Some posible futures for learning: Lessons and Enablers

David Joneshttp://cq-pan.cqu.edu.au/david-jones/

Overview

Context

CurrentPractice

PossibleFutures

Lessons

Enablers

Context: Who am I

• Kiersey architect• Ex-IS academic• Head of E-Learning

& Materials Development(aka CD&DU), DTLS

• Lot's of e-learning

http://flickr.com/photos/aviatordave/7007033/

Glass half empty - skeptic

http://flickr.com/photos/aviatordave/7007033/

Overview

CurrentPractice

PossibleFutures

Lessons

Enablers

Context

Context: E-Learning?

the use of information and communications technology to support and enhance learning and teaching in higher education institutions (HEIs)

OECD (2005). E-Learning in Tertiary Education: Where do we stand? Paris, France, Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development.http://new.sourceoecd.org/education/9264009205

E-Learning is silly

• Vast majority of learning@CQU relies on ICTs

• Adding "e-" is an immigrant practice

Context: Determinism #1

…the relationship between educational progress and technological innovation is one of mutual influence and implication, how it involves a range of other factors, and how technological "progress" can sometimes be stopped dead in its tracks…

Norm Friesen, E-Learning Myth #2: Technology drives educational changehttp://learningspaces.org/myths/determinism.html

Context: Determinism #2

For both research and practice, an appreciation of the complex and unpredictable dynamic between technology and education implies an openness to users' appropriation and rejection of technology, and a healthy skepticism towards bold technological predictions or visions.

Norm Friesen, E-Learning Myth #2: Technology drives educational changehttp://learningspaces.org/myths/determinism.html

Overview

Context

CurrentPractice

PossibleFutures

Lessons

Enablers

Overview

Context

CurrentPractice

PossibleFutures

Lessons

Enablers

Overview

Context

PossibleFutures

Lessons

Enablers

CurrentPractice

Overview

Context

Lessons

Enablers

CurrentPractice

PossibleFutures

http://shifthappens.wikispaces.com/

QuickTime™ and aMPEG-4 Video decompressor

are needed to see this picture.

http://shifthappens.wikispaces.com/

• August 2006 - Arapahoe High School

• June 2007 - 5 million online viewers

• Modifications, remixes, parodies and finally updated version

People are changing

Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.

Marc Prensky (2001). Digital Natives, Digital Immigrants. On the Horizon. 9(5) http://www.marcprensky.com/writing/

People are changing

For the first time in history children are more comfortable, knowledgeable, and literate than their parents about an innovation central to their society. And it is through the use of the digital media that the N-Generation will develop and superimpose its culture on the rest of society”

Don Tapscott (1997) Growing up Digital: The Rise of the Net Generation, McGraw-Hill

Can you hear this?

http://en.wikipedia.org/wiki/Teen_Buzz

http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1

Some disagreement

…young people..are..claiming greater online self-efficacy and skills than…their parents (Livingstone, Bober & Helsper, 2005). …do not take these claims at face value, and universalize them to youth in general. Instead.. the complex skills needed to effectively utilize the Internet are distributed not only by age, but also by “gender and socio-economic status” (Livingstone, Bober & Helsper, 2005).

Norm Friesen, E-Learning Myth #1: The "Net Gen" Myth http://ipseity.blogsome.com/2006/08/14/p36/

Sonia Livingstone, Magdalena Bober & Ellen Helsper (2005), Active participation or just more information? Information, Communication and Society 8(3): 287-314

More complex continuum

• Per tool breakdown– Digital Voyeur Knowing– Digital Immigrant Participating– Digital Native Living

Christopher Harris(2006). Knowing | Particpating | Living, http://schoolof.info/informancy/?p=159

http://www.youtube.com/watch?v=pQHX-SjgQvQ

Introducing the book

Literacy

Writing Programming

Scribes Specialised technicians

Priests, wealthy, educated

Programmers

Everyone Everyone

Literacy

Writing Programming

Scribes Specialised technicians

Priests, wealthy, educated

Programmers

Everyone Everyone

http://techrepublic.com.com/5100-10878_11-5053961.html

Where are we?

Context

PossibleFutures

Lessons

Enablers

CurrentPractice

CQU Courses - T2, 2006

WebfuseBlackboardNot Online

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Discussion Submission Quizzes Group work

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0.93 posts per student

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9% assessable

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3.2 posts/student

Stuck in the CMS

• Uni e-learning = Course Management System

• Course offering centric

• Little flexibility, little use, little innovation

• Client/Server

Overview

Context

CurrentPractice

PossibleFutures

Enablers

Lessons

Lessons

• TPCK

• There are many learning theories– Challenging the cognitivist/constructivist

orthodoxy

• Content is not scarce

Lessons

• TPCK

• There are many learning theories– Challenging the cognitivist/constructivist

orthodoxy

• Content is not scarce

What do you need to know to teach @ CQU?

http://www.tpck.org/

Technological Pedagogical Content Knowledge

True technology integration is understanding and negotiating the relationships between these three components of knowledge.

A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert, a technology expert and a pedagogical expert.

http://www.tpck.org/

Lessons

• TPCK

• There are many learning theories– Challenging the cognitivist/constructivist

orthodoxy

• Content is not scarce

Learning "Orthodoxy"

• Behaviourist

• Cognitivist

• Constructivist

Connectivism

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks….

connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

http://www.elearnspace.org/media/SituatingConnectivism/player.html

Connectivism Conference

http://ltc.umanitoba.ca/moodle/course/view.php?id=9

Lessons

• TPCK

• There are many learning theories– Challenging the cognitivist/constructivist

orthodoxy

• Content is not scarce

Guess the source?

Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.

Guess the source?

Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.Samuel Johnson - 1781

http://en.wikipedia.org/wiki/Image:Samuel_Johnson_by_Joshua_Reynolds.jpg

Scarcity and changes

• Lecture -- scarce books– "action of reading, that which is read"

• Textbooks -- scarce media

• Face-to-face -- scarce time

• Web -- abundance– Multiple points of entry– Flexiblity through diverse sources

http://www.h-net.org/teaching/essays/mcclymer.html

Why a content focus?

Under the regime of scarcity, exposition typically replaces inquiry.

http://www.h-net.org/teaching/essays/mcclymer.html

The Long Tail

http://longtailbook.co.uk/

CQU's Long Tail

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1 105 209 313 417 521 625 729 833 937 1041 1145 1249

Scarcity - enrolment

• IT and the network makes it possible to serve the long tail

• Though practices have to change

Saul Fisher (2005) Long Tails in Higher Educationhttp://www.insidehighered.com/views/2005/05/27/fisher

Overview

Context

CurrentPractice

PossibleFutures

Lessons

Enablers

Enablers

• Web 2.0 - the read/write web

• Software as a service

• 3D worlds

• Everything is open

http://flickr.com/photos/kosmar/62381076/

Web 2.0 Video

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

Watch the video

http://mediatedcultures.net/ksudigg/?p=84

http://www.youtube.com/watch?v=6gmP4nk0EOEThe "cultural" approach

http://www.youtube.com/video_response_view_all?v=6gmP4nk0EOE

Responseshttp://www.youtube.com/watch?v=EAVmB5dKZZ8

A nice responsehttp://mojiti.com/kan/2024/3668

Let's annotate it

Web 2.0 Implications

• Everything is open

• Remixing - mashups - "prosumer"

• Usability

• Insert creative commons movie here

QuickTime™ and a3ivx D4 4.5.1 decompressor

are needed to see this picture.

Everything is open

• Three rules (Polese, 2004) : – Nobody owns it – Everybody uses it – Anybody can improve it

• Current examples – Open source – Open content– Social software - Wikis, Blogs

http://creativecommons.org/

Who's doing it?

http://www.ocwconsortium.org/about/members.shtml

http://www.core.org.cn/en/index.htm

"education can be advanced---by constantly widening access to information and by inspiring others to participate" - Charles Vest

CQU site #2

19 Sep 2006 - No Google entry12 Jan 2007 - #50 Google entry26 Jun 2007 - #24 Google entry

Overview

Context

CurrentPractice

Lessons

Enablers

PossibleFutures

"Web 2.0 Course Site"

• A trial in T2, 2007

• Majority of the services/content/site– Not hosted on CQU servers– Open to anyone to look at and contribute– Implemented as mash ups

Announcements

Learning Space

Portfolio & Weblog

Learning Space

Resources

Resources

Web 2.0 Implications

• Everything is open

• Remixing - mashups - "prosumer"

• Usability

Mashups

• Application that combines content from more than one source into an integrated experience - Wikipedia

http://flickrvision.com/maps/show_3d

http://dotsub.com/films/inplainenglish/index.php

http://mojiti.com/kan/2024/4774

Produce/consumer

Students as co-producers

A podcast mashup

• Course podcast– Created by students and staff– Finding interesting resources on the web– Tagging with del.icio.us

Tag a resource

Saved on del.icio.us

Podcast generated by feedburner

View via iTune (or other tool)

Don't like the name and description

Edit it on del.icio.us

Update the podcast

Web 2.0 Implications

• Everything is open

• Remixing - mashups - "prosumer"

• Usability

Web 2.0 Implications

• Everything is open

• Remixing - mashups - "prosumer"

• Usability

• The CQU approach

Usability

Usability

Usability

Usability

Web 2.0 Implications

• Everything is open

• Remixing - mashups - "prosumer"

• Usability

• The Web 2.0 alternative

Usability

Usability

Usability

Usability

Enablers

• Web 2.0 - the read/write web

• Software as a service

• RSS and feeds

• 3D worlds

Wikipedia definition

is a software application delivery model where a software vendor develops a web-native software application and hosts and operates … the application for use by its customers over the Internet.

Customers pay not for owning the software itself but for using it.

Up the abstraction layer

Enablers

• Web 2.0 - the read/write web

• Software as a service

• RSS and feeds

• 3D worlds

RSS in plain english

http://www.commoncraft.com/rss_plain_english

"I go get" web

"Come to me" web

Enablers

• Web 2.0 - the read/write web

• Software as a service

• RSS and feeds

• 3D worlds

Second Life

QuickTime™ and aH.264 decompressor

are needed to see this picture.

Overview

Context

CurrentPractice

Lessons

Enablers

PossibleFutures

Futures @ CQU

• Web 2.0 Course Sitehttp://cq-pan.cqu.edu.au/david-jones/blog/?cat=9

• BAM - Blog Aggregation Managementhttp://cq-pan.cqu.edu.au/david-jones/Projects/BAM/

• Web 2.0 CoPd.jones@cqu.edu.au

• 23 Thingshttp://sjlibrary23.blogspot.com/

What do you think?

• How are your teaching ideas– Dealing with exponential times?– Dealing with changes in students?– Harnessing the improved technologies?

• How can we help?