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 →
This article by Julie Tausend on the EdTech Magazine website – Distraction or Opportunity? A Guide to Embracing Technology in the Classroom – asks the question as to whether classroom technology, or the BYOD mentality, can be harmful or an opportunity to learning. It argues that it can (as I would agree) but specifies the limitations to this approach, on which I think we’d all agree:
“Engaged students use the opportunity to make additions and annotations, to downloaded slides or to transcribe the lecture using word-processing programs. The problem, of course, is that not every student is that engaged.”
One element of the article, however, I would disagree with, and this is:
“One downside of technology in the classroom is that it’s more difficult to get students’ to turn away from their computers to participate in discussion. Technology is not always a distraction in the classroom, but hiding behind computer screens can lead to minimal interaction with professors during lectures. If you want dynamic discussion and interaction with students, ask them to close their laptops.”
Instead of asking them to close their laptops or put their tablet away … Continue reading →
Following on from my own work on the impact of employability and (y)our online reputation (and the collaboration with Sue Beckingham in 2012) the following video will not come as a surprise. Sidneyeve Matrix, from Queens University Canada, is an Associate Professor and researches the digital environment(s) and their impact on us professionally and personally, as well as how we allow them impact our lives.
This is Sidneyeve’s keynote from the 2013 AACE Educational Media and Technology (EdMedia) conference back in June. What is good here is the flip side of the work I’ve done before – this is about how we as the worker, employee, and employer, view ourselves online, and what we can do to enhance our personal brand and encourage collaboration.
This is a great free eBook / iBook, for the iPad, from The Open University: ”Advances in Technology Enhanced Learning”.
The eBook aims to present a “range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate” and to introduce “methodological and technological breakthroughs” to learners, instructors, and decision-makers in schools, universities, and workplaces.
“The Open University’s Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more.”
“A new study of U.S. college students asked them what they think education will look like in the years to come. What they had to say could affect your association’s meetings and education strategy when it comes to attracting these next-generation attendees.”
The Associates Now article by Sam Whitehorne is a good insight into what Generation Y / Millennial students, not educators, think the future of education should be. Based on research from Millennial Branding called The Future of Education the study shows how students who have grown up with the Internet and online ‘personas’ perceive education now and in the future.
Highlights of the report include:
A quarter of students feel unprepared for the working world and almost two thirds of students believe that it’s both their college’s and their own responsibility to be prepared for the working world. Continue reading →
From the first TED Talks Edu programme Sir Ken Robinson outlines his view on what is needed to progress from the imminent ‘Death Valley’ direction to a flourishing, nurturing environment where children grow with and in their learning:
“Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish — and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational “death valley” we now face, and how to nurture our youngest generations with a climate of possibility.”
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 →