ALT has produced a series of short films to give you an inside view of who we are (learning Technologists), who they are (ALT), what we do, and why members enjoy being part of our community. Announced on the ALT website earlier this week the videos are of, from, and about the ALT membership who are “making innovative use of learning technology in education about what it means to be part of the community.”
The three videos, embedded below, are:
Using Augmented Reality to Enhance Learning and Teaching
The Open Course in Technology Enhanced Learning (ocTEL)
Seeing the Connections: Twitter Community Exploration with TAGSExplorer Continue reading →
Lewis, B. and Rush, D. 2013. Experience of developing Twitter-based communities of practice in higher education. In Research in Learning Technology 2013, 21: 18598 – http://dx.doi.org/10.3402/rlt.v21i0.18598
“This article presents the results of a case study of the use of a microblogging tool by a university academic to increase their knowledge and experience of social media for educational purposes. The academic had the role of digital steward in a university and attempted to use microblogging (Twitter) to increase professional contacts within the framework of a community of practice. Several types of data were collected and analysed. These included the structure of the network arising from the links formed with others by microblogging, the similarity of stated interests between the academic and others in the network, and the contents of postings such as their external references. It was found that a personal network had been established, with some of the characteristics of a community of practice. The activity demonstrated the utility of social media in supporting the professional development of academic staff using technology.”
The more I think, the more I learn. The more I learn, the more I question. The more I question, the more I find I don’t know. The more I want to know, the more I question, well, everything, and the unhappier I become.
Why is this? Shouldn’t I be happier with more knowledge, more detail, a better understanding of who I am and the world I live in? Shouldn’t this mean I am better placed to affect and effect change in my life, my family, my work, my finances, my home, my health, etc.?
This is part 9 in my series of ‘What is a Learning Technologist?’ Read Part 8 here, and follow the links on my About page to the other parts.
I was never ‘encouraged’ to think at school – we had our notes dictated to us and we were told what to learn for the tests. I was ‘average’ in exams (and that’s being generous), and just about scraped in to and through University. Even after 4 years there I never really thought much about what I was doing, I just went with the flow, just happy to pass and move on. It wasn’t until 2007 and working at Bournemouth University that I started to question what I wanted to be, who I wanted to be, and how I wanted to get there. It wasn’t some profound personal journey, it was just the environment I worked in .. 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):
I have transcribed a few of the sections that really move and inspire me, what these children are doing/have done is brilliant, I hope you agree.
“Thousands of years ago the native Americans embraced the idea of a village, the entire community as teacher, as curriculum. The idea that everybody had something to offer was given. Somewhere along the way competition bled into efficiency and efficiency bled into standardisation. We are missing community, cross-generational expertise. We believe that technology wants to help us get back to to us.”
“We are suggesting that is compulsion, the assumption that was must teach and measure certain things, that is keeping us from betterness, keeping us mediocre rather than breathtaking. So we stop measuring learning, instead we prepare people for uncertainty, we facilitate curiosities, we create ‘community’. We create spaces of permission with nothing to prove because we believe ‘there is never nothing going on’.”
If you’re interested, check out the other 4 videos in the series: Dream (2), Connect (3), Do (4), and Be (5).
Now, I’m not an educational activist, nor do I want to upset the system or hack anything, but I do wonder why we continue to do things the same way despite evidence showing us there is a better way. From this video I can reflect my own experience at school, at university, etc, that I was not in the best ‘environment’ for my style of learning: I had to take myself out of the classroom to be comfortable to learn (but I still sat in the classroom with everyone else – does this mean I did twice as much?). From the video I question whether Schools are preparing children to learn a subject or learn to live in the world. There is a place for both, but I tend to see an either or approach, never both? Have I missed something … “we stop measuring learning, instead we prepare people for uncertainty, we facilitate curiosities, we create ‘community’.”
It strikes a chord with me, nothing more than that. And it is that chord that reminded me of the keynote that Simon Finch gave at PELeCON12 (pelc12) in April this year (2012), he opened ‘Something Better Change” with this video: