Archive for May, 2011

Pedagogic Approaches to using Technology for Learning – Literature Review

May 31st, 2011 by Graham Attwell

The proliferation of new technologies and internet tools is fundamentally changing the way we live and work. The lifelong learning sector is no exception with technology having a major impact on teaching and learning. This in turn is affecting the skills needs of the learning delivery workforce.

Last September, together with Jenny Hughes I undertook a literature review on new pedagogical approaches to the use of technologies for teaching and learning. You can access the full (86 pages) document below.

The research was commissioned by LLUK to feed into the review then being undertaken of teaching qualifications in the Lifelong Learning sector in the UK. The review was designed to ensure the qualifications are up to date and will support the development of the skills needed by the modern teacher, tutor or trainer.

However, we recognised that the gap in technology related skills required by teaching and learning professionals cannot be bridged by qualifications alone or by initial training and a programme of opportunities for continuing professional development (CPD) is also needed to enable people to remain up to date.

The literature review is intended to

  • identify new and emerging pedagogies;
  • determine what constitutes effective use of technology in teaching and learning
  • look at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice
  • make suggestions as to how teachers can continually update their skills.

Pedagogical Appraches for Using Technology Literature Review January 11 FINAL 1

Mobile phones and learning

May 31st, 2011 by Graham Attwell
A good blog post from FurtureLab, providing practical examples of how mobile phones can be used for learning.
clipped from www.futurelab.org.uk

The traditional approach – mobile phones are a distraction, kids will mess around with them and therefore they should be banned – is the wrong starting point. It is ironic that for years schools have spent heavily getting more computers into classrooms and yet when their students come into schools with their own powerful handheld computers, which are cheaper and more portable than laptops, they are immediately instructed to turn them off. 

A more fruitful approach would be to enquire in what ways might the use of mobile phones support and strengthen the curriculum and develop 21st century skills in learners. What if our starting point was to reconceptualise them as anytime, anywhere data collection, content creation and learning tools?
  blog it

Ban Spam

May 31st, 2011 by Graham Attwell

Politicians don’t really get the internet. And governments fear the freedom of expression teh internet provides. Last week President Sarkozy of France joined those calling for the internet to be subjected to governmental regulation, however that could be done. already France has joined other European countries in imposing ever more draconian laws against file sharers to try to uphold copyright laws propping up long business models and forms of production.

But whilst they continue to pursue file sharers, governments seem to turn a blind eye to the one thing they could do to help develop creativity on the internet – BAN SPAMMERS. According to Wikipedia, Cisco reported in 2009 that 7.7 trillion spam messages originated from Brazil and 6.6 trillion from the USA. Surely these countries could so more to stop such misuse of the web. Not only does it waste an incredible amount of bandwidth but forces us to waste valuable time setting up filters and anti spam blockers, rather than being able to promote richer conversations and interactio0ns.

Our spam protection works pretty well on the Pontydysgu site, every day filtering out spam messages which are manually posted (robots are automatically blocked). But this weekend we were deluged by spammers registering accounts, forcing us to temporarily suspend new account registration. We will find a way to block the spammers out and reopen registration for those genuinely wanting to contribute but once more we are being forced to waste ti9me and effort on things we would rather not be doing.

New accounts

May 31st, 2011 by Graham Attwell

Due to the creation of hundreds of spam accounts threatening to overwhelm our database we have temporarily suspended the creation of new accounts on this site. Normal service will be resumed soon :)

TEDxKids

May 30th, 2011 by Graham Attwell

Graham Attwell will be will be guest tweeting from TEDxKids in Brussels on June 1st. The event web site says TedxKids is two events in one.
“48 kids, all of them born in 2000, are going to get their hands dirty, soldering, tinkering, hacking and composing. A series of hands-on workshops will introduce the kids to a range of skills and methods. At the same time 400 adults will be treated to an all day program of leading thinkers, experts and makers.’ The twitter address to follow is @TEDxKidsEU and there will be a live stream from the event web site.

Tweet, tweet

May 27th, 2011 by Graham Attwell


I love this fun video from Alec Couros. It left me smiling.

Problem Based Learning and microblogging

May 27th, 2011 by Graham Attwell
This is a great blog post, focusing not on the technological wonders of edmodo, but providing practical help in how to pedagogically develop Problem Based Learning using the microblogging tool.
Bianca put forward five reasons why PBL plus edmodo is awesome:
1. PBL is about collaboration
2. PBL is about formative and summative assessment
3. PBL is about creating products and conducting investigations as a team
4. PBL is about real-world audiences
5. PBL is about planning for success and reflecting on learning
clipped from blog.edmodo.com
PBL is hard because it requires quite a lot of planning as well as quite a lot of guts – you need to have faith in yourself as an educator and faith that your students will ‘go with’ your radicalised view of teaching and learning. Getting your students to work in small groups to complete a project that will be shared with a real-world audience is pretty daunting. But it is made so much easier, and made so much better, thanks to edmodo.
  blog it

Digital literacy, stewarding and reflection

May 27th, 2011 by Graham Attwell

The explosion of powerful, innovative and free to use social software has transformed the potential approaches to using technology for teaching and learning. Long gone are the days when e-learning meant logging on to a Blackboard system. However, this reliance on commercial providers, for many of whom education is not a major part of their business plan, has its downside.

Data security is obviously an issue, although I suspect most commercial providers systems are more secure than the average school or university. More seriously services may cease to be provided for free, overrun by intrusive advertising, or even cease operating. At some point or other, all companies, even Twitter will be looking to generate revenue. In Twitters case this seems to be through the introduction of new features like email notification that many of us do not want, to probably provide a new outlet for advertising.

