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09 Jul 09

Getting beyond centralized technologies in higher education, Part 1

  • "This predominant institutional approach to technology support for teaching and studying contrasts sharply with the growing dissemination of decentralized, loosely coupled, and networked tools and services. This development provides individuals and networks of people with increasingly powerful means to augment a growing variety of activities and practices outside of institutional boundaries." - meganpoore on 2009-07-09
  • "However, the world of centralized and institutionally run management systems and their surrounding practices seems to remain strangely apart, largely indifferent, and sometimes outright hostile to the ongoing development of personal and collaborative tools and practices..." - meganpoore on 2009-07-09
  • Centralized learning management systems still characterize the predominant institutional approach to computational support for teaching and studying in higher education. This approach contrasts sharply with the growing dissemination of decentralized, loosely coupled, and networked tools and services that provide increasingly powerful means to augment a wide variety of activities and practices outside of institutional boundaries.

E Pedagogy. Does e-learning require a new approach to teaching and learning?

  • "The teaching methods employed in the classroom have changed little in the last century. The school-master from 1909 would feel at home in the classroom of 2009. Teaching is almost unique in this regard" (1) - meganpoore on 2009-07-09
  • "In summary, it will not be easy to embed Web 2.0 tools and processes within mainstream higher education practice. To increase the likelihood of this embedding, the following need to be in place:

    * Both instructors and students must value an educational approach where learner participation and contribution are balanced with acquisition.
    * A pedagogical approach must be used that reflects contribution-oriented activities where students create at least some of their own learning resources.
    * The approach must be scaffolded in practice by interlinked support resources for both instructors and students. Uncertainty must be reduced as much as possible for the students in terms of what is expected of them, and to what standard.
    * The processes as well as the products produced by the students must be assessed as part of overall course assessment practices."     - meganpoore on 2009-07-09
  • "Garrison and Anderson (2003) write:
    'E-learning has significant potential to alter the nature of the teaching and learning transaction. In fact, it has caused us to face up to some fo the current deficiencies of higher education, such as large lectures, whil providing some possible solutions or ways to mitigate these shortcomings. Seen as part of pedagogical solutino, e-learning becomes an opportunity to examine an dlive up to the ideals of the educational transaction described previously." (5)     - meganpoore on 2009-07-09
  • "The current educational system is highly synchronous. Everything runs to a timetable. But digital learning material is inherently asynchronous." (6) - meganpoore on 2009-07-09
  • "While the tools for teaching and learning have changed dramatically during the last 20 years, the methods of teaching and learning have not." (6) - meganpoore on 2009-07-09

Web 2.0 tools and processes in higher education: quality perspect...

  • "Among the many analyses of factors that influence the use of technology for pedagogical change in formal education, common problems have emerged: the pedagogies, supported by new technologies, that could lead to innovation are not enough known to instructors, not enough valued, and are perceived by instructors as too difficult to implement in practice." (96) - meganpoore on 2009-07-09
  • "For Web 2.0 tools and processes to become embedded in mainstream practice in higher education, they must be seen as bringing added quality to instructional processes. This in turn involves several aspects, including pedagogical approach, instructional integration and support, and assessment. Underlying all of these are the philosophies of teaching and learning that instructors and students bring with them to the instructional setting.

