Innovation in learning is often linked to technology; hence the e in elearning. I keep an eye on educational innovation both tech and non-tech, the rosy and the non-rosy view of the future of learning.
As it was decided during the 2nd AIOTI General Assembly Meeting, the task force for the future of the Alliance organised last week in Brussels an intensive internal workshop to prepare the AIOTI long term strategy.
Workers with post-secondary education are more likely to be unemployed in lower-income countries, reflecting a “mismatch” between skilled persons and the number of available jobs matching their competencies and expectations, according to the...
In my work in the field of educational technology or TEL (technology-enhanced education), questions of values and ethics arise much more than one might expect. For example: is it right to collect data on students, data such as when they use the gym and when they leave the library, and use that data to make…
This short position paper reconsiders the exaggerated expectations that currently surround the social web and education within many sections of the education technology community. In particular four popular assumptions of the social web are challenged, namely: (i) expectations of enhanced participatory learning; (ii) expectations of enhanced equality of opportunity; (iii) expectations of learner affinity and interest; and (iv) expectations of freedom from proprietary constraints. The paper contends that many of these expectations stem from a tendency for education technology researchers and writers to over-value seemingly ‘new’ informal uses of the social web, whilst downplaying unequal power relations between individual learners and formal processes of education. The paper concludes that educationalists and technologists alike should strive to look beyond the rhetoric of the social web, and develop realistic and critical understandings of the ‘messy’ realities of social web technologies and education.
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