This link has been bookmarked by 59 people . It was first bookmarked on 10 Sep 2015, by Morris Pelzel.
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19 Aug 17
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03 Jan 16Luciano Ferrer
"Does the technology foster creativity and personal expression?
Does the technology develop the learner and contribute to her formation as a person?
Is the technology fun and engaging?
Does the technology have the human teacher and/or peer learners at the centre?
Does the technology consider the whole learner? " -
30 Nov 15
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educational technology is not becoming more human; it is making the human a technology.
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05 Nov 15
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31 Oct 15
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19 Oct 15
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14 Oct 15Vanessa Vaile
"I go through five year cycles. My early interest was in blogs and wikis in learning. Then my attention turned to connectivism and networked learning. Then to MOOCs. And then to learning analytics. These have all been terrific experiences and I’m proud to have been able to work with leading researchers and exceptional students. But it’s time for change. A curious disconnect has been emerging in my thinking, one that has been made clear with the hype-oriented buzzwords of today’s ed tech companies. I no longer want to be affiliated with the tool-fetish of edtech. It’s time to say adios to technosolutionism that recreates people as agents within a programmed infrastructure.
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These transitions in research are part of a broader agenda that will help, at least in LINK lab, to create tools, technologies, and pedagogies that enable creation, personal formation, engagement, fun, and joy. I’m still fleshing out exactly what this will look like over the next several years. Obviously technology will be central in this process, but it will be one where mindful and appropriate learning practices are promoted. Where technology humanizes rather than reduces people to algorithmic and mechanical practices. Whatever this research agenda becomes, I’m more excited for the future of technology enabled learning than I have been in many years." -
12 Oct 15
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08 Oct 15
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03 Oct 15
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02 Oct 15
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01 Oct 15
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28 Sep 15
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Lexie Smith
warns against humans become simply part of the tech in ed tech, a interesting take to consider as I consider how to use more tech, also reminds me of human element of learning and teaching
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- Does the technology foster creativity and personal expression?
- Does the technology develop the learner and contribute to her formation as a person?
- Is the technology fun and engaging?
- Does the technology have the human teacher and/or peer learners at the centre?
- Does the technology consider the whole learner?
Both Udacity and Knewton require the human, the learner, to become a technology, to become a component within their well-architected software system. Sit and click. Sit and click. So much of learning involves decision making, developing meta-cognitive skills, exploring, finding passion, taking peripheral paths. Automation treats the person as an object to which things are done. There is no reason to think, no reason to go through the valuable confusion process of learning, no need to be a human. Simply consume. Simply consume. Click and be knowledgeable.
My framework for technologies in the edtech space now, those that I find empowering for learners and reflective of a human and creative-oriented future, includes five elements:
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Over the last several years, my grants and research interests have turned to something…else. I’m not sure what the unifying thread is a this stage. Partly it’s a focus on the whole person. On empowered states of learning. On mindfulness, complexity, integrative learning, contemplative practices, formative learning, creativity, making. The dLRN grant focuses on connecting researchers with state systems to improve learning opportunities for under represented learners. (btw, you really should join us at our conference at Stanford in October). Our grant with Smart Sparrow focuses on multiple dimensions of learning success where the teacher remains central in the learning experience. Our project with Intel involves several post docs exploring how personalization can be improved in the learning process by developing a graph model of the learner that considers contextual, cognitive, social, and metacognitive factors. Two of our NSF grants are focused on language and discourse analysis and using big data to explore roles that learners adopt in variously configured knowledge spaces (Wikipedia, Stack Overflow, and MOOCs). Our MRI grant produced a report on digital learning – an evaluation of how technologies foster learning, rather than foster routine clicking. These are promising narratives to the de-humanizing edtech narratives. Others, such as Lumen Learning, Domain of One’s Own, and Candace Thille’s research on adaptive learning are similarly advancing humanizing technologies.
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25 Sep 15
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23 Sep 15Mathieu Plourde
"A curious disconnect has been emerging in my thinking, one that has been made clear with the hype-oriented buzzwords of today’s ed tech companies. I no longer want to be affiliated with the tool-fetish of edtech. It’s time to say adios to technosolutionism that recreates people as agents within a programmed infrastructure."
edtech GeorgeSiemens technology trends vendor Udacity humanism
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19 Sep 15Shannon Tipton
Adios EdTech. Hello something else: http://t.co/KsgcMzBFV9
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18 Sep 15
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educational technology is not becoming more human; it is making the human a technology.
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16 Sep 15
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Adios Ed Tech. Hola something else.
