Pedagogy - Will Stewart on Diigo

09 Nov 09

LearnCentral

We’ve been waiting a long time for computers to dramatically change education, but for the most part, that promise remains unfulflled. Unlike in the business world, where the computer quickly became a fxture on every desk and transformed both day-to-day tasks and the business landscape as a whole, computers have not transformed the goals of educators, or even the methods used to achieve those goals.

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14 Oct 09

Pedagogy of Online Teaching and Learning

"The resources listed below are designed to provide online RODP/ROCE instructors with principles and best practices for online teaching. "

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13 Oct 09

A Designer's Log: Case Studies in Instructional Design | Ako Aotearoa

"A free-to-download eBook from Athabasca University.

About the Book - Books and articles on instructional design in online learning abound but rarely do we get such a comprehensive picture of what instructional designers do, how they do it, and the problems they solve as their university changes. Power documents the emergence of an adapted instructional design model for transforming courses from single-mode to dual-mode instruction, making this designer’s log a unique contribution to the fi eld of online learning.

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06 Oct 09

Insidious pedagogy:How course management systems impact teaching

Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built–in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web–novice faculty and allow a choice of CMS.

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25 Sep 09

961. The Ten Worst Teaching Mistakes « Tomorrow's Professor Blog

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16 Sep 09

elearnspace. Learning Management Systems: The wrong place to start elearning

Learning Management Systems (LMS) are often viewed as being the starting point (or critical component) of any elearning or blended learning program. This perspective is valid from a management and control standpoint, but antithetical to the way in which most people learn today.

LMS' like WebCT, Blackboard, and Desire2Learn offer their greatest value to the organization by providing a means to sequence content and create a manageable structure for instructors/administration staff. The "management" aspect of LMS' creates another problem: much like we used to measure "bums in seats" for program success, we now see statistics of "students enrolled in our LMS" and "number of page views by students" as an indication of success/progress. The underlying assumption is that if we just expose students to the content, learning will happen.

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Many HE institutions still think like this, while at the same time professing to be "learner-centred". - willstewart on 2009-09-16

14 Sep 09

The Institute for Prospective Technological Studies

This report presents the outcomes of the expert workshop held at the Institute for Prospective Technological Studies (IPTS) on 29 and 30 October 2008 to discuss the impact of the social computing on Education and Training (E&T) in Europe.
The workshop aimed to validate the results of the Learning 2.0 study, launched by IPTS in collaboration with DG EAC. The study explored the impact of social computing on E&T in Europe (in terms of contribution to the innovation of educational practice, and to more inclusive learning opportunities for the knowledge society). It also assessed Europe’s position in the take up of social computing in formal educational contexts and - by identifying opportunities and challenges - devised policy options for EU decision makers.
The report offers a structured account of the debate that took place during the two day workshop. It reflects the discussion on the potential of social computing take up in organized educational contexts, focusing on innovation (from the pedagogical, organisational and technological standpoints), and on inclusion. It further discusses how, despite the recent emergence of the phenomenon mostly outside E&T institutions, its primarily experimental nature within formal E&T contexts, and the speed of its evolution, there are clear signs that it can transform educational practice and that a new schooling culture is called for. The report then presents the main risks that were identified by the experts and proposes a number of items for research and the policy agenda to respond to the educational needs of society as it is being transformed by the social computing wave. Finally, it summarizes the trends identified as likely to affect the future evolution of the learning landscape.

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31 Jul 09

ASKe - Centre for Excellence in Teaching and Learning - Oxford Brookes University

ASKe is the Centre for Excellence in Teaching and Learning based at Oxford Brookes University Business School. It was set up in summer 2005 with a £4.5 million award (spread over five years) from HEFCE in recognition of good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development.

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29 Mar 09

Technology Integration Matrix

What is the Technology Integration Matrix?

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

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28 Mar 09

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

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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.
20 more annotations...
- 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.

12 Dec 08

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

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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. - 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.
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- 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.
  - 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. - on 2008-12-02
  Add Sticky Note
- 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.
  - 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. - on 2008-12-02
  Add Sticky Note
- 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.)

11 Nov 08

newlearning » home

New Technologies Means New Learning (or should it be New Ways of Learning?)

Does it? I think it does, and I have some ideas about how the use of new technologies changes how we learn, but I'd like to elicit what others think before I write too much here.

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24 Oct 08

The Carnegie Foundation for the Advancement of Teaching

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16 Jul 08

Didactic architectures and organization models: a process of mutual adaptation

This article aims to establish a parallel between the organizational models and the didactic architectures used by businesses to manage internal training. The objective is to understand whether so-called "eLearning 2.0" (eLearning based on the tools and a

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04 Jul 08

Commonwealth of Learning - Education for a Digital World

The creation of this book employed the very principals it espouses. It embodied a forming relationships model, and the sharing of ideas to produce new thinking model. A unique interactive, collaborative research model based on the formation of online rela

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09 Jun 08

Innovate: Teaching and Learning with the Net Generation

A decade ago, the first wave of the Net Generation began to enter college, forcing educational institutions to deal with a new population of learners with unique characteristics. With the Net Generation representing nearly 7% of the population today (Bart

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06 Jun 08

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software

In both mainstream society and education, Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing app

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07 May 08

Spoken Word Services » Pedagogy

At Spoken Word Services we believe in a student-centred pedagogy that is being increasingly enhanced by the use of Information and Communication(s) Technology (ICT) . Its objectives can be expressed as a version of what the Hale Committee saw as the disti

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31 Mar 08

TED Talks: 2008 TED Prize wish: Once Upon a School

Accepting his 2008 TED Prize, author Dave Eggers asks the TED community to personally, creatively engage with local public schools. With spellbinding eagerness, he talks about how his 826 Valencia tutoring center inspired others around the world to open t

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25 Oct 07

Connectivism Blog

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