Colin Harris's Profile

What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read—
and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.

Web 2.0 is not a technological revolution, it is a social revolution

In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like

workflow learning is "a deep integration with enterprise applications assembled from Web Services into composite applications" with "task and work support fused into the aggregated business processes that make up the real-time workflow" and supported by "contextual collaboration with people and systems" and "design and modification achieved by modeling and simulation"

Gable uses a powerful analogy when she compares playing basketball
barefoot with teaching without technology. You COULD play without
shoes, but why would you want to, when there is a tool that would allow
you to grow, expand, soar higher and further than without it? The sport
of Basketball is NOT about the shoes… Teaching and learning is not
about technology!

Gable uses a powerful analogy when she compares playing basketball
barefoot with teaching without technology. You COULD play without
shoes, but why would you want to, when there is a tool that would allow
you to grow, expand, soar higher and further than without it? The sport
of Basketball is NOT about the shoes… Teaching and learning is not
about technology!

Gable uses a powerful analogy when she compares playing basketball
barefoot with teaching without technology. You COULD play without
shoes, but why would you want to, when there is a tool that would allow
you to grow, expand, soar higher and further than without it? The sport
of Basketball is NOT about the shoes… Teaching and learning is not
about technology!

Gable uses a powerful analogy when she compares playing basketball
barefoot with teaching without technology. You COULD play without
shoes, but why would you want to, when there is a tool that would allow
you to grow, expand, soar higher and further than without it? The sport
of Basketball is NOT about the shoes… Teaching and learning is not
about technology!

Gable uses a powerful analogy when she compares playing basketball
barefoot with teaching without technology. You COULD play without
shoes, but why would you want to, when there is a tool that would allow
you to grow, expand, soar higher and further than without it? The sport
of Basketball is NOT about the shoes… Teaching and learning is not
about technology!

David K. Vandergugten, Principal of Technology Services, School District 60 – Peace River North

David K. Vandergugten, Principal of Technology Services, School District 60 – Peace River North

sed the inclusion of everyone in the classroom,” said Toni Thompson, teacher at Charlie Lake School.” I have students now actively involved in their education. I have fewer classroom management problems and

David K. Vandergugten, Principal of Technology Services, School District 60 – Peace River North

David K. Vandergugten, Principal of Technology Services, School District 60 – Peace River North

David K. Vandergugten, Principal of Technology Services, School District 60 – Peace River North

Teachers described the program as transforming and reported high levels of change in their teaching practices. The program provides students with more choice and responsibility, and enables teachers to give increased feedback on student writing and engage students in self-evaluation. They also reported that the iBooks greatly helped make their classrooms more efficient and collaborative.