“The mere presence of a cell or smartphone on the table can disengage people during in-person conversations and hinder their empathy, according to a new Virginia Tech study that finds your attention is divided even if you’re not actively looking at your phone.”
The 2014 IGGY Junior Commission report on Education and the Internet is an important read. I’ve not had chance to digest all of it yet, but what I have read makes for some uncomfortable reading for Higher Education – take note: children understand the technology they have access to, the understand the possibilities (and challenge them), and know how they want to use it and bring it into all aspects of their lives, including learning / classroom / education.
“The IGGY Junior Commission enables ten of the brightest young minds to collaborate with one another to achieve a global goal. These young people are the potential leaders of the future and deserve an opportunity to share their views and recommendations.”
Research and interviews from 289 school children and 109 teachers from 14 different countries helped form the conclusions of the report which include: Continue reading →
This is what they think. As I read it (and please do so yourself on the link above) I got more and more annoyed. It was less and less about classrooms or learning in 2050 and more about ‘what’s happening now you think will have an impact in 30+ years time’. Only two, Naomi Davidson and Michael Gibson, seemed to truly look beyond the here-and-now projected education 36 years forward.
students will already be used to “interactive, engaging, live classes from anywhere they may happen to be, with the only requirement being a camera, a screen, and a wi-fi connection.”
Is this a warning? If we’re going to truly support engaged learners we need to get this done at the basic level to enable further change, connection, etc. Continue reading →
After such a successful run earlier this year, the team behind BYOD4L (Sue Beckingham, Chrissi Nerantzi, Andrew Middleton, et al) are working their magic again – put the dates in your diary: BYOD4L July 14-18. I have been invited back again this time to work with Sue, Andrew, and Chrissi (and the other team members) and will be engaging course participants online.
This article by Austin Fitzhenry asks a simple question: “can students teach their lecturers a thing or two?”
Go read the full article on the Times Higher Education website, it is very good, extremely well written, and full of thought provoking comments and observations that need consideration if we are to improve the relationship between ‘teaching’ and ‘learning’.
Below are a few sections that caught my eye for one reason or another:
“The question “Why am I here?” often strikes in the 73rd minute of a droning lecture. Don’t misunderstand – I love lectures. But only if the person delivering it knows how to allow learning. And yes, I do mean “allow”, for academics don’t create learning – only the student can do that. Unfortunately, most if not all lecturers are crippled by misunderstandings about their students and ill-founded assumptions about education itself. If we can filter the mud from the Pierian Spring, then they will have far less frustration in their lives and students will stop wishing that they were somewhere else. So one afternoon, after a particularly frustrating day with my professors, I sat down and wrote my lecture to them. I pray that they are taking notes.” Continue reading →
Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.
As with the sessions I followed yesterday I’ve continued to sketchnote my way through them, making notes of the ideas and concepts rather than the specifics of the detail and data. Here are my day two sketches:
Next week is the 2014 Blackboard Teaching and Learning Conference in Dublin. The programme looks very comprehensive and has 6 streams in motion, which means it’s going to be very difficult to attend and cover all the sessions I want to attend – which means I’m going to have to be very selective about what, and who, I see.
Here’s my first impressions of what I will try and see -
Wednesday, April 30.
Keynote / Prof Stephen Heppell. I have met and talked with Prof Heppell on numerous occasions (at Learning Without Frontiers in 2011 and during my time working at Bournemouth University) and know that his unique perspective and style will make this keynote both interesting and hugely profound on the issues affecting education today. This is one session you do not want to miss. Continue reading →