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7 Things You Should Know About Twitter | EDUCAUSE

Twitter is an online application that is part blog, part social networking site, and part cell phone/IM tool. It is designed to let users describe what they are doing or thinking at a given moment in 140 characters or less. As a tool for students and faculty to compare thoughts on a topic, Twitter could be used academically to foster interaction and support metacognition.

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Textbook or Facebook

First-year students are happy with the technology available at university, a new study shows. Ipsos-MORI followed a cohort of young people who took part in an online survey last year to tell us about their expectations of ICT at university. This year we returned to the cohort, to discover that half feel their experience of university life overall is just as good, or better, as they expected. Their expectations of the ICT used on courses, in their social life, and to support their university studies have largely been met.

http://www.ipsos-mori.com/content/textbook-or-facebook-higher-education-students-exp.ashx

Tags: ICT, JISC, HE, IPSOS, survey, socialnetworking on 2009-05-08 -All Annotations (1) -About

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The EDUCAUSE Top Teaching and Learning Challenges 2009 | EDUCAUSE

5 top challenges in teaching and learning with technology

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Diver

DIVER is a tool for authoring and sharing DIVES. A DIVE is an annotated perspective on any video record. Content can be captured by equipment ranging from basic consumer video cameras to specially built, high-resolution 360-degree panoramic cameras with a multi-microphone array.

Tags: DIVER, video, authoring, tool on 2009-04-02 and saved by 3 people -All Annotations (3) -About

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NCAT: Innovations in Online Learning

During the early 1990s, many of those interested in the impact of information technology liked to talk about "paradigm shifts." Despite its attainment of cliché status, the concept of a paradigm shift is a powerful one. Most who were once skeptical of the impact of the Internet on the ways we do business in all facets of society now recognize that our paradigms are, in fact, shifting.

