This link has been bookmarked by 89 people and liked by 1 people. It was first bookmarked on 09 Nov 2015, by someone privately.
-
28 Oct 17
meganeber-alstotImage defining Critical Digital Pedagogy - focus on Community collaboration between students and instructors 'cacophony of voices'
-
We should start with a vision for our courses and curricula, and then identify the technologies or strategies that can help us achieve or further develop that vision.
-
nstead, we should start with a vision for our courses and curricula, and then identify the technologies or strategies that can help us achieve or further develop that vision
-
ow can OER offer a more robust vision for centering our students in their educational experience
-
hether students participate in the development and revision of OER or not, this redefined relationship between students and their course "texts" is central to the philosophy of learning that the course espouses.
-
earner engagement in order to function fully, then OER propels us into truly student-centered territory.
-
but platforms for learning, collaboration, and engagement with the world outside the classroom.
-
ut by finding our pedagogical motivations
-
But the cutting edge in ed tech shouldn't align as much with the flashy new trick as with technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve.
-
-
17 Aug 17
-
11 Mar 17
-
02 Feb 17
-
06 Dec 16
-
01 Nov 16
cphauserTechnology is advancing fast and there are new educational tools popping up often but are they effective?
Important quote: "when no meaningful relationship exists between the technology and pedagogy, the tool itself loses value."ETC556 ETCNAU Technology OER Tools Relevant Student Centered
-
31 Oct 16
askuhnArticle on the relationship with pedagogy and technology
-
19 Oct 16
-
06 Oct 16
-
"smart" boards
-
we should start with a vision for our courses and curricula
-
free, digital, easily shared learning materials
-
When you look at the majority of research and press about OER, they focus on the rising costs of textbooks and the phenomenal cost-saving potential
-
There are lots of ways that schools can — and do — lower costs for students, but some of these approaches can negatively affect student learning
-
-
19 Sep 16
teacher0816catWhen no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies.
-
13 Sep 16
barronc13Pedagogy + Technology = meaningful
-
28 Jun 16
-
09 Jun 16
-
22 Mar 16
-
11 Feb 16
-
Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies, shifting to a student-centered approach to learning.
-
-
06 Feb 16
lhicks16When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies.
-
31 Jan 16
-
When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value.
-
ime has shown that in many cases, the technology has been massively underutilized
-
New tricks and tools, shiny new apps and devices, should not motivate us to integrate technology into our courses. Instead, we should start with a vision for our courses and curricula, and then identify the technologies or strategies that can help us achieve or further develop that vision.
-
-
27 Jan 16
Jesse JayneMakes the argument that technology for education can not simply be selected for the sake of having it. Careful thought needs to be used when selecting technology. We need to consider what implications will it have and will it be useful and valuable to our classroom
-
17 Jan 16
-
11 Jan 16
-
30 Dec 15
-
28 Dec 15
-
22 Dec 15
-
19 Dec 15
-
17 Dec 15
-
16 Dec 15
-
15 Dec 15
elnamortensen1When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies.- INTERESTING
-
14 Dec 15
-
13 Dec 15
Phil TietjenPedagogy, Technology, and the Example of Open Educational Resources via Instapaper http://er.educause.edu/articles/2015/11/pedagogy-technology-and-the-example-of-open-educational-resources
-
10 Dec 15
-
09 Dec 15
-
But in many cases, these new "student-centered" policies do little more than respond to market demand, and these "student-centered" pedagogies do little more than acknowledge a baseline student voice as part of the course. How can OER offer a more robust vision for centering our students in their educational experience?
-
If faculty involve their students in interacting with OER, this relationship becomes even more explicit, as students are expected to critique and contribute to the body of knowledge from which they are learning.
-
-
07 Dec 15
-
04 Dec 15
-
02 Dec 15
-
01 Dec 15
-
27 Nov 15
-
24 Nov 15
alexis alexander"Motivations for Technology Adoption: An Example
A good, and timely, example for discussing the motivations behind adopting classroom technology arises from the broad realm labeled open educational resources (OER). OER are free, digital, easily shared learning materials. Open licensing (usually with Creative Commons licenses) means that OER can be reused, remixed, revised, redistributed, and retained. In other words, OER is flexible, and it empowers faculty and students to work together to customize learning materials to suit specific courses and objectives." -
23 Nov 15
-
22 Nov 15
-
20 Nov 15
-
-
the educational technology industry's obsession with shiny new tools by suggesting that in addition to the learning management system (Canvas, Moodle, Blackboard), we'd soon be trying to find ways to use the cutting-edge technology of drones in our classrooms simply because they exist.
-
when no meaningful relationship exists between the technology and pedagogy, the tool itself loses value.
-
Without debating the merits of what drones or smartboards can offer a university, all of us need to rethink the relationship between technological tools and the pedagogies within which we embed them.
-
New tricks and tools, shiny new apps and devices, should not motivate us to integrate technology into our courses. Instead, we should start with a vision for our courses and curricula, and then identify the technologies or strategies that can help us achieve or further develop that vision.
-
A good, and timely, example for discussing the motivations behind adopting classroom technology arises from the broad realm labeled open educational resources (OER). OER are free, digital, easily shared learning materials. Open licensing (usually with Creative Commons licenses) means that OER can be reused, remixed, revised, redistributed, and retained. In other words, OER is flexible, and it empowers faculty and students to work together to customize learning materials to suit specific courses and objectives.
-
By replacing a static textbook — or other stable learning material — with one that is openly licensed, faculty have the opportunity to create a new relationship between learners and the information they access in the course. Instead of thinking of knowledge as something students need to download into their brains, we start thinking of knowledge as something continuously created and revised. Whether students participate in the development and revision of OER or not, this redefined relationship between students and their course "texts" is central to the philosophy of learning that the course espouses. If faculty involve their students in interacting with OER, this relationship becomes even more explicit, as students are expected to critique and contribute to the body of knowledge from which they are learning. In this sense, knowledge is less a product that has distinct beginning and end points and is instead a process in which students can engage, ideally beyond the bounds of the course.
-
Open pedagogy uses OER as a jumping-off point for remaking our courses so that they become not just repositories for content, but platforms for learning, collaboration, and engagement with the world outside the classroom.
-
OER is an excellent tool for thinking about the role of technology in higher education. Primarily enabled by the ability to freely share and modify materials in digital formats, OER seems like a technology-driven idea. But by finding our pedagogical motivations for using OER, we can mine the full benefits of what the technology makes possible. If we think of OER as just free digital stuff, as product, we can surely lower costs for students; we might even help them pass more courses because they will have reliable, free access to their learning materials. But we largely miss out on the opportunity to empower our students, to help them see content as something they can curate and create, and to help them see themselves as contributing members to the public marketplace of ideas. Essentially, this is a move from thinking about tech tools as finished products to thinking about them as dynamic components of our pedagogical processes. When we think about OER as something we do rather than something we find/adopt/acquire, we begin to tap its full potential for learning. The same lessons apply to any ed tech considered for adoption in the classroom. If we start with questions related to our vision, we can pull in the tools to help us realize it. What do we want to make? What do we want to do? How can our pedagogy be served by apps and gadgets (and not vice versa)? How can we hack them, adapt them, use them to enhance the learning in our classrooms? How can students use tools in unexpected ways to explore the questions that interest them? Technology makes so much possible. Let's be careful not to allow apps and gadgets to drive or limit where learning can go.
-
-
19 Nov 15
-
bcby c"When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value.
We should start with a vision for our courses and curricula, and then identify the technologies or strategies that can help us achieve or further develop that vision.
Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies, shifting to a student-centered approach to learning." -
18 Nov 15
-
17 Nov 15
-
16 Nov 15
-
What motivates faculty and institutional decisions about adopting new tech tools and engaging in new tech-based initiatives?
-
A good, and timely, example for discussing the motivations behind adopting classroom technology arises from the broad realm labeled open educational resources (OER). OER are free, digital, easily shared learning materials. Open licensing (usually with Creative Commons licenses) means that OER can be reused, remixed, revised, redistributed, and retained. In other words, OER is flexible, and it empowers faculty and students to work together to customize learning materials to suit specific courses and objectives.
