technology enhanced learning
TRANSCRIPT
Technology
Enhanced
Learning
Your online
experiences
so far… (socio-professional
perspective)
http://www.flickr.com/photos/86251769@N00/438190053
Discuss the readings
http://www.flickr.com/photos/tearsandrain/3526002850
Technology Enhanced Learning
What is meant by it?
http://www.flickr.com/photos/48600091327@N01/4569922802
e-Learning timeline M
ultim
edia
resourc
es
80s
The W
eb
93
Learn
ing M
ana
gem
ent
Syste
ms
95
Open E
ducatio
nal R
esourc
es
01
Mobile
devic
es
98
Gam
ing t
echnolo
gie
s
00 S
ocia
l and p
art
icip
ato
ry m
edia
04
Virtu
al w
orlds
05
E-b
ooks a
nd s
mart
devic
es
Ma
ssiv
e O
pen O
nlin
e C
ours
es
07 08
Le
arn
ing
Desig
n
99
Lea
rnin
g o
bje
cts
94
Learn
ing A
na
lytics
10
By Grainne Conole
Any technology tends to
create a new human
environment...
Technological environments
are not merely passive
containers of people but are
active processes that
reshape people and other
technologies alike.
M. Mcluhan, 1962
Gutenberg to Zuckerberg
• An historical view
• The web is not the Internet
• Disruption
• Network (of knowledge)
• The web ~ emergent practices, ideas, businesses, services
• Demand for new laws (Copyright, copyleft, etc.)
• Contradiction: Orwell (fear) or Huxley (pleasure); good vs bad
Technology: transformation of the
medium
Is it transforming practices?
Is it transforming pedagogies?
(e-)pedagogies? Is there such thing?
http://www.flickr.com/photos/86251769@N00/438190053
Your thoughts
http://www.flickr.com/photos/91903883@N00/2385264019
“There is, I think, no point in the philosophy
of progressive education which is sounder
than its emphasis upon the importance of
the participation of the learner in the
formation of the purposes which direct his
[sic] activities in the learning process, just as
there is no defect in traditional education
greater than its failure to secure the active
cooperation of the pupil in construction of
the purposes involved in his studying.”
John Dewey, 1938,
Experience and Education
“(…) transforming transfers of
information into a ‘real act of
knowing” (Paulo Freire)
What are
real acts of knowing
“…unhampered participation in a meaningful setting.
Most people learn best by being "with it".”
~ Ivan Illich, Deschooling Society
50 years on…
The tools arrive
Toolkit
http://www.flickr.com/photos/neilt/
Activity Tool
Reflection • Discussion board
• Blogs
• audio-/video logs
Collaboration • Wiki
• Muilti-Blogs
• Social Networking
• Discussion boards
• Shared documents (google docs)
• Mindmaps
Social(isation) • Networks (twitter, facebook, etc.)
Discovery • Open Educational resources
(OERs)
• Learning Resources (google
scholar, blogs.websites, etc.)
• Network “filters” (twitter, etc.)
• Online presentations (Slideshare,
prezi, etc.)
• Academic repositories
Representation • Blogs
• Personal websites
• Professional Sites (linkedIn,
Academia.edu. Etc.)
Just
Tools
&
ownership!
A new Logic of Practice starts to
emerge…
A new set of values and different
activities
Represent what we Do
and who we Are
Technology
become a way
of life!
http://www.flickr.com/photos/40645538@N00/2796862756
Field of participation
(democratic???)
Congregation of eclectic social
capital
Development of new dispositions
Embodiment of new cultural
capital & Habitus
Field of power (highly regulated)
Recruitment of homogeneous
(?) social capital
Maintenance of dispositions that match the field
Preservation of the field’s cultural
capital and habitus
Field of Personalisation of
learning
Congregation of heterogeneous social capital
Cultivating new dispositions
Providing cultural capital and habitus
Teacher preparation should go
beyond the technical preparation of
teachers and be rooted in the ethical
formation both of selves and of
history. ~ Paulo Freire, Pedagogy of
Freedom
Hands on pedagogy
for deep learning
http://www.flickr.com/photos/24oranges /
Deep Learning Surface Learning
Examining new facts and ideas critically, and
tying them into existing cognitive structures and
making numerous links between ideas
Accepting new facts and ideas uncritically and
attempting to store them as isolated,
unconnected, items
Relates previous knowledge to new
knowledge (transfer) looking for meaning
Focus on unrelated parts of the task.
Information is simply memorised; not
understood and appropriated for personal
meaning
Relates theoretical ideas to everyday
experience
Facts and concepts are associated
unreflectively
Relates and distinguishes evidence and
argument from assumptions
Principles are not distinguished from
examples
Organises and structures content into
coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the student Emphasis is external, from demands of
assessment
Adapted from Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge.
Blooms taxonomy (revised) http://w
ww
.flic
kr.
co
m/p
ho
tos/1
0838
55
9@
N00/2
0986
89
730
http://www.flickr.com/photos/10838559@N00/2098689878
http://www.flickr.com/photos/smallritual/505772429
from consumer to co-producer
http://www.flickr.com/photos/danisarda/3939008630/
prosumer
learner centred
http://www.flickr.com/photos/14516894@N08/3983934498
Pedagogical approaches.
Learning
Experiential
Inquiry based
Immersive
Situated / contextua
lised
37
The role of the teacher?
creating contexts
for learning
http://www.flickr.com/photos/44315708@N00/109795806
Pick a topic:
Digital literacies
Diversity and Inclusivity Online
Digital Citizenship
39