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he more-effective online learning environments are learner-centered,
All too frequently, even innovative institutions fall back on a one-size-fits-all approach
Rather than comparing online learning with traditional higher education, how can we identify new models and talk about what is better rather than what is "as good as"?
How can each of us learn from others’ approaches and borrow aspects that can be integrated into our own learning environments?
"It’s not how fast you run; it’s how you run fast."
it’s not providing student services online; it’s how you provide student services online.
innovative, learner-centered programs that rely on a combination of high-quality, interactive learningware, asynchronous and synchronous conversations, and individualized mentoring on the other end.
The latter are modularized and self-paced, may include group experiences as appropriate and desirable, are delivered anywhere (sites, homes, and workplaces), diagnose students’ skill and knowledge level as they begin their programs of study, award credit for learning acquired outside formal educational structures to enable students to move more quickly through their programs, and are developed by teams of faculty, instructional designers, learning theorists, and IT staff, sometimes in partnership with commercial providers.
Do they take full advantage of the inherent strengths of the Internet, which enables greater flexibility, convenience, and personalization?
A fundamental premise of this paper is that as long as we continue to replicate traditional approaches online—and continue to treat all students as if they were the same—we will once again find the "no significant difference" phenomenon vis-à-vis quality, and we will make only a negligible dent in the access problem rather than taking full advantage of the networked environment.
because these approaches bolt on technology to traditional teaching approaches, they will fail to reduce costs and, indeed, will frequently increase overall cost.
we need to be flexible and create environments that enable greater choice for students.
only social preference exists as a significant predictor of course satisfaction.
nclude structures and activities that work well with diverse types of students.
offer many more learning options within each course
As a whole, they are characterized by such things as flexible enrollment options for students; personalized, on-demand, 24/7 student services; innovative curricular design that includes a focus on applied or problem-based learning taught by practicing professionals; and learner assessment that is integrated throughout the curriculum by diagnosing students’ knowledge and skill levels as they begin their programs of study and by responding accordingly.
online learning is certainly as good as classroom learning
What kinds of approaches to online learning will improve the quality of student learning?
"high-quality" learning experience.
A fundamental premise of the symposium is that greater quality means greater individualization of learning experiences for students.
This means moving away from teaching and learning ideas that begin with the thought that "all students need …"
Information technology enables us to meet the needs of diverse students when, where, and how they want to learn.
When we think about how to utilize technology to improve learning, the key is to focus on what we can do with IT that we cannot do without it. Technology can create environments that provide individualized learning approaches that serve each person in ways that he or she can most benefit.
we are moving toward an online environment that radically increases the array of possibilities presented to each individual student.
The ability to customize the learning environment so that each student can achieve in a variety of ways increases the likelihood that learning success online will be higher than learning success in the traditional classroom, dominated by a one-size-fits-all approach. Thus, the "right way" to design a high-quality online course depends entirely on the type of students involved.
we use the faculty member’s expertise to define the learning outcomes, the applications of that learning, the content, and potential difficulties that students may encounter." Rather than trying to replicate a teaching model online, the idea is to create what has been called a "resource" model, an environment in which students interact and wrestle with learning materials directly (or in teams), under the tutorial guidance of a mentor.
students (either directly or in teams) need to interact with learning materials that allow them greater choices of assignments and resources.
he key goal is for the students to become engaged in active "doing" in the learning process—that is, to move beyond merely reading text.
create a far richer learning environment in which students may make a variety of choices that meet their particular learning needs.
Ohio State uses a buffet analogy to capture this new approach to online learning.
Since students have different learning preferences, the availability of recorded lectures and interactive, Web-based materials enables some students to complete the course primarily on their own, interacting with faculty and other students only to the extent required by the course. Others prefer to take advantage of the variety of support activities and facilities as well as opportunities to interact with course faculty, teaching assistants, and peer mentors. By working collaboratively to design the course, faculty members are able to create, change, adapt, and add to an ongoing body of materials.
Unlike traditional course structures that engage students in the same series of activities regardless of students’ disparate abilities and interests, individualized learning environments permit students to move quickly through content they already know and spend more time on areas they find more challenging. Students engage in study at their preferred time rather than at prescheduled times. Students do not all have to do the same thing but rather learn at their own pace.
Drexel uses the term "self-scheduled" rather than "self-paced" in describing its new learning environment. Students can plan their work on a particular module to fit their schedule as long as they complete each module by the end of the week. Thus, at the end of each week, all students working on a particular module will have taken the final assessment for that module and will be at the same point: ready to move on to the next module. The goal is to maximize students’ flexibility in learning the course material as best fits their learning preference and schedule while providing enough structure for them to make the same kind of forward progress as in a traditional course. Linking students to a definite learning plan with specific mastery components and milestones of achievement and creating some form of early-alert intervention system are critical components of course design.
When faculty members shift the traditional periodic assessment model (midterm and final examinations) toward continuous assessment, students view assessment as a learning experience rather than as an all-or-nothing performance measure. Few people would be surprised to learn that students, if allowed to do so, will often put off study until shortly before exams and that such cramming does not lead to long-term retention of information. Spacing quizzes (either graded or non-graded) throughout the semester improves overall understanding and retention of terminology and concepts.
Helping students feel that they are a part of a learning community is critical to persistence, learning, and satisfaction.
Such active mentorship can come from a variety of sources, such as traditional instructors (faculty and graduate teaching assistants) and more advanced undergraduate students. Access to a large support system of fellow students and tutors who are available virtually around the clock is a key component to these new designs.
Students also learn from each other. Research has shown that students in distance education take on the role of "teacher" more often than do students in traditional classrooms. This not only has obvious implications for the content and mode of instruction but also sets up a model of learning communities that is invaluable when our students enter the work world. Knowledge-management software can structure a situation in which students can be actively encouraged to get in touch online with others who recently encountered and overcame similar problems.
we need to do just the opposite: individualize student learning and standardize faculty practice.
It is curious that most academics react with horror at the thought of standardizing faculty practice but do not think twice about standardizing the student learning experience.
The Internet offers unprecedented opportunities to collect, organize, and analyze large, real-time research.

