Monday, December 5, 2011

Technologies and trends for 2012

Based on Gartner, Inc. Predicted top 7 strategic technologies (related to learning) and trends for 2012
  1. Media Tablets – no single platform and owner provided. IT systems need to be adaptive to accommodate multiple platforms. Student and educators acquire their own tablets and bring them to school.
  2. From point and click to touch, gesture and speech – services need to design new user interfaces. Students and Educators employ apps on their tablets rather than internet browsers on PCs.
  3. Contextual and Social – services gathers and employs information on the user to personalise information and interaction. Online courseware personalises learning. Learning Management Systems adapt Facebook like capacities.
  4. Internet of Things – services based on sensors that are connected to the internet to provide on demand and instant customer service. Students and educators use their mobile smart phones to gather information from various outlets within the school.
  5. Apps – by 2014 over 70 billion mobile applications – services are moved from a centralise container of content & media to a broker of services between app stores and clients. Education publishers and service providers publish via app stores for world to access and students download apps to their tablets
  6. Next Generation Analytics – movement from singular off line data analytics to in-line connected data analytics. This is a move from providing information to the environments to test simulations for predictions. Virtual Game based Learning (via organisations such as Quest Atlantis)  provide data rich environments for students to experiment in.
  7. Cloud Computing – distributed data servers provide cheaper and more flexible services than private servers. Students and educators will employ cloud services for ePortfolios, collaboration and data storage.

Sunday, August 7, 2011

AADES Tasmania Reflection

AADES Tasmania Reflection
  1. Online Learning is and will continue to be the significant Change Agent in Teaching and Learning Practices
  2. To bring change do not be realistic
  3. Change the mental boundary to "it can be done"
  4. Change will involve a complexity of technologies - not one solution fits all.
  5. If Online Universities can accommodate over 400,000 students how will Senior Secondary Schools accommodate a growth in student numbers?
  6. NBN will reshape the classroom
  7. This is the Knowledge Era: Decisions made today will effect our participation tomorrow
  8. Social Networking, Free & Open Content, Open Classroom are the future
  9. Entitlement (right to participate) + ubiquity (cloud) = disintermediatory (goodbye middleman)



Saturday, July 30, 2011

iPAD & ANDROID APPS and Blooms

Part of a 21st Century Teacher's mission is to relate innovative technology with their teaching practices. Perhaps the most commonly accepted teaching and learning pedagogical methody is the Blooms Taxonomy. Blooms has been revised to the digital era.
Across the internet many educators have made considerable efforts  to related Blooms with Moodle and other  online frameworks.

Blooms and Web 2.0





 I recently came across a neat image that equates iPAD apps with the Blooms revised taxonomy.

This image chart can be easily updated and applied to Android and online teaching and learning frameworks

Educators across the world can adapt new technologies and adapt teaching and learning practices though what is a global connected effort to be relevant and effective.

Sunday, July 3, 2011

Texting Technology Thinking

Whilst writing has existed for many centuries the association of writing as technology is relatively new. The question is how have the different technologies such as;
Chisel and Stone



Reed pen


papyrus roll


press and vellum

typewriter and paper




keyboard and computer screen






TXT

 influence thinking?

Mobile writing technology is now a first choice in today's youth and how is it changing thinking? 14% done in class!!!


Educators are caught in this change. Students are wanting to write but in a technology that is not designed for essay writing.

Mobile Keyboards are changing to accommodate fast Mobile TXTing

Software for touch screens
Technology changes thinking. Allow it to change thinking in your classroom

New technologies create cultural disturbances.

Thursday, June 23, 2011

iPADS & Convergence Culture

iPADS are now an important learning tool within the 21st Century school environment. Schools need to view creative media as one of the key "learning corner stones" of the contemporary classroom.

Classrooms should enable students to express their cultural situation, their stories and knowledge expressions whilst employing creative technologies such as iPADs.

This need is well stated  by  Henry Jenkins re: "Convergence Culture". If you don't know Henry Jenkins play this video;




A relatively new animation media app for the iPADS enables students to self express in an immediate and rewarding manner. The app looks fun and engaging. The app is called Blush Undivided Video. Check out the app via YouTube



There is a change in who develops the content. It is important that students are engaged in creativity via "content creation". Rich media content development should not be the sole domain of the teacher. iPAD apps and the convergent culture are helping to redefine the role of the teacher. The sage on the stage should cease and the meddler in the middle should emerge.

