Openness in Education and New "Trends" in Educational Technology
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Openness in Education and New "Trends" in Educational Technology
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Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector | Fabian | Research in Learning Technology

Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector
Abstract

This article summarises the methodology and outcomes of an interventionist/action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were approached to scope potential activities and uses for the tablet devices. Three departments took part in the research activity: the Language School, Social and Vocational Studies and the Hairdressing department. Use of the tablets was varied in nature and included: use of multimedia tools, use of apps, creation and use of a bespoke app, multimedia manipulation and sharing, and creation of an online e-portfolio. Staff and student feedback was gathered during and after the project, and project authors were present during classroom activities for observation and recording purposes. Overall feedback was very positive, but there were issues with tablet use and administration. One of the major issues was the onerous nature of the security setup, and app administration.

 

Keywords: mobile technology; tablets; student attitudes; staff attitudes; mobile classroom

 

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Interesting article on an action research project related to the use of tablets and its results in the context of Further Education.

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Du professeur connecté à l'étudiant connecté: Vers une pédagogie st...

Conférence sur les TICE et le rôle des médias sociaux dans l'école numérique donnée le 7 janvier 2014 à l'Université Paris 1, Panthéon, Sorbonne.

Via Maria João
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Maria João's curator insight, February 17, 2014 6:36 PM

Presentation by Corinne Weisgerber | @corinnew: "Du professeur connecté à l´étudiant connecté"

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Continuous Learning Anywhere within a Collaborative, Knowledge Sharing and Enjoyable Context

Continuous Learning Anywhere within a Collaborative, Knowledge Sharing and Enjoyable Context | Openness in Education and New "Trends" in Educational Technology | Scoop.it
CLASHE is inspired by the new horizons and capabilities provided by the current changes in learning technology, advent on mobile and portable devices and their effect on how people prefer to learn using best this technology and device.
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European project of the LIFELONG LEARNING PROGRAMME 2007-2013
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A Framework for Teaching with Twitter – ProfHacker - Blogs - The Chronicle of Higher Education

A Framework for Teaching with Twitter – ProfHacker - Blogs - The Chronicle of Higher Education | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Faculty are increasingly experimenting with social media, and it’s exciting to find more and more courses incorporating Twitter, a ProfHacker favorite. Just last week on ProfHacker Ryan provided an excellent introduction to Twitter, while earlier in the summer Brian reflected on his use of Twitter in the classroom during Spring 2010. As we gear up for the Fall 2010 semester, I wanted to revisit the idea of teaching with Twitter.

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Twitter Adoption Matrix.

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Web Semántica: un mundo de posibilidades | Blog de INTEF

Web Semántica: un mundo de posibilidades | Blog de INTEF | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Nos encontramos inmersos en un mundo que gira alrededor de la “Web” hasta tal punto que se ha convertido en una herramienta de uso habitual en nuestra sociedad en ámbitos tan diferentes como la comunicación, las relaciones comerciales, la difusión de la cultura, el ocio, el entretenimiento o el acceso a la información.

Desde su aparición, la Web ha tenido un crecimiento espectacular que ha sido posible, entre otras cosas, por la rápida evolución de las tecnologías que la sustentan. En pocos años, hemos sido testigos de la transformación producida desde la forma más básica (Web 1.0) en la que el usuario sólo podía “leer” documentos, hasta otra más avanzada (Web 2.0) en la que también puede interactuar, colaborar y compartir.

- See more at: http://blog.educalab.es/intef/2014/02/11/web-semantica-un-mundo-de-posibilidades/#sthash.hDJJPruZ.dpuf

Nos encontramos inmersos en un mundo que gira alrededor de la “Web” hasta tal punto que se ha convertido en una herramienta de uso habitual en nuestra sociedad en ámbitos tan diferentes como la comunicación, las relaciones comerciales, la difusión de la cultura, el ocio, el entretenimiento o el acceso a la información.

Desde su aparición, la Web ha tenido un crecimiento espectacular que ha sido posible, entre otras cosas, por la rápida evolución de las tecnologías que la sustentan. En pocos años, hemos sido testigos de la transformación producida desde la forma más básica (Web 1.0) en la que el usuario sólo podía “leer” documentos, hasta otra más avanzada (Web 2.0) en la que también puede interactuar, colaborar y compartir.

- See more at: http://blog.educalab.es/intef/2014/02/11/web-semantica-un-mundo-de-posibilidades/#sthash.hDJJPruZ.dpuf

Nos encontramos inmersos en un mundo que gira alrededor de la “Web” hasta tal punto que se ha convertido en una herramienta de uso habitual en nuestra sociedad en ámbitos tan diferentes como la comunicación, las relaciones comerciales, la difusión de la cultura, el ocio, el entretenimiento o el acceso a la información.

Desde su aparición, la Web ha tenido un crecimiento espectacular que ha sido posible, entre otras cosas, por la rápida evolución de las tecnologías que la sustentan. En pocos años, hemos sido testigos de la transformación producida desde la forma más básica (Web 1.0) en la que el usuario sólo podía “leer” documentos, hasta otra más avanzada (Web 2.0) en la que también puede interactuar, colaborar y compartir.

