Thanks to Jay Cross for this short and sweet 2 minute video on ‘Network Fluency’. With the Internet and the connections we make through it we have enabled ourselves and our learning to take a new level.
“Connections begat connections. Soon everything was connected to everything else. A parallel universe sprang up alongside society, the Internet became an integral part of business and leisure: those who weren’t fluent and using the ‘net were marginalised. Not only that but everything happened faster and faster and you were required to proclaim your ‘network identity’ and figure out what you were going to do. And what you’re going to do is become fluent in the way networks work.”
Jay goes on to highlight three main areas where we need to be to become ‘fluent’: making sense of stuff, giving back, collaboration, and connection.
Enjoy this video from Educause. I hope you can see where I am coming from and why I’ve added this video to the #LTHE project as I see the Learning Technologist as an enabler, facilitator, manager, specialist, and even student in these ‘connected age’ Education settings:
“Higher Education is a connected community, and connections can do transformative things. When education is connected it forms a pathway; formal and informal learning are no longer separated. Learners can connect to an ever-widening circle of mentors, peers, experience, knowledge, games, simulations, collaborations tools, and augmented reality can help learners connect the dots in ways never before possible.”
I find myself listed among friends and colleagues who I look to and respect in the community of learning, including (but not limited to):
Shelly Sanches Terrell
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 →
I may have made the title up, as this video is not about a ‘wall of learning’ but it does showcase what can be done with technology and the need/desire to share and facilitate learning. The original Mashable post was simply about the tech and the multi-touch screen
“The wall … is designed to foster stronger engagement between visitors and individual items in the collection … not just for discovery, but for acting on that discovery. Using the museum’s ArtLens iPad app, visitors can link to the wall to add works to their own custom museum tours.”
This is a great way to introduce a museum’s catalogue of work to students, either in the museum or online (in the classroom. etc.). The student can pick one piece of work (or have one picked for them) and the wall/technology can show related or contradictory work, thus engaging the student and making them think about the work in it’s original context and/or in a new context.
Many museum’s have more work than they have space to display, so this could be a great way to bring artwork from archives and storage into the public display again.
Class trip to the museum can start in the classroom with a pre-activity that will direct what the student does or tries to find out when they are in the museum and can continue long after the trip is over and the students are back in class.
Wouldn’t it be good if it can be personalised, that it could remember who is looking through the catalogue (or use NFC to ‘see’ who is standing in front of it?), so collections can be tailored to the user’ profile? Or that it could be used to question the user on the artwork, the artist, or the sculptor, in collaboration with the app?
The idea behind the wall
“shows an openness and willingness, on museum administrators’ parts, to rethink traditional visiting experiences to achieve their chief goals: In this case, to foster interest and better educate visitors about works of art.”
“Poor use of technology is a significant waster of time and money in the public sector. UK Higher Education is not exempt from this problem. This course will help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups.”
Starting in April 2013, and running for 10 weeks, the online course will “help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups”.
You can follow the course, and the run up to it, on Twitter with the hashtag #ocTEL and Twitter account @ALTocTEL
The course will cover aspects of (and is not limited to … nor is it finalised yet either):
Induction: how this course works, who can help
Openness and standards
Options for the material, sizing effort, lead times, hardware and software needs, costs
Online learning, or distance learning, or eLearning (or even e-learning) has been around now in various guises for quite some time.
This article from eLearn Magazine “7 Student Myths of the Online Classroom” highlights some of the more popular myths surrounding the student’s perspective of online learning. Please read the full article using the link above as the below is only my interpretation of them:
I can log into the class any time I want.
Yes, you can, but obviously the materials, resources, activities are (or rather should be) designed to encourage interaction, collaboration, and engagement with your fellow students. While you may not be scheduled to be online at 8PM every Thursday evening (remember any differences in time-zones) it is likely you ought to try and work out when others will be online so you can coordinate responses and make the most of your time together.
Instructors are available 24/7.
Don’t be silly. No one person, while at work, is available 24/7 (and if you are please stop it!). Even if the customer service of your supermarket or bank is available 24/7 you can be sure that it is staffed by a rotating shift pattern to rest the individual. We live in an always-connected world but we still need to disconnect and do something else. Online/distance learners do need support and guidance and, if their study pattern is in the evening and at weekend ‘should’ the Institution put something in place to support them during those hours? Discuss … ! Continue reading →
After several years of trying to get the UK Blackboard Users Conference it seems 2013 (and the 13th conference – it’s a teenager!) is my lucky year. The theme for the 13th Annual Durham Blackboard Users’ Conference is ‘Make Do or Spend’ with presentations looking at how colleges and universities are responding to pressure:
Increasing consumerist attitudes amongst students, and
Severe fiscal constraints.
What I hope to get from the 2 day conference, apart from the networking, product/Blackboard development, Bb mobile progress, conference dinner, travel, etc., is insight into how individuals and Institutions are dealing with, and adapting, to the changing conditions within the UK FE/HE market. How are these changes are affecting approaches to learning management systems (Blackboard) and can these changes be sustained or modified if the conditions ‘worsen’? Continue reading →
If you have been thinking about how to use images and Pinterest in your classroom in an engaging and innovative way, and wondered about how ‘pinned’ images, videos, etc. can be used to group, collaborate, and crowdsource resources, then this infographic has some useful tips and links for you (click to view the full version):
From Professor Kahlil Marrar and Assistant Professor Eric Landahl at DePaul University, this video is a great introduction, from the academic point of view, on why social media can or should be used in the classroom, but also how:
“I think that our role is to sort of guide students towards seeing social networking sites as not simply this implement they can use in order to discuss ideas that do not relate to their education. Rather it could be tools they can use for their education: to advance their education, to collaborate on projects, to talk about homework assignments, to perhaps engage in peer review of one anothers works.”
“The nice thing about social networking is it allows you a sort of an early warning about problems, and it also allows you a continuous process that shows what students are learning. ”
“What we suffer from today is the explosion of social networking, the explosion of communication, and the danger with those kinds of explosions is that we don’t know where to turn to, they have no rhyme or reason, there’s no one way to utilise them. In which case it’s up to each professor to basically understand the role in the social networking world, but also understand exactly how you want to use social networking. And this clearly begins with defining an outcome.”