Norms concerning marriage, family, gender and sexual orientation show dramatic changes but virtually all advanced industrial societies have been moving in the same direction, at roughly similar speeds. This has brought a parallel movement, without convergence.

Can be used for planning your open and technology inquiry projects and interacting with your instructor. https://trello.com/

Revising our pedagogies with strategies that make for more meaningful learning anyway, including some of the strategies above, is a better approach.

Today, I understand the story of the Mormon church in a much more complicated and nuanced way. People speak about their membership in the church with great love and affection for the promises the gospel holds for them. But these promises are not solely about eternal salvation; indeed, in the stories I heard and read there was also a tremendous amount of aloha for the opportunities afforded Polynesian Latter-day Saints to reconnect with a way of life that has been threatened and a subjectivity that has been devalued.

In the forward to Potlatch [1969], George Clutesi tells us: “This narrative is not meant to be documentary. In fact it is meant to evade documents.

The relationship is not only the relationship that we have person to person between the people who are leading the class and receiving teachings in the class, but the relationship amongst the members of that immediate community.

Learning is not a passive process of receiving knowledge from the expert or “sage on stage.” Learning and teaching is a two-way process

Not all knowledge is literate – this requires that we create a space for different ways of learning knowledge in orality and “culturally [accommodating] … how knowledge is constructed and passed on to others”

Edward Snowden, reflecting on how he learned to program by himself after schooling generally failed to challenge him, noted that “a computer would wait forever to receive my command but would process it the very moment I hit Enter, no questions asked. No teacher had ever been so patient, yet so responsive. Nowhere else—certainly not at school, and not even at home—had I ever felt so in control.”

While these terms are often used interchangeably, in fact, they each have fundamental differences.

“It has now got to the point where some of the statements being made are so easily refutable, so verifiably and unquestionably false, that you have to presume that the people writing them know that. And that must lead you to another assumption, which is that they know that this is not true, but they have decided that these national myths are so important to them and their political projects, or their sense of who they are, that they don’t really care about the historical truths behind them.

Already some students are skipping lectures at their local institution because the teaching of the topic is better and clearer on OpenCourseWare, MOOCs or the Khan Academy.

Thus every instructor now needs to ask the question: if I can move most of my teaching online, what are the unique benefits of the campus experience that I need to bring into my face-to-face teaching? Why do students have to be here in front of me, and when they are here, am I using the time to best advantage?

In the meantime, a method for determining which mode of delivery (face-to-face, blended or online) will be discussed in the next sections.

Are there already suitable media resources freely available that I can use in my teaching, rather than creating everything from scratch? Can I get help from the library for instance in identifying these resources and dealing with any copyright issues

How much time do you spend preparing lectures? Could that time be better spent preparing learning materials, then using the time saved from delivering lectures on interaction with students (online and/or face-to-face)?

If AI is going to benefit education, it will require strengthening the connection between AI developers and experts in the learning sciences. Otherwise, AI will simply ‘discover’ new ways to teach poorly and perpetuate erroneous ideas about teaching and learning.

they can enable teachers to set online group work, based on cases or projects, and students can collect data in the field using social media such as mobile phones or iPads;

audio-based learning is difficult for people with a hearing disability;

Transport Canada won't budge on ferry-deck regulation Andrew Duffy / Times Colonist Transport Canada appears to be unwilling to reconsider allowing passengers to remain in their cars on B.C. Ferries’ enclosed lower decks, despite pleas to relax the ...

Second, while the model is a useful means of evaluating whether a use of technology merely enhances or radically changes teaching, it doesn’t help much with the hard part, and that is imagining the transformative ways in which a technology could be used in the first place. Nevertheless it is a good heuristic device to get you to think about the best way to use technology in teaching.

The critical point is that different media can be used to assist learners to learn in different ways and achieve different outcomes. In one sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of learning than others.

Today, this professional ‘divide’ can be seen between the differences between computer scientists and educators in terms of values and beliefs with regard to the use of technology for teaching. At its crudest, it comes down to issues of control: who is in charge of using technology for teaching? Who makes the decisions about the design of a MOOC or the use of an animation?

There are three main advantages of peer assessment: if conducted properly, it can be an excellent pedagogical benefit to student learning as it requires students to think critically about what they have learned in order to judge other students’ work. It enables them to see other students’ perspectives on the concepts and ideas, thus widening and deepening their understanding; it enables learner support to be scaled up, allowing instructors to handle larger numbers of students; it develops a core 21st century skill of peer evaluation that will be critical when working in a digital society.

all students, whatever their discipline, need to know how to find, evaluate, analyse and apply information within their specific subject discipline. With so much content of varying quality now available at one’s fingertips, such skills are essential for a healthy society. 

skills development is much more tied to specific teaching approaches and technologies.

