms of endurance and stability” (The Future of Learning Institutions in a Digital Age). What’s more, these technologies challenge our traditional institutions on almost every level: hierarchy of teacher and student, credentialing, ranking, disciplinary divides, segregation of “high” versus “low” culture, restriction of admission to those considered worthy of admission, and so forth.