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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 | EDUCAUSE CONNECT

Tags: educause, web2.0, learning2.0, Pedagogy, collaboration, elearning, learning, tools on 2009-03-28 and saved by 40 people -All Annotations (25) -About

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the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.
And in a rapidly changing world, these ecosystems must not only supply this workforce but also provide support for continuous learning and for the ongoing creation of new ideas and skills.
We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
t is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities. Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century.
Fortunately, various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
Arguably, the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
The latest evolution of the Internet, the so-called Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. New kinds of online resources—such as social networking sites, blogs, wikis, and virtual communities—have allowed people with common interests to meet, share ideas, and collaborate in innovative ways. Indeed, the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning.
The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.⁵
The emphasis on social learning stands in sharp contrast to the traditional Cartesian view of knowledge and learning—a view that has largely dominated the way education has been structured for over one hundred years. The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students. By contrast, instead of starting from the Cartesian premise of “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are.”
There is a second, perhaps even more significant, aspect of social learning. Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.
In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.⁹ But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
“productive inquiry”
ways in which technology has begun to change the game in education
virtual environment is the Terra Incognita project of the University of Southern Queensland (Australia), which has built a classroom in Second Life,
it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people.
As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
All of these institutions are practicums—places where knowledge is created and stored and transmitted. But are they reflective practicums? Are they evaluating what they do and engaging in anything resembling cycles of continuous improvement? Are their reflections being systematically captured and shared?
An example of such a practicum is the online Teaching and Learning Commons
The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education. But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations.

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Meeting the Top Challenges in Teaching and Learning with Technology (Notes from March 24th discussion session) | EDUCAUSE CONNECT

Tags: technology, e-learning, Educause, future, education, challenges on 2009-03-25 -All Annotations (1) -About

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Papers in Current Issue

Greater clarity about the nature of critical thinking and how to support teachers in learning to implement it are needed if we are to respond to broader calls for critical thinking both as a central goal in science education and as a key aspect in the ecology of 21st Century e-learning environments. In this paper, I describe a professional development approach and a conceptual framework used to create critically thoughtful and media-rich science learning resources meant to serve these needs. The conceptual framework is a model of critical thinking developed by the Canadian Critical Thinking Consortium that involves embedding the teaching of five categories of intellectual tools into the teaching of curriculum content. The “tools for thought” include addressing the need for focused and relevant background knowledge, criteria for judgment, thinking concepts, thinking strategies and the development of habits of mind. The professional development approach engages practicing teachers through focused inquiry groups in collaboration with rich media technicians who help to develop the e-critical challenges (lessons). Aspects of this “comet approach” include a series of face-to-face sessions, gradual and planned introduction to use of laptop computers, inquiry oriented teacher-writing teams and expert mentorship for teacher–writers between face-to-face sessions. I explain the unique aspects of both the development process and the challenges in the context of a project involving twelve teachers in the creation of media-rich critical thinking lessons for a Grade 7 science course. Although project assessment data analysis is currently underway, I offer several initial conclusions in relation to the four goals of the project.

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Greater clarity about the nature of critical thinking and how to support teachers in learning to
implement it are needed if we are to respond to broader calls for critical thinking both as a
central goal in science education and as a key aspect in the ecology of 21st Century e-learning
environments. In this paper, I describe a professional development approach and a conceptual
framework used to create critically thoughtful and media-rich science learning resources meant to
serve these needs. The conceptual framework is a model of critical thinking developed by the
Canadian Critical Thinking Consortium that involves embedding the teaching of five categories
of intellectual tools into the teaching of curriculum content. The “tools for thought”
include addressing the need for focused and relevant background knowledge, criteria for
judgment, thinking concepts, thinking strategies and the development of habits of mind.
The professional development approach engages practicing teachers through focused inquiry
groups in collaboration with rich media technicians who help to develop the e-critical
challenges (lessons). Aspects of this “comet approach” include a series of face-to-face
sessions, gradual and planned introduction to use of laptop computers, inquiry oriented
teacher-writing teams and expert mentorship for teacher–writers between face-to-face sessions.
I explain the unique aspects of both the development process and the challenges in the context
of a project involving twelve teachers in the creation of media-rich critical thinking lessons
for a Grade 7 science course. Although project assessment data analysis is currently underway,
I offer several initial conclusions in relation to the four goals of the project.

