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A notebook about the shift from e-learning to i-learning

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I ran that criticism by Greg Anrig, vice president of policy and programs at the Century Foundation and the author of “Beyond the Education Wars: Evidence That Collaboration Builds Effective Schools.” The research on successful schools and good teaching, he said, highlights the importance of relationships among the people in a school: administrators and teachers and students. “None of these studies identify technology as decisive.” Where technology makes a difference, it tends to do so in places with a strong organization dedicated to improving teaching and where students closely engage with teachers and one another. “A device that enhances such interactions is good,” Anrig said. “But kids focused on the device, isolated, cuts into that.”

http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html

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Facilitating online learning is like any other situation where you work with human beings. It is important to share your warmth, to be curious about who your students are and how they think, to set a clear course, to provide encouragement, to be there.’ Online learning facilitators are required to take on multiple roles, such as planning (organising the course), modelling effective online behaviour, coaching and encouraging individuals and creating teams, taking the role of instructor and being willing to learn, and being a good communicator.

Heuer, B.P. & King, K (2004). Leading the Band: The Role of the Instructor in Online Learning for Educators. The Journal of Interactive Online Learning, 3(1). http://olms.cte.jhu.edu/olms/data/resource/5952/The%20Role%20of%20the%20Instructor%20in%20Online%20Learning%20for%20Educators.pdf

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The Information Age will be tantamount to an uninformed society unless the educational institutions rise up to the challenge and provide the kind of teaching and learning adequate to the new technological and cultural environment. This is not simply a matter of using digital information technologies. What is required is to enhance the autonomy of the learning subject, to stimulate her/his creativity, so that she/he will be able to process information that is available in the Internet for the purposes of her/his endeavour. A flurry of pedagogical and technological procedures are exploring the means and ways to transform education in this perspective. However, the main obstacles for this transformation are not technical but social, cultural, institutional, and ultimately political.

IX International Seminar. Transformative Changes in Education: System-wide Approach | UOC UNESCO Chair in e-Learning | Manuel Castells

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In Rewire, media scholar and activist Ethan Zuckerman explains why the technological ability to communicate with someone does not inevitably lead to increased human connection. At the most basic level, our human tendency to “flock together” means that most of our interactions, online or off, are with a small set of people with whom we have much in common. In examining this fundamental tendency, Zuckerman draws on his own work as well as the latest research in psychology and sociology to consider technology’s role in disconnecting ourselves from the rest of the world.

http://velveteenrabbi.blogs.com/blog/2013/06/worth-reading-rewire.html

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The Web no longer consists solely of hyperlinked text pages, but has evolved into a complicated mesh of interlinked sites, consisting of human communication, writing, and digital artifacts. To manage this vast network of resources effectively requires learners to be autonomous in their learning and to have advanced analytic and synthesis skills to distill relevant information from the “noisy” network. Learning is at the heart of personal change and transformation, and the learner needs to take risks and deal with changing situations in his or her environment. Folke (2010) emphasized the need for resilience, so people will anticipate change then influence developments to achieve societal and personal goals. At the heart of sustainable change is developing and helping people to build up an “inner resilience” that guards them from experiencing every change that comes their way as disruptive. Instead, this resilience ensures that they learn to cope with these changes more as part of their continuous “agile” development and learning (Cashman, 2009), recognizing patterns in one situation and making sense of them and applying them in another.

Kop, Rita, Hélène Fournier, & John Sui Fai Mak. "A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses." The International Review of Research in Open and Distance Learning [Online], 12.7 (2011): 74-93. Web. 10 Jul. 2013

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Antoine de Saint-Exupéry put it nicely: “If you want to build a boat, do not instruct the men to saw wood, stitch the sails, prepare the tools and organize the work, but make them long for seeing sail and travel to distant lands.” Knowledge workers of the future will have instant, ubiq- uitous access to the Net. The measure of their learning is an open-book exam. “What do you know?” is replaced with “What can you do?”.

Howard Rheingold, Peeragogy Handbook.