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But there is something different in the ed tech space today than what I have experienced in the past. Most of my career has involved using technology to help people get better access to learning resources and materials, to better connect with each other, to better access formal education, and to improve their teaching practices and pedagogies
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At some level we all shared a goal that fairness, justice, and equity underpin the role of education in society and that by enabling access to learning and improving the the quality of learning, we were helping to improve the lives of learners and of society more broadly
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Emerging technology today departs from my previous vision of improving the human condition
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Terry Elliott
elearnspace › Adios Ed Tech. Hola something else. http://t.co/9U6QdPEFhw
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15 Sep 15treeck
"It’s time to say adios to technosolutionism that recreates people as agents within a programmed infrastructure.“
http://t.co/kPA0M9pRUp
man kann andere Konsequenzen ziehen als George Siemens, aber sein Artikel „Adios Ed Tech“ ist Pflichtlektüre! http://t.co/KOC9iMwT1Q -
14 Sep 15Doris Reeves-Lipscomb
George Siemens does "quit Lit" to explain his move into something else that's not yet defined. Stephen Downes cites this blog post approvingly on Twitter. With amazing comments from Tom Reeves, Jay Cross, Will Richardson, among others.
George_Siemens technology edtech future womenslearningstudio
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Emerging technology today departs from my previous vision of improving the human condition. Through AI/Machine Learning, we are constantly hearing that technology is becoming more human and becoming more capable of judgements that we once thought were our domain. In education though, the opposite is happening: educational technology is not becoming more human; it is making the human a technology. Instead of improving teaching and learning, today’s technology re-writes teaching and learning to function according to a very narrow spectrum of single, de-contextualized skills.
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Robot tutors will not make personalized learning easy. Learning is contextual, social, and involves whole person dynamics
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Both Udacity and Knewton require the human, the learner, to become a technology, to become a component within their well-architected software system. Sit and click. Sit and click. So much of learning involves decision making, developing meta-cognitive skills, exploring, finding passion, taking peripheral paths. Automation treats the person as an object to which things are done. There is no reason to think, no reason to go through the valuable confusion process of learning, no need to be a human. Simply consume. Simply consume. Click and be knowledgeable.
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- Does the technology foster creativity and personal expression?
- Does the technology develop the learner and contribute to her formation as a person?
- Is the technology fun and engaging?
- Does the technology have the human teacher and/or peer learners at the centre?
- Does the technology consider the whole learner?
My framework for technologies in the edtech space now, those that I find empowering for learners and reflective of a human and creative-oriented future, includes five elements:
-
I go through five year cycles. My early interest was in blogs and wikis in learning. Then my attention turned to connectivism and networked learning. Then to MOOCs. And then to learning analytics. These have all been terrific experiences and I’m proud to have been able to work with leading researchers and exceptional students. But it’s time for change. A curious disconnect has been emerging in my thinking, one that has been made clear with the hype-oriented buzzwords of today’s ed tech companies. I no longer want to be affiliated with the tool-fetish of edtech. It’s time to say adios to technosolutionism that recreates people as agents within a programmed infrastructure.
-
These transitions in research are part of a broader agenda that will help, at least in LINK lab, to create tools, technologies, and pedagogies that enable creation, personal formation, engagement, fun, and joy. I’m still fleshing out exactly what this will look like over the next several years. Obviously technology will be central in this process, but it will be one where mindful and appropriate learning practices are promoted. Where technology humanizes rather than reduces people to algorithmic and mechanical practices. Whatever this research agenda becomes, I’m more excited for the future of technology enabled learning than I have been in many years.
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13 Sep 15
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12 Sep 15
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11 Sep 15Doug Peterson
elearnspace › Adios Ed Tech. Hola something else. http://t.co/Bbz7l9Qgui via @Firefox
— Doug Peterson (@dougpete) September 11, 2015 -
Laura Powers
Adios EdTech. Hello something else: http://t.co/KsgcMzBFV9
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Nigel Robertson
George Siemens catches the mood that Audrey Watters, Jim Groom and others have been pushing out. Technology is too shiny and we forget the humans that we work with at the peril of developing automatons and throwing away people and creativity.
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10 Sep 15
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"My framework for technologies in the edtech space now, those that I find empowering for learners and reflective of a human and creative-oriented future, includes five elements:
Does the technology foster creativity and personal expression?
Does the technology develop the learner and contribute to her formation as a person?
Is the technology fun and engaging?
Does the technology have the human teacher and/or peer learners at the centre?
Does the technology consider the whole learner?
I go through five year cycles. My early interest was in blogs and wikis in learning. Then my attention turned to connectivism and networked learning. Then to MOOCs. And then to learning analytics. These have all been terrific experiences and I’m proud to have been able to work with leading researchers and exceptional students. But it’s time for change. A curious disconnect has been emerging in my thinking, one that has been made clear with the hype-oriented buzzwords of today’s ed tech companies. I no longer want to be affiliated with the tool-fetish of edtech. It’s time to say adios to technosolutionism that recreates people as agents within a programmed infrastructure."George_Siemens Educational_Technology future X09_15_Research_Report_11
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Simon Wood
Why I'm not at #altc -> “I no longer want to be affiliated with the tool-fetish of edtech.” http://t.co/0pckEdOZMx #technodeterminism
— AJCann (@AJCann) September 10, 2015 -
Mark Smithers
Reading: "Adios Ed Tech. Hola something else." by @gsiemens http://t.co/V9rCkj4b47 #edtech
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