Universities in particular have always prided themselves on teaching such intellectual skills, but the move to larger classes and more information transmission, especially at the undergraduate level, undermines this assumption;

Those with higher levels of education are likely to have a better chance of finding work that machines cannot do as well – or even creating new work for themselves.

vendors “don’t want any academics that might end up as users in that room asking difficult questions” (para. 12). Partly this is because vendors will often use powerful but largely meaningless and discredited theories, such as disruption, digital natives, and learning styles

Throughout this book, most of the innovations that appear are technologies. Sometimes these are underpinned with strong accompanying educational frameworks, such as the original cMOOC, but also there are cases of a technology seeking an application, as seen with blockchain.

This type of activity can be implemented in all subjects and has the advantage of being useful for the study of the topic itself, rather than a separate and often dry “digital competence” type of activity.

YouTube’s role in radicalization — The recommendation engine of YouTube accelerates the move to extreme content, so that a user might find they are quickly presented with conspiracy theories and radicalizing content.

Amazon’s remote deletion of 1984 (Manjoo, 2009) — In one of the most ironic accounts of privacy invasion, Amazon deleted purchased copies of Orwell’s 1984 from Kindle, removing copies without the permission or knowledge of users.

Being skeptical about technology can no longer be seen as a specialist interest.

Being skeptical about technology can no longer be seen as a specialist interest.

The technical infrastructure goes some way to assuring this credibility. This is achieved by means of our friend from chapter 8, metadata. The digital badge contains metadata about the learner, the issuer of the badge, a link to the evidence, criteria for acquiring the badge, etc. This means anyone viewing the badge can verify its authenticity.

The digital badge contains metadata about the learner, the issuer of the badge, a link to the evidence, criteria for acquiring the badge, etc. This means anyone viewing the badge can verify its authenticity.

For many universities in our scenario, rather than being a means of offering extra support, it allows them to more accurately filter out students who are expensive to support and more likely to fail. When universities are judged on their completion and continuation rates (for example, continuation is one of the metrics in the teaching excellence framework in the UK), then such action becomes more likely.

Sustainability — We looked at e-learning costs in chapter 6. It came as no surprise then that, as MOOC became industrialized and required high-quality media outputs, its costs varied considerably, particularly when staff time, marketing, and support were factored in (Hollands & Tirthali, 2014). Finding sustainable business models that justified this expenditure has proven problematic

Mike Caulfield (2017a), who has done much of the work in exploring the impact of misinformation, has developed an online book and a wide range of activities to help develop these skills.

83% of respondents to a recent Association of American Colleges and Universities survey said an e-portfolio would be ‘very’ or ‘fairly’ useful in ensuring that job applicants have requisite knowledge and skills”

Although e-portfolio tools remain pertinent for many subjects, particularly vocational ones, for many students owning their own domains and blogs remains a better route to establishing a lifelong digital identity.

Hiring managers are skeptical that the Web portfolios will convey anything more than a résumé and interview” (para. 9). This makes sense — while employers will say that the extra information in an e-portfolio is useful, in practice, their having to work through many pieces of evidence submitted by many applicants in addition to their résumés and having to conduct interviews is probably too time consuming

The last consideration Web 2.0 raises for higher education is that of quality. Weinberger (2007) summarized the change that Web 2.0 brought as “filtering on the way out” rather than filtering on the way in. Higher education processes are nearly always based on filtering on the way in — the journal review process, creation of learning content, selection of research proposals, student admission.

Rethinking effective use of classroom time in a digital networked world, and the effective use of abundant resources, especially video, would seem to be a desirable pursuit in higher education. But following a prescriptive approach or failing to accommodate for the increased load on students and educators can be a result of pursuing an educational trend.

Informal Learning

blogs provide is a means of anchoring an online identity

For almost every ed tech that comes along — e-portfolios, LMS, MOOC, OER, social media — there is a group, of which I would probably be a member, who propose that a blog version would be a better alternative.

“That isn’t in our LMS road plan.” This inevitably stifles innovation and is one of the common complaints against the LMS.

there simply isn’t the same culture of sharing for teaching as exists for research. Existing reward structures are largely to blame; for example, citations of research papers are a key metric in evidencing significance, but having others download and reuse your teaching material is not as widely recognized (and is even actively discouraged in many instances).

much of the criticism of e-learning revealed a conceit regarding the superiority of face-to-face education over distance learning, and an assumption that face-to-face is the only valid form of education.

Given the manner in which even students in primarily face-to-face settings employ Wikipedia and other online resources, it is difficult to imagine any higher education situation now which isn’t blended to an extent, whether formally or informally. The blending of face-to-face provision with online delivery has been one area of significant growth, and it has allowed many “traditional” universities to offer flexible learning opportunities.

the possibilities it opened up for new pedagogy.

This judgment may not have been overly harsh given the quality of many web-based courses at the time, but it does highlight how a focus on current limitations can miss the broader, long-term implications.