- See more at: http://blog.educalab.es/intef/2014/02/11/web-semantica-un-mundo-de-posibilidades/#sthash.hDJJPruZ.dpuf
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Five Elements that Promote Learner Collaboration and Group Work in Online Courses

Five Elements that Promote Learner Collaboration and Group Work in Online Courses | Openness in Education and New "Trends" in Educational Technology | Scoop.it
This is the first article in a three-part series featuring strategies and skill development for instructors wanting to create, facilitate and encourage collaboration among students working in group...
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Thoughts on the elements for promoting collaboration in online courses: social presence, presence of a leader, purpose and clear instructions, skill development for working in a team and seamless technology.

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A Personal Learning Framework - by Stephen Downes

In this talk I review two major threads of our work at NRC over the last few years, MOOCs and Personal Learning Environments. I describe the gRSShopper proje...

Via Ana Cristina Pratas
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Nevermore Sithole's curator insight, March 14, 2014 3:32 AM
A Personal Learning Framework - by Stephen Downes
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Any colour you like: Learner autonomy and choice

Any colour you like: Learner autonomy and choice | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Some of the best work American author Daniel Pink has done has been around intrinsic motivation. In his book Drive: The Surprising Truth About What Motivates Us, Pink argues that the strongest urges to do anything significant come from within. The secret to motivational success lies in autonomy, and our desire to be self directed. The Venn diagram (below) illustrates what Pink believes to be the three prime motivators or drives that cause us to try out new things, attempt to surpass our previous achievements, and succeed in life. Autonomy figures strongly, as does our desire for mastery. However, at the top of the diagram is something we all need to be able to do anything successfully - a purpose. In course design this is often stated as an aim, or an objective, or even in some quarters, a goal. But this is not the full picture. Often, a stated objective is better represented as an outcome or even a process. Purpose has no end. It is an ongoing proposition that learners aspire toward. This is why it is inextricably entwined with autonomy and mastery.

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Reflections on the triangle of purpose, autonomy and mastery by Steve Wheeler.

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Investigando las TIC en el aula: Curando la infoxicación con una buena gestión del tiempo y la información.

Investigando las TIC en el aula: Curando la infoxicación con una buena gestión del tiempo y la información. | Openness in Education and New "Trends" in Educational Technology | Scoop.it
Curando la infoxicación con una buena gestión del tiempo y la información.
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Buen artículo con ideas y consejos sobre qué hacer para gestionar la infoxicación en el momento en que vivimos.

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How will we learn tomorrow?

How will we learn tomorrow? | Openness in Education and New "Trends" in Educational Technology | Scoop.it
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Open views on learning and e-learning by Steve Wheeler.

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2020 Vision: Outlook for online learning in 2014 and way beyond

2020 Vision: Outlook for online learning in 2014 and way beyond | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Taking the long view

Doug Saunders in the Globe and Mail on  January 4 wrote an interesting piece on prediction, entitled: “Gadgets alone don’t make the future.” Having shown how amazingly accurate technologists in 1961 were in predicting what technologies would roll out in the future, he also showed how poorly they predicted how these gadgets would impact on our lives. In summary:

‘We are very good at guessing where our inventions might lead. We are very poor in understanding how humans might change their lives….the decision of what kind of life to live between the screens remains a political one, shaped not by our inventions but by our own decisions.’

Last year I spent some time discussing the value of predictions. One point I didn’t mention is the limitation of predicting just one year ahead, because you can’t identify the long term directions, and so often you’re driven by what happened in the very recent past, i.e. last year, because that’s the latest and often only data you have. More importantly, though, looking one year ahead assumes that there is no choice in what technologies we will use and how we will use them, because they are already entering our society. Also, this is likely to be the last year in which I make predictions for the future. I will be 75 in April, and I plan to stop all paid professional activities at that point (although I will keep my blog, but more as a journalist than as a practitioner).

So this seems to be a good point to look not just at 2014, but where we might be going five to ten years from now, and in doing this, I want to include choice or human decision-making as well as technological determinism. In other words, what kind of online learning do I expect in the future, given what I know so far?

- See more at:http://www.tonybates.ca/2014/01/12/2020-vision-outlook-for-online-learning-in-2014-and-way-beyond/#sthash.4gof6w3Y.dpuf


Via Ana Cristina Pratas
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Interesting predictions for the future of online learning by Tony Bates.

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Ness Crouch's curator insight, January 22, 2014 2:04 PM

Excellent article. Very thorough. This will help with looking at open classrooms. 

niftyjock's curator insight, January 22, 2014 4:23 PM

Very interesting 2020 vison, but can we please stop using 2020

Ivon Prefontaine, PhD's curator insight, May 9, 2014 7:26 PM

It sounds like digital technologies are the only way people will be educated. Blending what has been done with new tools is essential moving forward.

