[Read this next bit as though it's a well known Sinead O'Conner song]
It’s been 5 years, 30 days, and 53 minutes since my first tweet. Here is it:
In that 5 years, 30 days, etc. I’ve made nearly 25,000 tweets. Admittedly not all of them are relevant, interesting, insightful, funny, or worth repeating, but some of them have been. Some of them have been ideas, sharing, conversations, photos, jokes, people I’ve met or places I’ve been, books or journals I’ve read, etc. Some are re-tweets (RT), mentions, replies, etc. And some are just banal observations for no other reason than Twitter was available and somewhere I can put a random thought, observation, rant, or other piece of useless information. Continue reading →
Steve often writes individual posts or, like recently, he writes a series of post with common themes to expand or challenge a certain approach or concept of education – his 2010 series on ‘Distance Learning / Distance Education’ initiated some interesting discussions. Steve has, this time, been looking at the survival of Higher Education – please read all of Steve’s posts, you know you’ll be the better for it.
I’ve linked to Steve’s original work here, as well as my response I posted to his website – I concentrate on specific aspect of his posts/series, but please be sure to read the full posts so my comments (and the quotes) are not taken out of context: Continue reading →
As part of my 2013 review I’ve been looking over some blogs and reports I read this year, and this one by Anthony Chivetta, whilst originally posted in 2008, still has so much impact today, some 5 years on – “21st Century Education: Thinking Creatively”
“Today’s world is no longer content with students who can simply apply the knowledge they learned in school: our generation will be asked to think and operate in ways that traditional education has not, and can not, prepare us for.” (Chivetta, 2008)
Just so you know, at the time of writing (Jan 2008) Anthony was 18 years old. We must also remember that in 2008 we didn’t have tablets like the iPad, we were still using desktops and laptops and netbooks, and we had only just received the first iPhone (June 2007). Yet this observant millennial had already seen the power and advantage a device like this could give a student, and that his teachers were lagging further and further behind their students. Continue reading →
I wasn’t able to get the the Learning Technologies conference and exhibition this year, so I missed Steve Wheeler’s talk. But, thanks to the wonders of technology I followed it online and can watch it again and again.
Unfortunately I can’t embed it in the post, the code gets stripped out by WordPress, so you’ll have to need to click the link/image below:
“if you don’t notice [technology], if it’s transparent, if you’re not thinking about using it then that’s good technology. Wouldn’t you agree? I think it’s a case that often we complicate technology to much, we put too many bells and whistles around it and then expect our students and learners to navigate it and often they’re thinking more about that than they are then their learning, and that’s one of the biggest thing with technology.”
There are many reasons for the choices above, and they are in no way a slight to everyone else in my network – you are all fabulous and bring so much to my day, individually and as a group, but I had to choose one of you in each category to reflect all your wonderful work.
“Understanding where technology is heading is more than guesswork. Looking at emerging trends and research, one can predict and draw conclusions about how the technology sphere is developing, and which technologies, should become mainstream in the coming years. Envisioning technology is meant to facilitate these observations by taking a step back and seeing the wider context. By speculating about what lies beyond we can make better decisions of what to create today.”
Covering aspects of the Internet, sensors, biotech, energy, interfaces, etc this infographic projects technological development to 2040, and the importance and impact on consumers.
Thanks to Scott Newcomb (@SNewco) for sharing this earlier today.
If you want some more background on BYOD try Steve Wheeler’s post “Bring your own” and Stephen Heppell’s “Child Led Learning”from the Learning Without Frontiers 2012 (Bring a Browser).
Also worth a read is this post “Young workers view BYOD as a right, not a privilege” which reports on a survey of 3800 workers in their 20s who represent the “management and senior decision-makers of tomorrow”. The report states that “nearly three quarters of respondents said they regularly use their own device for work purposes, while 55% says using their own device at work is a ‘right’ rather than a ‘privilege’.”
“… 100 times more precise than Kinnect!”
“The goal is to fundamentally transform how people interact with computers and to do so in the same way that the mouse did, which means that the transformation affects everyone, both from the most basic use case all the way up to the most advanced use cases you can imagine for computing technology.”
“The system is built on a small USB input device and a lot of sophisticated software, which the company plans to begin retailing next year for $70. For the price, users will be able to manipulate their machines with the kinds of gestures that are becoming more and more ubiquitous thanks to the explosion in touchscreen technologies–things like pinch to zoom, swiping between screens, or scrolling with the flick of a finger. The difference is that the user touches nothing; Leap 3D creates a four-cubic-foot interaction space in front of any computer that is more responsive than either a touchscreen or a mouse (and offers increased capacity for control by adding a Z axis to the touchscreen’s X and Y axes).”
Source: Radford Education
There are quite a few people wondering if this is real, I sure hope so, especially for those who have signed (and paid) up for their Leap ‘console’, which is due for shipping early 2013 (unless you’re a lucky one who get’s one of the early editions).
Is this going to make you think twice about Kinnect, or can they both develop alongside each other? Are there some topics or subject areas that will benefit from this more than others (e.g. chemical or biological simulations, sport or injury science, early stage learning, etc, not to mention gaming). What do you think … and will you be getting one or even signing up for a developers kit?
I would love to get my hands on this, and I’d love to be a better developer and designer than I am to get the maximum from this kind of technology. I’ll just have to settle with watching how others use/develop it and see if there is anyone around here I can join and help if they want to go down this route.
“Learning today happens everywhere. But it’s often difficult to get recognition for skills and achievements that happen online or out of school.”
Mozilla is hoping to bring something to the learning-table – “open badges”. Mozilla Open Badges helps “solve that problem, making it easy for any organization to issue, manage and display digital badges across the web” as they say on their website: http://openbadges.org/ This is billed as new method of recognising and rewarding skills learned, both in and out of the classroom. Learners earn the badges which display their achievements and 21st century skills across the web, unlocking learning and employment opportunities. The badges system is open source and available to all.
Is this something that can be integrated with Massive Open Online Courses (MOOC) to show progress and learning?
Here are some more links/resources on the topic:
Mozilla Open Badges: “This (BrowserID) opens the door for users to create a single user-centric identity across the web, with tools like Mozilla Open Badges adding a “reputation layer” that provides a complete story about what they know and have achieved. All through an open, standards-based infrastructure that puts user sovereignty, privacy and security first.” http://blog.mozilla.org/blog/2012/04/10/mozilla-open-badges-beta/
WebProNews: “By turning our accomplishments and skills into a digital achievement, more people might be pushed to achieve something greater. We already have people spending ungodly amounts of time to earn achievements in video games so the same should be true for a person spending a lot of time to learn astrophysics. ” http://www.webpronews.com/mozilla-open-badges-enters-public-beta-2012-04
“The question of open, free of cost participation in a MOOC is a given. But what about those who wish to receive some tangible form of accreditation at the end of the programme? Who provides that?”
While the Mozilla badges could be one way to show the quality of learning, there is no form of checking (at the moment?) of the quality of work completed to gain the badge, so is this just like obtaining a certificate to say you attended the course rather than getting a certificate to say how well you did on the course?
“It’s the only chart in the business that actually asks real marketing people in learning technology to vote for the tweeters they really like to follow, so we don’t think we’re exaggerating too much when we say it’s pretty unique. “
Many thanks for my inclusion (at number 9, if that’s anything to go by?), I am honoured to be in such esteemed company with the likes of Steve Wheeler, Nancy Rubin, Simon Finch, Jay Cross, Tony Karrer, Shelly Terrell, Joyce Seitzinger, Alec Couros, etc.
So, not too much pressure then to continue and do even better ‘stuff then’? Nah, should be good fun!