In contrast to the transmittal model illustrated by the classroom lecture-note taking scenario, the constructivist model places students at the center of the process — actively participating in thinking and discussing ideas while making meaning for themselves. And the professor, instead of being the “sage on the stage,” functions as a “guide on the side,” facilitating learning in less directive ways.

When there was no alternative to face-to-face settings, the function of communication was not considered in such detail, but in fact, when analyzed, universities were designed specifically to foreground effective communication. Students were brought together in one physical location, over a tightly constrained time frame, with a strict timetable which occurs within an architecture that offers students multiple spaces (cafes, bars, common areas) and opportunities for informal discussion. This is all obvious in retrospect, but it was so commonplace that the intentionality of the structure became invisible.

The removal of the publication filter that the web provided was often touted as the most significant socio-technological change since the invention of the printing press (e.g., Giles, 1996) and, 25 years later, that view does not seem like hyperbole.

The final entry in this book focuses on what I have termed “ed tech’s dystopian turn,” as there has been a shift from often unquestioning advocacy of particular technologies to a more critical, theoretical understanding. This represents something of a maturing in the field, although many technology vendor conferences are still free of any such critique.

I learned Russian by gaining fluency through practice, repetition, and rote learning—but rote learning that emphasized the ability to think flexibly and quickly.

To help encourage students to speak out in class more often and share their screen with me, I now welcome each student as they arrive in my online classroom, and chat with them in order to build a rapport.

The problem we will be describing in this article is how we have balanced librarians’ occasional desire to offer workshop topics they think they should be teaching graduate students and faculty, with the issue that highly theoretical or abstract workshops are often poorly attended.

The lack of transformation of teaching practices can be partly attributed to the lecturers’ lack of appropriate competencies, which is not properly addressed by the training and development programme offered by the University: a mismatch between the object of the training sessions and the actual needs of lecturers has been identified as well as a requirement for the development of tool-related competencies to be supplemented with that of task-related and metafunctional competencies so that Moodle can become a functional organ for both staff and students. Until then, lecturers may not be equipped to address the disruptions caused to their existing teaching practice by their own pattern of Moodle use. In particular, tensions between the ‘semiotic’ and ‘technological’ needs, object and motive of the ‘design for learning’ activity may not be resolved.

While most academics may quickly be trained in the basic operations of a VLE (such as setting up activities and resources or creating content), few would have availed of pre-service teacher training courses and fewer again would have acquired some instructional design competencies before obtaining an academic post. Metafunctional competencies, on the other hand, are likely to be acquired through experience and interaction with colleagues and support staff. The role and impact of functional organs will be further explored in the following section.

If on the contrary, the introduction of new technologies does not result in the expansive transformation of the internal structure of the teaching activity but rather in the rejection of the new element, the activity has not been disrupted in the previous sense. It has merely been momentarily disturbed or interrupted (see the first definition of disruption from the Oxford English Dictionary recalled earlier): teaching practices remain unchanged.

points to the “growing need for the education community to account for the distinct ‘digital disconnect’ between the enthusiastic rhetoric and rather more mundane reality of university ICT use”

The solution to this is to use outcomes based education instead of hours based education. The theory here is that as long as we ensure that students ‘get it’ who cares how many hours it takes? But what is ‘IT’? How do we decide what a person needs to know in order to have a Bachelor’s degree in Arts with a major in Philosophy? What outcomes are you going to choose to make a Major in Biology? Can a student finish in 2 years? What about one year? What about 20 years? Is it time based at all? Well… we could model off of what we have now…

To predict content relevant for children there needs to be sensitive, human-directed input – not automation. Otherwise we end up with what might be called de-personalised learning, and classrooms with little conversation between student and teacher. In subcontracting out teaching to technology, the risk is that the valuable social contact between students, teachers and parents that’s inherent to effective learning will be reduced.

Zuckerberg’s idea of personalised learning has three major flaws. First, education has always been about acquiring knowledge and skills relevant to a profession, but also about acquiring general knowledge. By feeding children only the content they’re interested in, we may end up with many specialists and few generalists.

If independent researchers can’t evaluate the inner workings of personalized learning software, how can we be sure that such algorithms so what they are supposed to do without being prejudicial? Perhaps the authors of education technology algorithms need a code of conduct, and a course on social justice?

I think that locus of control is the distinguishing aspect, and that the role of shared control remains an open conceptual and empirical question.

I’m not talking about simply videotaping lectures. I’m talking about combining great talks by one or more professors and outside experts with video clips, animation, quizzes, games and interactive exercises — then supplementing that online material with weekly in-person sessions for discussions, problem solving or other forms of “active learning.” And having “labs” open day and night that use tutors and interactive software to provide individualized instruction in math and writing until the desired competency is achieved.

98 percent of articles published in the arts and humanities are never cited by another researcher. In social sciences, it is 75 percent. Even in the hard sciences, where 25 percent of articles are never cited, the average number of citations is between one and two.