Sunday, June 12, 2011

Constructivist Learning and Moodle


Moodle is built on the constructivist theory of learning and in general this aspect of Moodle is ignored. It is easy to overlook the theory and focus on Moodle as an object or a tool. Designing “how to” Moodle courses are easy to manufacture, easy to measure and easy to assess but they are deficient in the development of a constructivist learning environment. It is important that online courses are not “content dumps” with little application to learning processes other than read and remember.
The following slide “Future of eLearning Moodle Moot 2011” offers some insights to enabling a constructivist learning environment
Future of eLearning Moodle Moot 2011
View more documents from BCcampus
View on Slideshare to expand fullscreen

 Ignoring the theory of constructivism and focussing on the tools, places the "what you can do" over the "how to apply". In the end ignoring the constructivist theory, which is the platform of Moodle, diminishes the possibilities of a learning environment. Ignorance is dangerous as poor learning environments effect learning. This is a concern as many teachers who wish to move into eLearning place the learning of Moodle tools over the theories of digital pedagogy.

The “How to” approach to Moodle Tools results in a learning environment that sits within the lower realms of the revised Blooms digital taxonomy. More information concerning the Blooms digital taxonomy and Moodle can be accessed via http://goo.gl/s403

Constructivist learning theory explained:


It is important that educators focus on the design of a constructivist learning environment as the first step into eLearning rather than focus learning on the Moodle tools as the first step into eLearning.

Dr Seymour Papert
"Eight Big Ideas Behind the Constructionist Learning Lab" by Dr. Seymour Papert is a good starting point when designing of a constructivist Moodle learning environment. I have employed the outlining points of Papert's 8 Big Ideas and applied them to creating a Moodle learning environment. This mashup is as follows;
  • Learn Moodle tools whilst creating the desired learning environment.
  • Use the Moodle technology as the building material and constructivism as the architectural design.
  • Learning is hard fun so is designing an online course.
  • It is important to apply learning to learn principles when employing Moodle to create an online course.
  • Anything worth learning takes time and the application of constructivist theory to an online course is well worth the time.
  • You can’t get it right without getting it wrong. Take a risk when applying Moodle tools and reflect on the risk.
  • Change your learning style to how we expect students to learn. Take on the learning expectations and practices of the 21st Century.
Eight Big Ideas Behind the Constructionist Learning Lab by Dr. Seymour Papert can be accessed via http://stager.org/articles/8bigideas.pdf

Seymour Papert on Learning how to Learn


Monday, May 30, 2011

Time and Distraction reflection



Time and Distraction reflection
  • Reflection on competing needs
Plan to Plan
  • Start the day with a 10 minute planning space
Delegate to technology
  • Use technology effectively to cut out duplication and repetition
Use a variety of memory based approaches
  • Hearing, Text, Visual and Tactile
Enable Planning
  • Learning Planning processes
  • Remove Procratination
  • Self reflect on organisational practices
  • Develop a can do mindset
I Can't Get My Work Done:
  • An  hour per day  of distracted time translates into $10,375 of wasted productivity per person per year, assuming an average salary of $30/hour. 
  • That is more than the average U.S. driver will spend this year to own and maintain a car, according to the Automobile Association of America (AAA). 
  • Toggling between multiple applications/windows/tabs/items on the desktop contributes to the problem of distraction, along with using multiple devices at the same time. 
  • 45% of survey respondents keep at least six items open simultaneously, and 65% report using one to three desktop or mobile devices in addition to their main computer.
From Associated Content: a few active steps you can take to minimize distractions:
  • Know yourself and what distracts you
  • Change your atmosphere if necessary (turn down or up  music, for instance)
  • Limit computer distractions to certain times of day or a certain number of times (such as checking your email 3 xs/day)
  • Don’t take calls unless convenient for you; you can call back
  • Shorten conversations with coworkers
Email Distraction
  • STOP REACTING
  • According to a 2007 study by Loughborough University academic, Thomas Jackson, most of us reply to e-mails immediately - many within six seconds. Then it takes at least a minute to recover our thoughts. Not long after, more e-mails arrive, with more checking, and so on.

Sunday, May 22, 2011

TPACK overview

TPACK overview

SLIDES

TPACK overview
  •     Technology Pedagogy and Content Knowledge by jjfbbennett CC
CPK - The starting point
PK: Shulman, 1987
  • Content Pedagogy Knowledge
  • Shulman  (pre ’87) claimed that teachers subject knowledge and pedagogy were being treated as mutually exclusive domains.
  • Consequence: a focus on either subject matter or pedagogy dominated education.
  • Shulman proposed that effective teaching existed in the overlap of the 2 dichotomies.
PCK: explanation
PCK is the intersection and interaction of pedagogy and content knowledge.
Essential Knowledge & effective teaching

PCK includes
  • Essential knowledge content-based curricula
  • Subject specific concepts, theories & practices
  • Assessment and reporting processes
  • Instructional planning
  • Student's prior knowledge
  • Theories of learning - cognitive, social & developmental
  • Alternative teaching strategies
PCK: Teacher education programs
“Most teacher education programs in Australia have been designed by taking into account PCK.”
Teacher education programs are now considering the role of technology in learning - TPACK



DER: Teacher ICT Capabilities & Pedagogy
Digital Educational Revolution Australia
Teachers make innovative & effective use of ICT in pedagogy