-
How can OER offer a more robust vision for centering our students in their educational experience?
-
If faculty involve their students in interacting with OER, this relationship becomes even more explicit, as students are expected to critique and contribute to the body of knowledge from which they are learning. In this sense, knowledge is less a product that has distinct beginning and end points and is instead a process in which students can engage, ideally beyond the bounds of the course.
-
OER makes possible the shift from a primarily student-content interaction to an arrangement where the content is integral to the student-student and student-instructor interactions as well.
-
OER is an excellent tool for thinking about the role of technology in higher education. Primarily enabled by the ability to freely share and modify materials in digital formats, OER seems like a technology-driven idea. But by finding our pedagogical motivations for using OER, we can mine the full benefits of what the technology makes possible. If we think of OER as just free digital stuff, as product, we can surely lower costs for students; we might even help them pass more courses because they will have reliable, free access to their learning materials. But we largely miss out on the opportunity to empower our students, to help them see content as something they can curate and create, and to help them see themselves as contributing members to the public marketplace of ideas. Essentially, this is a move from thinking about tech tools as finished products to thinking about them as dynamic components of our pedagogical processes. When we think about OER as something we do rather than something we find/adopt/acquire, we begin to tap its full potential for learning. The same lessons apply to any ed tech considered for adoption in the classroom. If we start with questions related to our vision, we can pull in the tools to help us realize it. What do we want to make? What do we want to do? How can our pedagogy be served by apps and gadgets (and not vice versa)? How can we hack them, adapt them, use them to enhance the learning in our classrooms? How can students use tools in unexpected ways to explore the questions that interest them? Technology makes so much possible. Let's be careful not to allow apps and gadgets to drive or limit where learning can go.
-
-
15 Nov 15
-
13 Nov 15
-
Tom GrissomWhen no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies.
-
12 Nov 15
-
-
If faculty involve their students in interacting with OER, this relationship becomes even more explicit, as students are expected to critique and contribute to the body of knowledge from which they are learning. In this sense, knowledge is less a product that has distinct beginning and end points and is instead a process in which students can engage, ideally beyond the bounds of the course.
-
Open pedagogy uses OER as a jumping-off point for remaking our courses so that they become not just repositories for content, but platforms for learning, collaboration, and engagement with the world outside the classroom.
-
to empower our students, to help them see content as something they can curate and create, and to help them see themselves as contributing members to the public marketplace of ideas.
-
technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve.
-
-
11 Nov 15
-
Mathieu Plourde"OER provides a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies. Surely many faculty are doing marvelous things with drones in the curricula. But the cutting edge in ed tech shouldn't align as much with the flashy new trick as with technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve."
-
Sheri EdwardsPublished today: my thoughts on pedagogy, EdTech, and OER. https://t.co/94YaDvVivz #digped #openped #oer
-
Doug PetersonPedagogy, Technology, and the Example of Open Educational Resources https://t.co/jyq43QTYAo via @flipboard
— Doug Peterson (@dougpete) November 11, 2015 -
10 Nov 15
-
David GoodrichKey Takeaways When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. We should start with a vision for our courses and curricula, and then identify the technologies or strategies that can …
via PocketPedagogy, Technology, and the Example of Open Educational Resources November 11, 2015 at 02:03PMPedagogy Technology and the Example of Open Educational Resources IFTTT Pocket
-
-
Paige RobertsPublished today: my thoughts on pedagogy, EdTech, and OER. https://t.co/94YaDvVivz #digped #openped #oer
-
09 Nov 15
-
y replacing a static textbook — or other stable learning material — with one that is openly licensed, faculty have the opportunity to create a new relationship between learners and the information they access in the course. Instead of thinking of knowledge as something students need to download into their brains, we start thinking of knowledge as something continuously created and revised. Whether students participate in the development and revision of OER or not, this redefined relationship between students and their course "texts" is central to the philosophy of learning that the course espouse
-
What we once thought of as pedagogical accompaniments to content (class discussion, students assignments, etc.) are now inextricable from the content itsel
-
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.