What is the answer? Providing such services in-house seems a tall order, although some universities, see SAPO Campus, are attempting to develop social software as part of an approach to Personal Learning Environments. The problem here though is that many social software services depend on scale to provide real traction as a learning tool. Furthermore, it is doubtful as to whether institutions can continue to provide access and services, long after students have finished a course.

For some time we have been talking about the importance of learners being able to manage their own digital identity. Perhaps it is time this idea was extended to students learning how to steward their content, be it micro blogs, photos, video or other online content. The growing availability of cheap cloud based storage may make this task easier. But there may be a pedagogic gain to be made from looking more carefully at stewarding. Stewarding would involve thinking about what is important and what is not, and the interlinking between different aspects of online activity and artefacts. In other words it would involve reflection. And reflection on learning, whilst almost universally advocated as a learning strategy, has been far less easy to foster in practice.

How Open Data, data literacy and Linked Data will revolutionise higher education

May 25th, 2011 by Graham Attwell
This paper is an excellent introduction to the potentially transformation role of Open and Linked Data in education and research. Derek McAuley, Hanif Rahemtulla, James Goulding and Catherine Souch point to the importance of data literacy – defined as “the ability to identify, retrieve, evaluate and use information to both ask and answer meaningful questions.
They quote Meltzoff et al.who reported that “insights from many different fields are converging to create a new science of learning that may transform education practice.”
Linked data, they believe, will be central to such a transformation.
However they point to many challenges that have to be overcome citing Bechhofer who argues that we must bring our attention to bear on publishing requirements such as data provenance, quality and attribution.
clipped from pearsonblueskies.com

Linked Data, which uses familiar web-based URL addresses to provide links between Open Data sources, allows higher education to benefit from a ‘network effect’ as educational data is liberated from its traditional silos. Richer interconnected information environments will produce richer learning environments and a host of new opportunities: simplifying resource discovery and promoting personal exploration of material; supporting integration of distributed discourse while encouraging referencing skills; enhancing construction of both personal and group knowledge while promoting self-actuated learning; facilitating better argumentation and critical thinking skills through advanced reasoning over large volumes of resources; and because Linked Data represents a powerful tool for independent learning, it does all this with the added benefit of further disintermediating educators.

  blog it

Social and informal learning in the workplace

May 24th, 2011 by Graham Attwell
Useful article by jane Hart looking at the recent NIACE paper on workplace learning and summarising her won and her colleagues in the Internet Times Alliance’s work on informal and social learning in the workplace
clipped from c4lpt.co.uk

The NIACE paper starts by stating that “Learning is a troublesome
term”
and highlights the two extremes of our understanding of the term
“learning ” – from the “formalised, classroom-based activity in which
students/trainees interact  with a teacher or trainer
” to its use to
mean the “accidental and incidental nature of learning as part of 
everyday human activity
” – which the authors believe   “partly explains why many people, including
employers and policymakers,  find it hard to acknowledge that
meaningful learning can take place outside the  classroom”.

  blog it
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    News Bites

    2012 Horizon report

    An advance copy of the the NMC Horizon Report 2012 K-12 Edition, due to be launched on June 14, identifies mobile devices and apps and tablet computing as technologies expected to enter mainstream use in the first horizon of one year or less. Game-based learning and personal learning environments are seen in the second horizon of two to three years; and augmented reality and natural user interfaces emerged in the third horizon of four to five years.


    OER Quality

    A new project is attempting to define quality standards  for open educational resources in higher education; this is part of the OER Quality Project, a joint research between the universities of Barcelona, Santiago de Chile and the University of London.

    The researchers for this project are lecturers and academic librarians and aim to define a set of quality standards and develop a good practices guide both for content design and for  indexing open educational resources in institutional repositories.

    They are looking for university lecturers, readers or professors (distance learning lecturers welcome too) willing to answer 2 surveys  (20 minutes each) and to evaluate a set of OERs, according to certain guidelines and criteria, which will take 30 minutes to answer. To participate, please register here.


    Hangouts on Air

    Personally I am not a great fan of Google+, although as Google increasingly integrates its different services it is hard to avoid. But, as Stephen Downes points out in the ever valuable Oldaily, citing an original blog post by David Andrade, “by far and away the best thing about Google+ is the Hangout feature, essentially a way to have a videoconference with ten of your friends. This latest upgrade allows you to broadcast your Hangouts to as large an audience as you want. “With Hangouts on Air, you will be able to broadcast yourself publicly to the entire world, see how many viewers you have, and even record and reshare your broadcast. The public recording will be uploaded to your YouTube channel and to your original Google+ post.”

    With free skype video calls limited to two people and the increasing cost of proprietary synchronous elearning platforms like Blackboard Collaborate, Hangouts could become the system of choice for open online courses.


    Gadgets and widgets

    The Dutch SURFnet have announced the ‘Edu-Socializing Seminar’, to be held in Utrecht, the Netherlands, on June 12th and 13th. They say “Gadget and widget technology is gaining momentum in the Research and Educational community. Projects like the Role Project, Apache Rave, Sakai OAE and OpenConext implement and deploy these technologies, showcasing the possibilities and benefits of such loosely coupled and distributed environments. The projects address a wide variety of needs from within the community like, among others, personalized learning environments, mashing web and social content, distributed learning and online collaborations.

    The event seeks to explore trends and foster these developments internationally, by bringing together experts from different fields into one event and joining them in a community. With interactive sessions the workshop wants to enable sharing of ideas and knowledge. At the same time the event wants to trigger new developments. With dedicated breakout sessions, common challenges can be addressed and solutions can be targeted.”

    More details on the seminar wiki page.


    ECER 2010

    The keynotes, videos, radio shows and interviews from the ECER 2010 Conference in Helsinki:

    On the ECER 2010 website.

    Taccle handbook for teachers order form

    Here you find the Taccle handbook for teachers order form.

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