DER - Implementation
Leadership
  • Plan and lead change
  • Deliver digital learning to students in all areas
Infrastructure
  • Learning management systems (Moodle)
  • ePortfolios (Mahara)
Learning Resources
  • Digital education resources (Scootle)
Teacher Capability
  • Harness the resources of the digital revolution
  • Integration of ICT to support changed pedagogies (ELITE AMPeL)
Warning: Technology without Pedagogy
Technology cannot be the driving force
  • Avoid the Mirror Image Syndrome
Avoid ICT replacements without due consideration of the purpose.
  • Think before a lesson becomes a PowerPoint with notes
  • Think before a class discussion becomes a forum
  • Think before a resource becomes a webpage with hyperlinks
Technology without pedagogical and content  application will result in a reductive learning environment.

TPACK: Integrating Technology
TPACK
  • Integrates Technology with Pedagogy & Content Knowledge
Advice:
  • Increased technology for technology sake does not lead to increased student learning.
  • The effectiveness of technology is  dependant  on teaching practices.
  • How you integrate content and pedagogy with technology matters as much as integrating technology with pedagogy and technology.
  • If teachers see content, technology and pedagogy as separate domains - technology will always be just an ineffective add on.
TPACK: Overview
TPACK is an understanding of interactions within the following domains
  • Technology
  • Pedagogy
  • Content
To effectively understand TPACK teachers need to understand  how
Technology Pedagogy and Content works in;
  • Isolation
  • Together
  • and in Context
TPACK example: Story retelling

  • Activity: Retelling a story
  • Setup: Class is divided in groups of 2 - Story is broken up into sections to accommodate the groups
  • Learning Objectives: Reading Comprehension Skills & Oral Speaking Skills
  • Learning Process: Students will read a text, retelling the story using Media Editor and share  the retold story
TPACK: Questions

Questions to ask yourself
  • Which of the domains do you find easiest to work within?
  • Which overlapping domains do you find most difficult to work with?
  • How will you plan your learning environment to include all domains and overlaps.

Tuesday, March 29, 2011

Participatory Learning

Participatory Learning
There is no question of whether teaching and learning via online environments is a priority. The actual question is related to the implementation of participatory online learning environments.


The employment of ICT in society is moving from a technical application that enables interaction with knowledge to a cultural expression of participation. Today's students are immersed within the internet technologies. On large their preferences are to be ‘Connected and Mobile’. Their interfaces are built on ‘personalisation’. Their online participatory environments include social media, media rich creation sites, media flow platforms and game based collaboration.

The employment of traditional teaching and learning practices are increasingly becoming less effective at engaging students and motivating achievement. Successful 21st Century educators are those who can learn how to, partake within and create participatory based online learning environments.


Saturday, January 1, 2011

Jonus: a sad story

Jonus: scene 1 slide 1
Jonus works in an office. He has worked in this office for 20 years. He wants more but he doesn't know how to get more. Jonus feels anxious and threatened.


Jonus: scene 1 slide 2
Jonus would dwell on detail. The detail would observe him. For hours Jonus would stare and ponder. Stance could feel the coldness. It worried her. It took her concentration. She new things were visualizing and as they appeared to become real Jonus looked more and more dangerous. Jonus was now disappearing into himself daily. Stance could hear water, feel heat and feel weight. She knew it was anxiety. She had to take action.

Jonus: scene 1 slide 3
Into his mind did Jonus leap. His rock was safe. The river flowed strong. The flames were growing. Impending doom. Impending fear. Anxiety glassed his lungs. There was nothing to do but fall. The time is now. It was to happen. Jonus was lost from control. He needed to sleep. As long as the river flowed he could sleep. Sleep Jonus demanded of himself.


 Jonus: scene 1 slide 4
Get out of my head. I want you out of my head. Sure you want to belong but I do not feel safe. There is some beauty in this fear but I still want you out of my head.

Jonus: scene 1 slide 5
Jonus felt the heat of each flame. He rested for a moment and perched within contemplation he waited for something to happen. And happening did pass him by. Jonus couldn't tell if it was an angle, spirit or memory but it knew him. In a fleeting moment the happening reflected a transcendental understanding. “You will be confronted and you will become frustrated, angry and full of hate. It will happen and you will gain control through revenge. In a short moment you will understand me and through misadventure become me.” Jonus understood a contract was made but couldn't be sure consent occurred. Motionless Jonus contemplate fate and reflected on his many missed opportunities.

Jonus and the 3 sisters
Jonus: scene 1 slide 6
And then  the three sisters motioned towards Jonus. They were beautiful in threat, size and power. Veiled with petals of flame their beauty radiated. Jonus was in want. Wake up Jonus the sisters giggled. You have much to do. Your journey to enlightenment is to begin. We have waited so long for you to be with us. 





Video link