So I want to take a step back and look at a bigger picture for a moment. The previous diagram I created was meant as more of a “learner design” perspective, in the sense that the dual paths would be the two main possibilities for learners. This was meant to look at the course from the eyes of a learner. But, the diagram breaks down in many ways since this will not be a traditional course. This course will attempt to deconstruct what it is to learn, be a learner, and to move through a course.
Learning in Real Life: Mobile Learning and Non-Traditional Students. Mobile-friendliness means more than creating programs for cell phones in distance education; it means creating programming flexible enough to suit the ...
The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge) are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end) and a portal (front-end) of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’) and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology) supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection), teachers (looking for inspiration in their daily jobs) and decision makers (making decisions about the introduction of technology into schools).
Keywords: educational portal; educational repository; open educational resources; educational technology; the TPACK model
Victoria Marín's insight:
Interesting article on the design and development of a repository of educational experiences involving technology and pedagogy factors.
Invasion of the MOOCs: The Promise and Perils of Massive Open Online Courses es una colección de ensayos escritos por los profesores y estudiantes que tienen experiencia de primera mano con MOOCs en formato PDF.
Raths, D. (2014) An e-portfolio with no limits Campus Technology, March 2
This is an article on a project by the University of Mary Washington, Virginia, that enables all students to create their own academic web presence through the provision of a university-wide blogging platform. The article provides some good examples of student work done through this project, particularly in history. A recent development at UMW has been the creation of a community site that aggregates the activity of the project, including sites created and content published. The article also provides links to similar projects at Emory University and Davidson College.
This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.
Mobile devices have become deeply engrained in our everyday lives. From reading to schedule management to entertainment to GPS, it is The Multi-Purpose Gadget in our lives and some have even said to suffer from the “phantom limb” syndrome without it! Mobile Learning, or mLearning for short, lets learners learn and get performance support via their mobile devices. This article introduces to you the unique features of mLearning, what it can be used for and the difference between mLearning and traditional eLearning.
Students, when asked, are usually quite honest. What engages them in learning the most is taking risks and having fun. This was mentioned recently by a headteacher of a school in England, who argued that schools are too risk averse today, and we need to inject some excitement back into lessons. Those who can remember their school days will often remember the fun they used to have with their friends. Ask them when the fun times happened, and most of them will recollect them occurring outside of formal lesson time. Rigid standards and curricula, and a growing culture of strict health and safety in schools has militated against a lot of risk taking. 'You can't do that' has become the commonly heard phrase when someone tries to innovate.
So how can we build fun and risk taking back into the school day?
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario.
Learning design principles drawn from the learner's perspective: empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and using a variety of media and ICTs to create and publish learning resources and outputs.
Pues bien, voy a presentar un proyecto que me ha llamado la atención y que creo puede ayudarnos a los docentes, sobre todo a los que estamos preocupados por conseguir que la tecnología llegue de manera efectiva a nuestras aulas, a crear cursos multimedia para su uso en teléfonos móviles, y que de paso todos vayamos perdiendo el miedo a eso que se llama m-learning.
Victoria Marín's insight:
Aplicación OpenSource para crear cursos multimedia para móviles.
La Universidad de Sevilla, a través de su Secretariado de Recursos Audiovisuales y Nuevas Tecnologías (SAV), publicará en los próximos meses en el marco del II Plan Propio de Docencia una convocatoria dirigida a su personal docente e investigador ...
Here are some of my recent thoughts on learning spaces at universities, and the impact of student owned personal technologies:
As the shift from location specific learning to untethered learning gathers pace, so the personal device gains increasing importance. Distributed forms of learning are burgeoning, and geographical distance between learners and their parent institutions is less of a problem. This is because learners are intimately familiar with the capabilities of their own devices, and are able to use them to learn in creative and productive ways. 'Bring your own device' is now common place in universities and students no longer need to study in a single location. If students are no longer required to be in the same place as their teachers, several things become apparent.
The collection of electronic course templates suggested in this article results from collaborative investigation between instructional support staff and academic staff users of the virtual learning environment (VLE) at two institutions, one in the United Kingdom and the other in the United States. The particular VLE in use at both institutions was Sakai, although the experience described here can be applied to the design process and workflow using any VLE that allows the selection and some configuration of standard tools.
We applied the lattice model of A, B and C (2012) to design and build a set of six course site templates, which are used as the basis on which site owners can easily build new sites in the VLE. As the ultimate goal of template provision is to underpin pedagogy, academics are free to use a template or build a site from scratch, based on their own teaching context, and they may adapt any template according to the pedagogical purpose and nature of the course. The underlying assumptions are that academic staff retain full control over the content, tools and permissions in their new site. The templates are not mutually exclusive – that is, aspects from any template may be incorporated, where applicable, into another one.
We conclude that it is helpful for the VLE support team to take the lead in proposing a set of templates according to the predominant teaching and learning models in use at a particular institution, which may contribute to consistency across course sites and ultimately result in an improved student learning experience.