E learning futures

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“E-learning Futures? Speculations for a Time Yet to Come” Reported by: G-one T. Paisones Archie Ryan B. Cutanda Mark Phillip Baring Jayford Valduheza

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Reported by:G-one T. PaisonesArchie Ryan B. CutandaMark Phillip BaringJayford Valduheza

Transcript of E learning futures

Page 1: E learning futures

“E-learning Futures? Speculations for a Time

Yet to Come”

Reported by:G-one T. Paisones

Archie Ryan B. CutandaMark Phillip BaringJayford Valduheza

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"Scientia Omnia Vencet"

Science Conquers All

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Connotations• ICT= Information Communication Technology• FAQ= Frequently Asked Questions• LMS= Learning Management Sequences• Disruptive Pedagogues= Potentially

disruptive alternatives to the learning object are the recent initiatives to create learning activity sequences (Dalziel, 2003).

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Shifting nature of the e-landscape (changing technologies, software and marketing mechanisms)

Difficulty of helping teachers (in using these ‘disruptive technologies’)

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Steps that would require the Teaching Staff in Facilitating E-learning Environment (Zemsky and Massy, 2004):

Employing PowerPoint presentation softwareUse of e-mail to contact studentsEmploy course (or learning) management

systemsDeveloping of specific targeted digital

interactive objects, such as learning objectsLead to the total redesign of courses to

ensure a more interactive learner oriented and possibly more cost-effective model

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“The extent to which a student gains the same pedagogical

benefit from a printout of your Web resources as from the resources themselves is the

extent to which you have done nothing of pedagogical value by using the Web.” (Fraser, 1999)

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The conservative nature of the traditional culture of schooling and classroom instruction.

Teachers’ resistance to changing their traditional teaching approaches.

Lack of time for teachers to learn how to use and integrate ICT in their teaching.

Lack of technology infrastructure. Lack of specific technologies that address the specific

needs of teachers and students. Lack of ongoing support. Lack of release time and incentives for teacher

innovators. Incompatibility of traditional teaching with the

constructivist framework fostered by ICT. Need for teachers to unlearn traditional teaching beliefs

and practices. Need to prepare teachers to integrate ICT by integrating

ICT in teacher preparation programmes. Need for policy, curriculum and assessment reform.

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Students’ Assessment in E-Students’ Assessment in E-learning (Alexander, 2005):learning (Alexander, 2005):

Access to information - knowing you could pre-read or catch up

Asking questions - asking ‘dumb’ questions without embarrassment and ‘seeing’ what other questions people were asking

Benchmarking and comparing - comparing your interpretations and products with others and understanding assessment demands and rubrics

Time and place flexibility - being able to juggle work, family and study, reducing long commuting times and maximizing the time spent on each activity and a what place that time would be spent.

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Some Options for Technology UseForm of use Teacher example Student example

PresentationalUsing PowerPoint to construct and structure a visual presentation

Using PowerPoint to report back, showing the findings or outcomes of a discussion. This also enables non-linear presentation if so desired.

Generative

Using an outliner to demonstrate a text structure (It allows switching between plan and execution)

Building a game using web pages requires the development of understanding of a topic then translation into a motivating structure and presentation to others

Representational(transduction)

Using Excel to convert numbers and to show relationships or savinga sequence of charts into the same format to create movement and animation where none existed before

Write a script then use iMovieto create a narrative documentary.The script needs to be researched,written, visualized, shot, edited and annotated, then presented

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“In every kind of

knowledge-based, progressive

organization, new

knowledge and new

directions are forged

through dialogue. . . . The dialogue in Knowledge

Age organizations is not

principally concerned with

narrative, exposition,

argument, and persuasion

(the stand-bys of

traditional rhetoric)but with solving problems

and developing new ideas

(Bereiter & Scardamalia,

2005)”

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Components of E-learning Interactions

Outcome Interactive activity

Digital asset Support Assessment

Create Diagram/map Drawing FAQ Self-test/quiz

Evaluate Journal Photograph Contextual help Essay/report

Synthesize Tutorial Diagram/map Links to checklists Journal

Analyze Case study Text Self-checking Prognosis

Apply Presentation Simulation Collaboration with others

Hypothesis

Understand Game Animation Classification

Recall Web quest Video clip Links to further resources

Plan

Experiment Audio clip Visual representationRole playing Musical score

Troubleshooting Game

Diagnosis Simulation

Composing Presentation

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The Results in Creating Pedagogical Experiences that Make a Significant Impact in Teaching and Learning are

the Following:

a shift from content management systems (LMS) to digital repositories

a shift from learning objects (with content embedded) to learning activities that are shareable pedagogical sequences without content

a shift from information delivery to more interaction support, thus enabling the social construction of meaningful knowledge

a shift in focus from assessment of the end product to assessment of the learning journey, through keeping portfolios of en route products that indicate changes in understanding and reflection

a shift from a focus on facts and principles to a focus on benchmarking of performance against many other examples, either within the class or between similar groups

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Transfer = Conventional instructional tools, strategies, communication and delivery to a technology-enhanced learning environment.

Translate = Redefine and shift conventional instructional tools, strategies, communication and delivery to the technology-enhanced learning environment.

Transcend = Go beyond conventional instructional tools, strategies, communication and delivery to invent new paradigms for teaching and learning.

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There needs to be a rethinking of learning activities

An exploration of how interactions are managed and facilitated

A choice of the right tool for the pedagogical task

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“Learning object - any digital resource that can be reused to support learning

(Wiley, 2002, p.6).”

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The Paradox of Educational Technology

• Simplicity •Complexity•Smallest•Biggest

•Low Technology•High Technology

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Conclusion

Technology change, as well as Education…The integration of Education and Technology is not deportable; Technology is the product of change and Education is the essence of

change…“Without Education, there is no Technology”

“Without Technology, there is a crippled Education”