“Contemporary approaches to the digital transformation of practice in university research and teaching sometimes assume a convergence between the digital and openness. This assumption has led to the idea of ‘digital open scholarship,’ which aims to open up scholarship to participants from outside academic scholarly communities. But scholarship, digitality and openness exist in tension with each other – we can see the individual features of each, but we cannot make sense of the whole picture. It resembles an ‘impossible triangle’. Particularly confounding is the tension between digital scholarship and open knowledge, where the former is focused on the creation by specialist communities of knowledge of a stable and enduring kind, whilst the latter is characterised by encyclopaedic knowledge and participation that is unbounded by affiliation or location. However, we need not be permanently thwarted by the apparent impossibility of this triangle. It is a stimulus to look critically at the contexts of practice in which a relationship between scholarship, digitality and openness is sought. Constructive examples of such critique can be found in the emerging research field of literacy and knowledge practice in the digital university.”
This great little video highlights some of the themes and discussions that are going on (and have been going on for some time) around education and how ‘we’ can improve it from the ‘one size fits all’ attitude. Enjoy!
”Are we failing Superman with a traditional one-size-fits-all curriculum? People are different, their interests are different… Why wait 11 years to truly differentiate the curriculum? In this video inspired by the worlds of Peanuts and DC Comics, I offer some of my thoughts on a solution.” Marc-Andre Lelande
New Year, new challenges, new opportunities. That’s as much happy-stuff I can muster at the moment – it’s the 3rd day back to work after a wonderful, but tiring, 2 week festive break and I’ve got a stinker of a cold (not that you wanted to hear that).
So, to start the year on a positive note this course, ‘Bring Your Own Device for Learning’, not only attracted my attention but I was also invited to help create and facilitate it. Running from January 27th to 31st, the ‘Bring Your Own Device for Learning’ (BYOD4L) short (open) course, is from the Media-Enhanced Learning Special Interest Group. Participants will be able to immerse themselves (students or teachers) in a range of opportunities to explore the use of smart devices for learning and teaching in their professional context in an immersive, open and collaborative environment.
Another infographic, this time looking into how we can tap into mobile learning. Some figures from the infographic for you:
Only 17% of surveyed schools state that children are required to use mobile or portable devices in the classroom, and only 16% allow BYOD (Bring Your Own Device). Whether this is 16% of the previous 17% who allow the use of mobile devices or 16% of everyone surveyed is not clear.
Parents view the use of the use of mobile devices are used more effectively in early years classrooms to promote curiosity than in later years, but it is still significantly higher than for other uses, e.g. to foster creativity, to teach languages or reading.
Parents of children who are being encouraged to use mobile devices are more positive about the learning and educational potential of mobile learning. Notable differences in how parents view their child’s performance between those classrooms where mobile learning is required, to those where it is not, shows the biggest divide.
2/3 or parents think schools should help students use devices safely.
2/3 also agree that the very same mobile devices can distract children from learning.
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 →
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.”
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.
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:
Last night I read the excellent post by Simon Finch – “Privacy is gone, live with it” – (@simfin) in which he considers the “complex and changing nature of identity, perception and consequences of naive digital citizenship” and outlines three possible groupings:
“I’ve not got time for Twitter and Facebook, I’m too busy doing real work and besides the internet is full of liars, thieves and weirdos.”
Harder to define but it’s more about the “spectrum on which we travel, rather than somewhere we are firmly placed.”
“Not the Top Group. Not the Best group. This isn’t a competition”
What strikes me about Simon’s post is the well articulated way in which he highlights and describes his online presence and that it’s not only what we post and share is what defines us, but what we’re associated to (whether we know it or not).
“… if you post nothing anywhere then your identity will simply be references by others about the places you’ve been and the things you’ve said and done - ‘This is the worst conference ever (with Simon Finch)’. If I make no contribution, then it appears we are like minded and negative individuals.”
As with Simon I am known as much for my (prolific?) tweeting and blogging as for sharing photos of family, friends, days-out, home/work life, etc. Continue reading →