    In terms of underlying philosophies Sfard (1998) has identified two metaphors of teaching and learning which illustrate two philosophical approaches. One is the acquisition approach, the other the participation approach." (97)     - meganpoore on 2009-07-09
  • "the acquisition metaphor is predominant in practice. This identifies a first threat to the uptake of Web 2.0 processes in higher education as learning activities involving such processes align with a participation metaphor for teaching and learning rather than an acquisition metaphor." (98) - meganpoore on 2009-07-09
  • “'methods of instruction are not only instruments for acquiring skills; they are also practices in which students learn to participate' ” (McLoughlin & Oliver, 1998, p. 39). (98) - meganpoore on 2009-07-09
  • "Zurita (2006) has noted that such changes in pedagogy may not fit the expectations of the students, and thus may not be positively valued by them. She used an Activity System framework to observe a learner-as-co-designer pedagogy in action in a particular higher education setting. Within such a framework, quality is seen as consistency among six dynamically intersecting nodes of subject, object, artifact, rules, community, and division of labor (Nardi, 1996). " (98) - meganpoore on 2009-07-09
  • "most fundamentally, problems in the expectations of the students themselves. They were “more prepared to have a teacher-centered course than a learner-centered course” … and “felt uncomfortable” when expected to design learning materials for themselves and their peers (p. 6). The course was designed around a philosophy that was inconsistent with the implicit philosophy embedded within the expectations of the students. The students' perception of course quality was different from that of those who designed the course." (98) - meganpoore on 2009-07-09
  • "New forms of support are needed for students when contribution-oriented pedagogies are integrated into instructional practices. Pieters (2004) comments on the types of support that learners need in design situations: support related to the availability of procedural rather than declarative information, for motivation for the task, and for prevention of cognitive overload." (98) - meganpoore on 2009-07-09
  • "In summary, it will not be easy to embed Web 2.0 tools and processes within mainstream higher education practice. To increase the likelihood of this embedding, the following need to be in place:

    * Both instructors and students must value an educational approach where learner participation and contribution are balanced with acquisition.
    * A pedagogical approach must be used that reflects contribution-oriented activities where students create at least some of their own learning resources.
    * The approach must be scaffolded in practice by interlinked support resources for both instructors and students. Uncertainty must be reduced as much as possible for the students in terms of what is expected of them, and to what standard.
    * The processes as well as the products produced by the students must be assessed as part of overall course assessment practices." (100)
     - meganpoore on 2009-07-09
  • "Web 2.0 and institutional quality


    There are at least four, potentially conflicting, perspectives on quality from the institutional perspective that can influence the uptake of Web 2.0 tools and processes in higher education practice. These perspectives relate to accreditation frameworks, expectations from external stakeholders, quality concerns relating to learning resources and experiences endorsed by the institution, and issues relating to intellectual property." (100)     - meganpoore on 2009-07-09
  • "Web 2.0 and technology quality


    While it might seem that a technology perspective on quality would be most directly aligned with the use of Web 2.0 tools and processes, the technology infrastructure in a higher education institution may be a major barrier to implementation. VLEs or course management systems have moved into mainstream use in organizations but typically prohibit or make very difficult the possibility of students carrying out Web 2.0 processes such as building on and extending each other's contributions." (103)     - meganpoore on 2009-07-09

ECAR Study of Undergraduate Students and Information Technology, 2008 | EDUCAUSE

Salaway, Gail and Caruso, Judith B., with Mark R. Nelson. The ECAR Study of Undergraduate Students and Information Technology, 2008 (Research Study, Vol. 8). Boulder, CO: EDUCAUSE Center for Applied Research, 2008, available from http://www.educause.edu/ecar.

www.educause.edu/...163283 - Preview

elearning reports research studies society and culture net gen online behaviour internet use literacy

  • "(85% of resondents used SNSs], ad an amazing 95% of those 18-19 years old), and we also found that students are neither obsessed with them nor careless in the way they share information about themselves.

    Most of our respondents spent 5 hours or less per week on SNSs, and lmost 9 in 10 place access restrictions on their profiles." (5-6)     - meganpoore on 2009-07-09
  • "respondents consider themselves quite Internet savvy. A full 79.5% give themselves glowing reports about their ability ..." (11)

    "Many educators believe that students' perceptions about their IT skill levels and Internet savvy are questionable, characteriing their approach to information literacy as do-it-yourself and often relying too heavily on peers rather than on library staff or faculty." (11)