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Pero es que internet es libertad y los usos de la libertad son reflejo de quienes somos, de modo que somos nosotros los que tenemos que cambiar en lugar de ocultarnos la verdad.

http://www.caffereggio.net/2013/06/01/internetfobia-de-manuel-castells-en-la-vanguardia/

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Todos los análisis disponibles concurren en desmentir una serie de mitos. Primer mito: internet aísla, aliena, deprime. Es lo contrario: usar internet aumenta la sociabilidad, dentro y fuera de la red, porque los dos tipos de sociabilidad se acumulan. Las redes sociales sirven para mantener vínculos originados fuera de la red al tiempo que crean nuevas oportunidades de amistad y relación.

http://www.caffereggio.net/2013/06/01/internetfobia-de-manuel-castells-en-la-vanguardia/

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Internet no es una nueva tecnología, porque nació en 1969. Pero su difusión global y su penetración en todos los ámbitos de nuestra existencia han suscitado reacciones tan viscerales como desinformadas sobre su nocividad. De nada sirve que los investigadores llevemos dos décadas analizando rigurosamente la interacción entre internet, sociedad y personalidad. Las leyendas urbanas sobre internet continúan proliferando sin otra base que el miedo colectivo a asumir que hemos cambiado para siempre la forma en que comunicamos, nos informamos, trabajamos, nos relacionamos, amamos o protestamos. Y no hay nada peor que adentrarse en ese nuevo mundo que es el nuestro ignorando lo que es y temiendo lo peor. Porque internet es como la electricidad: infraestructura de nuestras vidas.

http://www.caffereggio.net/2013/06/01/internetfobia-de-manuel-castells-en-la-vanguardia/

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Interaction is the key

In 2003, one of the authors published a paper (Anderson, 2003), describing an interaction equivalency theory. By this we meant that interaction - long the most important, but costly component of any teaching system, from a student perspective, is generally of three types student-teacher, student-content and student-student (Moore, 1989). The first proposition of this theory is that “deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.” (Anderson, 2003).

Anderson, T., & McGreal, R. (2012). Disruptive Pedagogies and Technologies in Universities. Educational Technology & Society, 15 (4), 380–389.

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Great post on the human factor in e-learning

Highly recommended. Great post by Katie Lepi on the most important thing in e-learning: The human factor. http://edudemic.com/2012/10/20-tips-effective-online-teachers/

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Device Neutral Assignments

Common sense meets ICT!

Why focusing on technology when you can focus on activities?

I find the formulation of Ron Milliner "device neutral assigments" really useful in educational ICT training. It´s really helpful to focus on the assigments and design them in a "device neutral" way so that every student can participate no matter which device he/she is using.

The article covering the work of Milliner is definitely worth reading ! Link: http://thejournal.com/articles/2013/01/09/device-neutral-assignments-for-byod.aspx?admgarea=Features1

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Best Keynote I´ve seen in ages. "You are a Sheep" by Jef States

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Our roles as teachers change in networks. Teacher as Connector Teacher as Collector Teacher as Curator Teacher as Co-learner Teacher as Co-creator Teacher as Communicator

Will Richardson http://weblogged.wikispaces.com/A%20Shifting%20Notion%20of%20What%20it%20Means%20to%20Teach

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From http://www.tpck.org/

What is TPACK?

Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPACK framework builds on Shulman’s idea of Pedagogical Content Knowledge.

Definitive descriptions of TPACK can be found in Mishra & Koehler, 2006, or through any of the other links in the “Learn more about tpck” box on the right margin of this page, or on the left margin of every page.

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SAMR Model. Ruben R. Puentedura

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Connotation, Complexity, Context, Connection Firstly, learners need to be able to connect. In today's fast paced and change ridden world, learners need now, like never before, to be able to connect through technology to peers, experts, content and services. One of the most valuable assets a 21st Century learner has is their personal learning network (PLN). And we are all 21st Century learners, even if we are not enrolled on an accredited study programme. A lot of what is learned (some claim up to 70 per cent) is informal, and with a powerful enough network of connections to a PLN, there is no limit to what a learner can achieve. Secondly, learners need to be able to contextualise their learning. Bill Gates once famously stated that content was king. This is no longer the case. Now context is king, because situated learning is powerful, and access to content is just the start of learning. Learning can be contextualised in so many different ways, and this is why personal learning tools are so important. The capability to personalise learning environments, exercise agency over the tools and systems you wish to use, and the ability to apply learning to your own individual situation, are extremely important components of successful learning today. Thirdly, learners need to be able to work with complexity and be able to interpret, filter out extraneous content, and make meaning. They need to be prepared for uncertain futures, none of which can be accurately predicted. In short, they need to be able to see the wood from the trees. There are many tools available today that learners can use to harness the power of web based content, including aggregation, curation and tagging tools, all of which can simplify complexity and allow learners to gain a purchase on chaos. Finally, learners today need to be able to make meaning from the mass of content they are bombarded with each and every day. Many learners make meaning through discussion, but increasingly we are witnessing a shift toward user generated content, where learners are creating their own videos, blogs, podcasts, slidesets and other digital artefacts to make meaning.