As I research around my role I often find some great resources, and sometimes some are pointed out to me. Thank you to Flea Palmer (@fleapalmer) for this Educause article: “Educational Technology: The Hype, the Reality, the Promise” (Shwiff & Larkin 2013)
- This is also very topical as part of my ‘what is a Learning Technologist’ series of blog posts, and as a resource for the collaborative research with Rachel Cullen and Geraldine Murphy from Loughborough College.
The article comes with quick reference ‘take-away’ notes to make it easy for most of us to not read the full article, but I urge you to read it, it is full of good information and research.
These three take-away notes of interest are:
- Within universities, there’s a growing tension between faculty, who typically focus on what is taught, and educationalists and technologists, who focus on how things are taught.
- To realize the opportunities that technology offers, we must first re-imagine higher education’s long-standing learning model and ensure that all stakeholders make educational quality and critical thinking a priority.
- Educational entrepreneurship can offer a way forward by offering incentives for educationalists, technologists, and faculty members to collaborate, experiment, and innovate.
“We should never confuse education with training or the “tools” that educators use.”
A couple of months ago I was asked to contribute to an eBook about mobile learning and changes in attitudes and technology … “what are the most effective uses of technology in online and mobile education?” Along with 34 leading educators and mobile learning ‘celebrities’ our answers have been included in a new eBook that has the sub-title “Move Over Teachers: The Students Are in Control”.
I find myself listed among friends and colleagues who I look to and respect in the community of learning, including (but not limited to):
- Joyce Seitzinger
- Grainne Conole
- Alec Couros
- Lisa Dawley
- Jackie Gerstein
- Sidneyeve Matrix
- Lisa Nielsen
- Pati Shank
- Shelly Sanches Terrell
- Tony Vincent
Each essay/response has come together, independently, to form a common theme around the advances in technology and how we choose to use it; devices, networks, content, teaching, collaboration, etc. Continue reading
The goal of the JISC Report into the ’Challenge of eBooks in Academic Institutions’ project is to help “orientate senior institutional managers and to support institutions in the effective adoption and deployment of eBooks and eBook technology. As a consequence the project helps to support the wider ambition to enable improvements in the quality and impact of teaching, learning and research and meet rising staff and student expectations.”
“At present, for academic institutions, the ebook paradigm largely remains one of PDF format ebooks consumed using PCs. This is now dissolving. The ebook landscape is changing rapidly, driven to a large extent by developments in ebook readers and tablet devices which have enabled better ways to consume econtent.”
If, like me, you like to watch your films or listen to music on more than one device (in more than one location) then you’ll have had to copy/digitise/rip it, which is not always legal.
But it can be done. For your CDs you need to just put them in your computer and iTunes or other music library software will offer to rip it for you. Connect your digital audio device and copy the file across and you can listen to your CD in the car, gym, bus, or at work or walking the dog. It’s slightly more difficult for your DVDs but there is software that can rip it into an MP4/M4V or MOV or WMV file which will play on your laptop, tablet, etc. and you can watch on the train, bus, plane, or in the shed or bath (wherever you want).
But what about your extensive library of books you’ve been collecting. If, like me, you also want to be able to read these electronically then it’s a lot tougher to digitise. So why can’t you get the electronic copy at the same time as the physical one? You can do this with your DVDs and with some CDs now (some DVDs come with the Ultraviolet digital copy), so why not books? Continue reading
Every once in a while I read something that makes sense and I have to share. This morning it was from Sheila Macneill.
“Blended learning is all about encouraging more creative, and engaging learning and teaching experiences…”
Read Sheila’s full post here: Easier classroom interaction, but still a few niggles. Sheila is writing about a very specific approach to blended learning, the use of audience response systems (clickers, if you will) like TurningPoint, Nearpod, and the recently launched Blackbaord Polls (polls.bb), but the quote above is, in my mind, fundamental to a success mind-set to develop and deliver a blended approach to learning: encouraging, creative, and exciting.
[Reproduced from Edudemic website: "Become An EdTech Specialist: Do You Have What It Takes?"]
Personal Skills and Abilities Continue reading
I have used three different systems to generate and monitor my QR Codes over the past five years or so. My current favourite is linked to the shortened URL generator from Google - goo.gl.
For each shortened URL you create on goo.gl you can have a QR Code too, all you have to do is add .qr to the end of the URL.
For example, the shortened URL for my eBook on QR Codes in Education, generated for this blog post, is http://goo.gl/rYNr4v. If you added .qr to the end of it you won’t be directed to the page but shown the QR Code for it: http://goo.gl/rYNr4v.qr. And here it is:
Tagged as a report “exploring new forms of teaching, learning and assessment, to guide educators and policy makers” the Innovating Pedagogy 2013 from the Open University is intended for teachers, policy makers, academics and anyone interested in how education may change over the next ten years.
The 2013 report highlights, for the coming 10 years according to timescale and impact:
- crowd learning
Impact: Medium/High Continue reading
I am pleased to be involved in a project with Geraldine Murphy and Rachel Challen from Loughborough College which looks to explore the identity of a Learning Technologist through the “analysis of language”.
According to the Association of Learning Technology the definition of Learning Technology is defined as this; “Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment.” Learning Technologists are then “the people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology.”(ALT 2010)
However, to those working in eLearning, on a daily or ad hoc basis, the explanation doesn’t seem to be as clear cut and there has to be a continual explanation of the job role and the skills, experience and knowledge the role of a Learning Technologist demands. Continue reading
The Educause Centre for Applied Research (ECAR) has recently published their “ECAR Study of Undergraduate Students and Information Technology, 2013” report.
The report summary has the following key points and recommendations:
- Students recognize the value of technology but still need guidance when it comes to better using it for academics.
- Students prefer blended learning environments while beginning to experiment with MOOCs.
- Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
- Students value their privacy, and using technology to connect with them has its limits.