some possible futures of learning: lessons and enablers
DESCRIPTION
A second version of a presentation looking at a small sample of potential future directions which learning may take in the next couple of years. Tends to lean towards the impact of ICTs, Web2.0 and associated ideas and not engage as fully as it should with changes in understanding about learning - maybe in the future. More information about the presentation can be found hereTRANSCRIPT
Some posible futures for learning: Lessons and Enablers
David Joneshttp://cq-pan.cqu.edu.au/david-jones/
Overview
Context
CurrentPractice
PossibleFutures
Lessons
Enablers
Context: Who am I
• Kiersey architect• Ex-IS academic• Head of E-Learning
& Materials Development(aka CD&DU), DTLS
• Lot's of e-learning
http://flickr.com/photos/aviatordave/7007033/
Glass half empty - skeptic
http://flickr.com/photos/aviatordave/7007033/
Overview
CurrentPractice
PossibleFutures
Lessons
Enablers
Context
Context: E-Learning?
the use of information and communications technology to support and enhance learning and teaching in higher education institutions (HEIs)
OECD (2005). E-Learning in Tertiary Education: Where do we stand? Paris, France, Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development.http://new.sourceoecd.org/education/9264009205
E-Learning is silly
• Vast majority of learning@CQU relies on ICTs
• Adding "e-" is an immigrant practice
Context: Determinism #1
…the relationship between educational progress and technological innovation is one of mutual influence and implication, how it involves a range of other factors, and how technological "progress" can sometimes be stopped dead in its tracks…
Norm Friesen, E-Learning Myth #2: Technology drives educational changehttp://learningspaces.org/myths/determinism.html
Context: Determinism #2
For both research and practice, an appreciation of the complex and unpredictable dynamic between technology and education implies an openness to users' appropriation and rejection of technology, and a healthy skepticism towards bold technological predictions or visions.
Norm Friesen, E-Learning Myth #2: Technology drives educational changehttp://learningspaces.org/myths/determinism.html
Overview
Context
CurrentPractice
PossibleFutures
Lessons
Enablers
Overview
Context
CurrentPractice
PossibleFutures
Lessons
Enablers
Overview
Context
PossibleFutures
Lessons
Enablers
CurrentPractice
Overview
Context
Lessons
Enablers
CurrentPractice
PossibleFutures
http://shifthappens.wikispaces.com/
QuickTime™ and aMPEG-4 Video decompressor
are needed to see this picture.
http://shifthappens.wikispaces.com/
• August 2006 - Arapahoe High School
• June 2007 - 5 million online viewers
• Modifications, remixes, parodies and finally updated version
People are changing
Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
Marc Prensky (2001). Digital Natives, Digital Immigrants. On the Horizon. 9(5) http://www.marcprensky.com/writing/
People are changing
For the first time in history children are more comfortable, knowledgeable, and literate than their parents about an innovation central to their society. And it is through the use of the digital media that the N-Generation will develop and superimpose its culture on the rest of society”
Don Tapscott (1997) Growing up Digital: The Rise of the Net Generation, McGraw-Hill
Can you hear this?
http://en.wikipedia.org/wiki/Teen_Buzz
http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1
Some disagreement
…young people..are..claiming greater online self-efficacy and skills than…their parents (Livingstone, Bober & Helsper, 2005). …do not take these claims at face value, and universalize them to youth in general. Instead.. the complex skills needed to effectively utilize the Internet are distributed not only by age, but also by “gender and socio-economic status” (Livingstone, Bober & Helsper, 2005).
Norm Friesen, E-Learning Myth #1: The "Net Gen" Myth http://ipseity.blogsome.com/2006/08/14/p36/
Sonia Livingstone, Magdalena Bober & Ellen Helsper (2005), Active participation or just more information? Information, Communication and Society 8(3): 287-314
More complex continuum
• Per tool breakdown– Digital Voyeur Knowing– Digital Immigrant Participating– Digital Native Living
Christopher Harris(2006). Knowing | Particpating | Living, http://schoolof.info/informancy/?p=159
http://www.youtube.com/watch?v=pQHX-SjgQvQ
Introducing the book
Literacy
Writing Programming
Scribes Specialised technicians
Priests, wealthy, educated
Programmers
Everyone Everyone
Literacy
Writing Programming
Scribes Specialised technicians
Priests, wealthy, educated
Programmers
Everyone Everyone
http://techrepublic.com.com/5100-10878_11-5053961.html
Where are we?
Context
PossibleFutures
Lessons
Enablers
CurrentPractice
CQU Courses - T2, 2006
WebfuseBlackboardNot Online
% Feature Use
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50
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70
Discussion Submission Quizzes Group work
% Feature Use
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50
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70
Discussion Submission Quizzes Group work
0.93 posts per student
% Feature Use
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10
20
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Discussion Submission Quizzes Group work
9% assessable
% Feature Use
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Discussion Submission Quizzes Group work
3.2 posts/student
Stuck in the CMS
• Uni e-learning = Course Management System
• Course offering centric
• Little flexibility, little use, little innovation
• Client/Server
Overview
Context
CurrentPractice
PossibleFutures
Enablers
Lessons
Lessons
• TPCK
• There are many learning theories– Challenging the cognitivist/constructivist
orthodoxy
• Content is not scarce
Lessons
• TPCK
• There are many learning theories– Challenging the cognitivist/constructivist
orthodoxy
• Content is not scarce
What do you need to know to teach @ CQU?
http://www.tpck.org/
Technological Pedagogical Content Knowledge
True technology integration is understanding and negotiating the relationships between these three components of knowledge.