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Microsoft Higher Education - White papers This is a cached version of http://www.microsoft.com/education/highered/whitepapers/future/FutureWork.aspx. Diigo.com has no relation to the site.x Microsoft Higher Education - White papers

In 2004, Microsoft undertook the task of exploring the future of work using scenario planning. In this article, the follow-up to “Scenario Planning and the Future of Education,” which appeared in Innovate’s June/July 2008 issue, Daniel W. Rasmus describes what education looks like in the four scenarios that emerged from this process. Rasmus suggests that educators and policy makers can use these scenarios and the accompanying narratives to consider how large and small choices work toward or against a particular future.

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Donald Clark Plan B

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Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im

Tags: Education, learning, web2.0, e-learning, technology, teaching, Elearning, article, research, online, Pedagogy, Connectivism, constructivism, LearningTheory, mapping, ariadne, schemas, conole on 2008-12-12 and saved by 38 people -All Annotations (62) -About

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Some in HE are starting to make this move away from an instructivist approach to one more aligned to social and situated learning. However, they tend to be the brave ones.
post by willstewart on 2008-12-02

today’s digital environment is characterised by speed
and immediacy; the ability to access a vast amount of information at the click
of a mouse, coupled with multiple communication channels and social networks.
This seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time. Just as there has been a backlash against ‘fast food’ with the ‘slow
food’ movement, some are arguing for the need to a return to ‘slow learning’
as a counter to the speed and immediacy that digital learning appears to offer.
There is an inherent tension between the rhetoric of Web 2.0 and current educational
practices.
Similarly a key characteristic of Web 2.0 is user participation – the ‘wisdom of the crowds’, the ‘architecture of participation’ – mash-ups, remixing and co-construction are fundamental and widespread practices in Web 2.0. In contrast, despite the general increase in group-collaboration in recent years, fundamentally educational systems revolve around individual testing – evidencing of attainment of a level of knowledge and understanding against a set of pre-defined criteria. Even where group work is encouraged, more often than not there are strategies to ensure recognition of individual contribution to some extent.
Add Sticky Note
- This issue of individual testing is one of the main barriers to change. It is used as much to validate an institution as it is to measure student achievement.
  posted by willstewart on 2008-12-02
Even the nature of academic referencing is being challenged in the fluid way
in which ideas are developed, transformed and transferred through the blogosphere.
Yes there is an inherent practice of cross-referencing sources in the blogosphere,
however the speed with which ideas are taken up and transferred across blogs
is such that it is almost impossible to identify ‘a source’ for many ideas.
My own use of a blog has caused me to reflect on and rethink the nature of academic
discourse and the relationship between how I develop and convey my ideas through
traditional media such as journal publications and conference proceedings compared
with my use of blogs. I have been surprised at how liberating and useful blogging
has been, as a ‘stream of consciousness’ of the development of my ideas, through
being part of an evolving collective of other thinking in the community and
increasingly as my main reflective research journal and repository of ideas
and resources.
Even where the pedagogy is learner-centred, current educational systems are
not – administrative processes and assessment practice remain firmly bound to
hierarchical, differentiated educational structures.
Add Sticky Note
- Web 2.0 certainly provides the means to adopt a truly learner-centred approach, allowing learners the opportunity not only to negotiate their curriculum but also their mode of assessment.
  posted by willstewart on 2008-12-02
Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems.
The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication:
Arguably then there has never been a better alignment of current thinking in
terms of good pedagogy – i.e. emphasising the social and situated nature of
learning, rather than a focus on knowledge recall with current practices in
the use of technologies – i.e. user-generated content, user-added value and
aggregated network effects.
- thinking and reflection
- conversation and interaction
- experience and activity
- evidence and demonstration.
Harnesses the Internet (social scale, user generated content,
etc.)

