What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
For the term project, I decided to do the whole course option that requires me to “Assemble a detailed overview of the course for a group of middle school or high school students; for your parents or grandparents; for business professionals, for university professors; OR for another audience.” I decided that the target audience for this project will be a group of parents and grandparents.
For the term project, I decided to do the whole course option that requires me to “Assemble a detailed overview of the course for a group of middle school or high school students; for your parents or grandparents; for business professionals, for university professors; OR for another audience.” I decided that the target audience for this project will be a group of parents and grandparents.
With a new Virtual Learning Environments taxonomy in the MERLOT.org learning objects database, The Center for Learning in Virtual Environments
(CLIVE) is leading teams of designers, teachers, and researchers on expeditions into the virtual wilderness to discover great examples of 3D learning, document what they find, and put it into the searchable database for the SLED community and others to find and discuss the emerging evidence for what works in 3D teaching and learning.
'Visions of future learning'. A presentation given by Rebecca Ferguson to the Plato Institute at the National Hellenic Research Foundation, Athens, Greece on 14 November 2014.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
The Change: Connected and Collaborative for Quality Learning OutcomesMark Brown
Invited presentation and panel discussion hosted by International Council for Open and Distance Education (ICDE) at OEB 2015: Shaping the Future of Learning, Berlin, 4th December, 2015
This is about the challenges faced by teacher in the scenario of onslaught by digital environment. One needs to tackle it by being sensitive to the needs of the hour and also by properly embracing the technology.
Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
Invited keynote presentation at Designing a QA Model for Micro-credentials. Slovenian Quality Assurance Agency for Higher Education, 6th November, 2023.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1. The Fickle and Fad of eLearning: Going Beyond the Technology Bungy Mark Brown Director, Teaching, Learning and Distance Education WITT July 21 st , 2011
2. • Director, Teaching, Learning & Distance Education • Previous Coordinator of the Doctor of Education (EdD) • Current Horizon Report Board Member • On several executive committees (ACiLiTE, DEANZ, DEHub,) • On several journal editorial boards ( Research in Learning Technology, Journal of Further and Higher Education, etc) • First New Zealand Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Try to share some of my musings in “Pass the SoLT” [email_address] About Mark
9. Most elearning initiatives are based on great leaps of faith! They offer nothing more than a (dangerous) quick thrill The Fickle and Fad of eLearning
10. Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. The Fickle and Fad of eLearning
11. High expectations Growing support Subsided enthusiasm Rebukes and blame Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. The Fickle and Fad of eLearning
12. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). The Fickle and Fad of eLearning
13. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). Educational technology – an ongoing cycle of hype, hope and disappointment (Anastasia Gouseti, 2010). The Fickle and Fad of eLearning
14. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). Educational technology – an ongoing cycle of hype, hope and disappointment (Anastasia Gouseti, 2010). Gartner Hype Cycle The Fickle and Fad of eLearning
15. How do we design untethered learning… … that truly disrupts the ‘old’ normal? The Fickle and Fad of eLearning
18. 1. Gap between formal and informal learning 2. Abundance of digital content for learning 3. Developing the skill and the will 4. What to do about quality 5. Lack of evidence The great challenges… The Fickle and Fad of eLearning
19. "The web of our life is of a mingled yarn, good and ill together...” William Shakespeare. Central thesis… The Fickle and Fad of eLearning
28. A completely new type of globally connected learner is expecting a new type of Education for new times. What does all this mean? 1. Gap between Formal and Informal Learning
29. Not all digital natives… “ The digital native and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection… the profound changes taking place need to be situated in diversity rather than dichotomy” (Brown, 2005, p.3). Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial. 1. Gap between Formal and Informal Learning
34. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction eLearning Interactions 1. What is eLearning? What we do… 2. Abundance of Digital Content for Learning
35. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Still has a role but… 2. Abundance of Digital Content for Learning How we do it…
43. Renewed focus on learning design 2. Where is eLearning heading? 2. Abundance of Digital Content for Learning
44. Avoiding the dominant ‘pump, pump, dump model’ of online learning… http://www.flickr.com/photos/thebestfriend/4534455439/sizes/z/in/photostream/ 2. Abundance of Digital Content for Learning
46. • New demands on staff • Growing range of electronic tools • Lack of time to devote to pedagogy and professional development 2. Where is eLearning heading? 3. Developing the Skill and the Will
47. Potential increases in academic workload… More with less! 2. Where is eLearning heading? 3. Developing the Skill and the Will
48. 1 st Layer Core Tools (Moodle, Adobe Connect, Turnitin, etc) 2 nd Layer Custom Tools (SBL-I, Wimba Voice, Lightwork, etc) 3 rd Layer Edge Tools (Facebook, Delicious, Skype, YouTube, Twitter, etc) Full Support Limited Support No Support Integrated eLearning Framework Personal Learning Environment KISS Principle… 3. Developing the Skill and the Will
52. But deep pedagogical change is hard… Stream = VLE 2. Where is eLearning heading? Brown, M., Walker, R., & Hughes, H (2011). A story of two tales: What do College of Business staff say about the Stream experience? Research report, Massey University. 3. Developing the Skill and the Will
53. (Brown, 2006) and remains a site of struggle … 3. Developing the Skill and the Will
56. Scholarly Peer Review Teaching Evaluation Data Course Planning & Development Tool Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Student Workload Calculator Design for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Learning Quality Enhancement Framework… 4. What to do about Quality
61. 5. Lack of Evidence • Is elearning better than traditional teaching?
62. 5. Lack of Evidence • Is elearning better than traditional teaching? - wrong question - not a single entity - holds to a different standard - need to understand the conditions - problematic to measure empirically
63. Allen, K., Galvis, D., Katz R. (2004). Evaluation of CDs and chewing gum in teaching dental anatomy. Journal of Dental Research , 83. VS. 5. Lack of Evidence Example from Professor Tom Reeves…
64. 5. Lack of Evidence http://www.flickr.com/photos/linnybinnypix/430967476/ Learning is like chewing gum (messy)
65. No one should doubt that online learning works as well as face-to-face teaching. 5. Lack of Evidence
66. No one should doubt that online learning works as well as face-to-face teaching. 5. Lack of Evidence But the challenge is finding the right mix ?
67. "Using technology to improve education is not rocket science ...it is much, much harder than that" (Diana Laurillard, Opening Up Education, 2009). 5. Lack of Evidence
69. Before we leap into the unknown we need… Conclusion
70. … the courage to confront some of the great challenges facing tertiary education in uncertain times. Before we leap into the unknown we need… Conclusion
71. “ All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach” (Toffler, 1974). Conclusion
72. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions [email_address] http://www.slideshare.net/mbrownz/
Notas del editor
A real hallmark of my research is the critical lens I bring to elearning from a broad perspective. Although it’s slogan, ‘the light comes through the cracks’. This saying defines my academic work as in the words of Socrates, the unexamined life is not worth living.