A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert, a technology expert and a pedagogical expert.
http://www.tpck.org/
Lessons
• TPCK
• There are many learning theories– Challenging the cognitivist/constructivist
orthodoxy
• Content is not scarce
Learning "Orthodoxy"
• Behaviourist
• Cognitivist
• Constructivist
Connectivism
At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks….
connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
http://www.elearnspace.org/media/SituatingConnectivism/player.html
Connectivism Conference
http://ltc.umanitoba.ca/moodle/course/view.php?id=9
Lessons
• TPCK
• There are many learning theories– Challenging the cognitivist/constructivist
orthodoxy
• Content is not scarce
Guess the source?
Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.
Guess the source?
Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.Samuel Johnson - 1781
http://en.wikipedia.org/wiki/Image:Samuel_Johnson_by_Joshua_Reynolds.jpg
Scarcity and changes
• Lecture -- scarce books– "action of reading, that which is read"
• Textbooks -- scarce media
• Face-to-face -- scarce time
• Web -- abundance– Multiple points of entry– Flexiblity through diverse sources
http://www.h-net.org/teaching/essays/mcclymer.html
Why a content focus?
Under the regime of scarcity, exposition typically replaces inquiry.
http://www.h-net.org/teaching/essays/mcclymer.html
The Long Tail
http://longtailbook.co.uk/
CQU's Long Tail
0
200
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1000
1200
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1600
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1 105 209 313 417 521 625 729 833 937 1041 1145 1249
Scarcity - enrolment
• IT and the network makes it possible to serve the long tail
• Though practices have to change
Saul Fisher (2005) Long Tails in Higher Educationhttp://www.insidehighered.com/views/2005/05/27/fisher
Overview
Context
CurrentPractice
PossibleFutures
Lessons
Enablers
Enablers
• Web 2.0 - the read/write web
• Software as a service
• 3D worlds
• Everything is open
http://flickr.com/photos/kosmar/62381076/
Web 2.0 Video
QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.
Watch the video
http://mediatedcultures.net/ksudigg/?p=84
http://www.youtube.com/watch?v=6gmP4nk0EOEThe "cultural" approach
http://www.youtube.com/video_response_view_all?v=6gmP4nk0EOE
Responseshttp://www.youtube.com/watch?v=EAVmB5dKZZ8
A nice responsehttp://mojiti.com/kan/2024/3668
Let's annotate it
Web 2.0 Implications
• Everything is open
• Remixing - mashups - "prosumer"
• Usability
• Insert creative commons movie here
QuickTime™ and a3ivx D4 4.5.1 decompressor
are needed to see this picture.
Everything is open
• Three rules (Polese, 2004) : – Nobody owns it – Everybody uses it – Anybody can improve it
• Current examples – Open source – Open content– Social software - Wikis, Blogs
http://creativecommons.org/
Who's doing it?
http://www.ocwconsortium.org/about/members.shtml
http://www.core.org.cn/en/index.htm
"education can be advanced---by constantly widening access to information and by inspiring others to participate" - Charles Vest
CQU site #2
19 Sep 2006 - No Google entry12 Jan 2007 - #50 Google entry26 Jun 2007 - #24 Google entry
Overview
Context
CurrentPractice
Lessons
Enablers
PossibleFutures
"Web 2.0 Course Site"
• A trial in T2, 2007
• Majority of the services/content/site– Not hosted on CQU servers– Open to anyone to look at and contribute– Implemented as mash ups
Announcements
Learning Space
Portfolio & Weblog
Learning Space
Resources
Resources
Web 2.0 Implications
• Everything is open
• Remixing - mashups - "prosumer"
• Usability
Mashups
• Application that combines content from more than one source into an integrated experience - Wikipedia
http://flickrvision.com/maps/show_3d
http://dotsub.com/films/inplainenglish/index.php
http://mojiti.com/kan/2024/4774
Produce/consumer
Students as co-producers
A podcast mashup
• Course podcast– Created by students and staff– Finding interesting resources on the web– Tagging with del.icio.us
Tag a resource
Saved on del.icio.us
Podcast generated by feedburner
View via iTune (or other tool)
Don't like the name and description
Edit it on del.icio.us
Update the podcast
Web 2.0 Implications
• Everything is open
• Remixing - mashups - "prosumer"
• Usability
Web 2.0 Implications
• Everything is open
• Remixing - mashups - "prosumer"
• Usability
• The CQU approach
Usability
Usability
Usability
Usability
Web 2.0 Implications
• Everything is open
• Remixing - mashups - "prosumer"
• Usability
• The Web 2.0 alternative
Usability
Usability
Usability
Usability
Enablers
• Web 2.0 - the read/write web
• Software as a service
• RSS and feeds
• 3D worlds
Wikipedia definition
is a software application delivery model where a software vendor develops a web-native software application and hosts and operates … the application for use by its customers over the Internet.
Customers pay not for owning the software itself but for using it.
Up the abstraction layer
Enablers
• Web 2.0 - the read/write web
• Software as a service
• RSS and feeds
• 3D worlds
RSS in plain english
http://www.commoncraft.com/rss_plain_english
"I go get" web
"Come to me" web
Enablers
• Web 2.0 - the read/write web
• Software as a service
• RSS and feeds
• 3D worlds
Second Life
QuickTime™ and aH.264 decompressor
are needed to see this picture.
Overview
Context
CurrentPractice
Lessons
Enablers
PossibleFutures
Futures @ CQU
• Web 2.0 Course Sitehttp://cq-pan.cqu.edu.au/david-jones/blog/?cat=9
• BAM - Blog Aggregation Managementhttp://cq-pan.cqu.edu.au/david-jones/Projects/BAM/
• Web 2.0 [email protected]
• 23 Thingshttp://sjlibrary23.blogspot.com/
What do you think?
• How are your teaching ideas– Dealing with exponential times?– Dealing with changes in students?– Harnessing the improved technologies?
• How can we help?