    "This potential gap between actual and perceived skills and literacy is important to understand and factor into strategies for teaching and learning" (11)     - meganpoore on 2009-07-09
  • "Although respondents are generally enthusiastic about IT, most say they prefer only a 'moderate' amount of IT in their courses (59.3%)." (11) - meganpoore on 2009-07-09
  • "Four themes emerged -- that the lack of face-to-face interaction detracts from learning, that online courses facilitate teaching, that technical problems still exist, and that online courses require students to 'teach themselves,' making the courses more demanding." (12) - meganpoore on 2009-07-09
  • "ECAR finds that fewer than half of students think that most of their instructors use IT effectively in courses." (13) - meganpoore on 2009-07-09
  • "Convenience is the clear front-runner" when it comes to using a CMS. (13) - meganpoore on 2009-07-09
  • "SNSs do not seem to be so much about making friends of people students have never met" (15). - meganpoore on 2009-07-09
  • "Why this lack of strong concern? One possibility is that students who say they are less concerned may just be unaware of the risks inherent in SNSs. Alternatively, since SNSs have capabilities for protecting personal information, it is likely that respondents who do actively place restrictions and/or take care in what they put on SNSs factor that into their answers and express less concern. In fact, most respondents using SNSs do put restrictions on who can access their profiles (87.4%), and nearly half (45.4%) say they put a lot of restrictions on them. Females are more likely to place restrictions and to place more restrictions than males. Younger respondents are somewhat more likely to do so than older respondents. However, older respondents are less likely to reveal personal information in the first place." (16) - meganpoore on 2009-07-09

What Web 2.0 Can Teach Us about Learning

  • "But except for a few small pockets of innovation, many of the technological tools we use in the classroom - - from course-management systems to PowerPoint -- help primarily not with teaching students to think, but with the most pedestrian (and often least effective) aspect of teaching: the delivery of content. Online course-management systems are perhaps the most pernicious in that respect, in part because IT departments across the country have made them the primary teaching-and-learning tool available to faculty members.

    The problem is not the idea of a course-management system itself - - a basic set of tools for content delivery, evaluation, and communication -- nor the various uses of such systems, many of which serve their purposes quite well. Rather, the problem is that most course-management systems were developed at a time when the Internet was seen primarily as a mechanism for information delivery. Course- management systems were not created to enhance learning, but to make it easier for a faculty member to deliver materials to students. "     - meganpoore on 2009-07-09
  • "In other words, the role that the systems play most often is like that of an advanced photocopier, allowing faculty members to deliver materials to their students with greater ease than was previously possible." - meganpoore on 2009-07-09
  • "The most significant problem with course-management systems is that they are built around the credit-based course, not the individual student." - meganpoore on 2009-07-09
  • " What we can see in the Web's evolution is a new focus on innovation, creation, and collaboration, and an emphasis on collective knowledge over static information delivery, knowledge management over content management, and social interaction over isolated surfing. The jargon-laden stars of the second-generation Web -- wikis, blogs, social networking, and so on -- all encourage a more active, participatory role for users.

    Those new uses mirror much of what we know to be good models of learning, in that they are collaborative and encourage active participation by the user. Just as important, they offer us an opportunity to create still other models through the use of digital technology."     - meganpoore on 2009-07-09

Online Network Use in Schools: Social and Educational Opportunities

Notley, Tanya // "Most of the content of these sites has little educational value" (QLD DET)!!! // Restricting access may be restricting access to help

eprints.qut.edu.au/14997 - Preview

online behaviour internet use participation censorship access social media networking cybersafety net gen elearning technology civics benefits engagement

  • "Most of the content of these sites has little educational value" (QLD DET)!!! // Restricting access may be restricting access to help - meganpoore on 2009-06-25
  • Most state governments in Australia have banned popular online networking sites from public schools after these sites were accused of supporting a broad host of threats to young people. This paper questions the effectiveness of these bans in light of recent empirical research that highlights the social and educational benefits that can accrue from young people's online network use. In doing so, this paper argues for a more informed policy debate that considers not only the risks involved in using online networks, but also the opportunities online networks afford and the capabilities young people require to use them effectively.
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