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Technology Integration Matrix

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What was I letting myself in for? My Experience of Gestalt Psychotherapy

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The Internet: Research Tools

The Internet can be a researcher's dream come true. By browsing the Internet, much as you would browse the shelves of a library, you can access information on seemingly limitless topics. In addition, web-based catalogs are available in many libraries to assist researchers in locating printed books, journals, government documents, and other materials.

Possibly the biggest obstacle facing researchers on the Internet is how to effectively and efficiently access the vast amount of information available with the simple click of the mouse. With the Internet's potential as a research tool, teachers must instruct and guide their students on manageable strategies for sorting through the abundance of information. The search for reliable resources can be both overwhelming and frustrating if students are left on their own in their initial search. A few simple guidelines can make conducting research more manageable, reliable, and fun.

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Half an Hour: The Future of Online Learning: Ten Years On

In the summer of 1998, over two frantic weeks in July, I wrote an essay titled The Future of Online Learning. (Downes, 1998) At the time, I was working as a distance education and new media design specialist at Assiniboine Community College, and I wrote the essay to defend the work I was doing at the time. “We want a plan,” said my managers, and so I outlined the future as I thought it would – and should – unfold.

In the ten years that have followed, this vision of the future has proven to be remarkably robust. I have found, on rereading and reworking the essay, that though there may have been some movement in the margins, the overall thrust of the paper was essentially correct. This gives me confidence in my understanding of those forces and trends that are moving education today.

Tags: future, technology, learning, online, education on 2008-11-21 and saved by 99 people -All Annotations (193) -About

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AFT - Hot Topics - Technology in Higher Education

The AFT has long been engaged with issues related to technology and distance education in higher education, encouraging our locals to take an active role in shaping the way that educational technologies are implemented at their institutions. Our concern h

Tags: technology, teaching, research, Education, HigherEducation, distance_learning on 2008-11-21 -All Annotations (3) -About

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Consortium Members - OpenCourseWare Consortium

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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT

The world has become increasingly “flat,” as Tom Friedman has shown. Thanks to massive improvements in communications and transportation, virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.1

Tags: open, opensource, Education, learning, web2.0, teaching, future, pgchep on 2008-11-03 -All Annotations (3) -About

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Innovate: e-Learning and Action Research as Transformative Practice

Recent Internet developments and advances in networking have encouraged students' collaboration with other students and instructors, increased students' access to experts, and provided an array of learning resources. Despite the evident potentiality and d

Tags: e-learning, transformation, technology, collaboration, action-research, teaching, learning on 2008-11-03 and saved by 3 people -All Annotations (3) -About

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UK universities aim to spearhead online education – globally : JISC

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Will Stewart's Bookmarks

7 Things You Should Know About Twitter | EDUCAUSE

Textbook or Facebook

The EDUCAUSE Top Teaching and Learning Challenges 2009 | EDUCAUSE

Diver

NCAT: Innovations in Online Learning

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 | EDUCAUSE CONNECT

Meeting the Top Challenges in Teaching and Learning with Technology (Notes from March 24th discussion session) | EDUCAUSE CONNECT

Papers in Current Issue

Microsoft Higher Education - White papers This is a cached version of http://www.microsoft.com/education/highered/whitepapers/future/FutureWork.aspx. Diigo.com has no relation to the site.x Microsoft Higher Education - White papers

Donald Clark Plan B

Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

Technology Integration Matrix

What was I letting myself in for? My Experience of Gestalt Psychotherapy

The Internet: Research Tools

Half an Hour: The Future of Online Learning: Ten Years On

AFT - Hot Topics - Technology in Higher Education

Consortium Members - OpenCourseWare Consortium

United Kingdom (member profiles)

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT

Innovate: e-Learning and Action Research as Transformative Practice

UK universities aim to spearhead online education – globally : JISC

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