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RUSC. Vol 11, No 1 (January 2014)

RUSC. Universities and Knowledge Society Journal. Revista de Universidad y Sociedad del conocimiento

Via Cátedra UNESCO EaD
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Contributions for: e-learning and universities in the network society.
The Special Section contains articles that analyse and evaluate the use of learning apps for mobile devices in higher education.

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Weak Ties Make Stronger Conferences

Weak Ties Make Stronger Conferences | Openness in Education and New "Trends" in Educational Technology | Scoop.it
Conferences offer a unique opportunity for attendees to connect to people outside of their sphere. They offer the ability to build and grow weak ties.

Via Maria João
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7 guidelines for managing open networks | Harold Jarche

7 guidelines for managing open networks | Harold Jarche | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Ed Morrison, Advisor for the Purdue Center for Regional Development, says that many of the familiar approaches to management no longer apply, and goes on to provide 7 keys to guiding an open network. I have added my images and one other that support this excellent set of rules. Click on each image for a link to the supporting article.


Via Marta Torán, Cristóbal Suárez
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Marta Torán's curator insight, February 14, 2014 3:31 PM

Las directrices para gestionar redes abiertas de Ed Morrison ilustradas por Harold Jarche con sus gráficos.

María Dolores Díaz Noguera's curator insight, February 18, 2014 4:57 AM

7 Guidelines for managing open networks....Thanks

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Augmented Reality in Education and Training

Augmented Reality in Education and Training This is the presentation material of 2011 SITE conference in Nashville Tennessee. I had my presentation there abo...

Via puertorico, Javier Sánchez Bolado
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Thinking about the design of the ‘flipped’ classroom

Thinking about the design of the ‘flipped’ classroom | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Until now the argument has been: ‘Online learning OR classroom instruction’. Now we need to look at the best ways to combine them. I will be very surprised if the flipped model as practiced today survives once we have that knowledge. But we lack the science or experience to guide us on the ‘what’s best done online and what face-to-face’ discussion. We are still very much in the cottage industry stage of higher education teaching – all craft and no science. We need both theory, and evidence from practice to support or challenge the theory. Until then, anything goes with hybrid learning, and maybe that’s not a bad thing. It allows for innovation and challenges to our existing ideas in this area. - See more at: http://www.tonybates.ca/2014/02/14/thinking-about-the-design-of-the-flipped-classroom/#sthash.roQPus1N.dpuf


Via Jesús Salinas
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Reflections on the design of the flipped classroom

 

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Practical Advice for Teaching with Twitter - ProfHacker - The Chronicle of Higher Education

Practical Advice for Teaching with Twitter - ProfHacker - The Chronicle of Higher Education | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Last week I introduced a pedagogical framework for using Twitter in your teaching, organized along two axes: monologic to dialogic and passive to active. These high-falutin terms are fine for a theoretical matrix, but what about the real life implementation of Twitter in and outside of your classroom? How do you actually do it? I'm going to leave behind the pedagogy (mostly) in this post, and instead offer some practical advice for teaching with Twitter.

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Interesting pieces of advice for using Twitter in our teaching.

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El móvil en la escuela

El móvil en la escuela | Openness in Education and New "Trends" in Educational Technology | Scoop.it

 

La escuela se resiste a que los teléfonos móviles entren en las aulas, aunque hay un proyecto que pretende que los alumnos usen el móvil como herramienta educativa y aprendan a diseñar aplicaciones como temario de curso. Coloquio entre Pere Torrents, responsable del programa mSchools de Mobile World Capital; Enrique Dans, profesor de sistemas de Información en IE Business School; y Marc Segarra, consultor de Incubio.


Via Juanmi Muñoz
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María Ángeles García Collado's curator insight, February 13, 2014 3:13 AM

Cultura digital y nuevas actitudes docentes

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LearningApps.org - interactive and multimedia learning blocks

LearningApps.org - interactive and multimedia learning blocks | Openness in Education and New "Trends" in Educational Technology | Scoop.it
LearningApps.org - interactive and multimedia learning blocks

Via Kathleen Cercone, Jesús Salinas
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Learn More About OLI | Open Learning Initiative

Learn More About OLI | Open Learning Initiative | Openness in Education and New "Trends" in Educational Technology | Scoop.it

The Open Learning Initiative (OLI) is a grant-funded group at Carnegie Mellon University, offering innovative online courses to anyone who wants to learn or teach. Our aim is to create high-quality courses and contribute original research to improve learning and transform higher education.


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Challenges of ‘Students as Producers’ in Web 2.0: a reflective account

Challenges of ‘Students as Producers’ in Web 2.0: a reflective account | Openness in Education and New "Trends" in Educational Technology | Scoop.it
Challenges of ‘Students as Producers’ in Web 2.0: a reflective account

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Ana Cristina Pratas's curator insight, February 3, 2014 12:38 PM
Abstract


"In reaction to recent calls for Higher Education institutions to invite students to shape and manage their own educational experiences (McLoughlin & Lee, 2007, 2008), increasing numbers of initiatives are engaging students as partners and co-producers of curriculum content. Positioning students as co-producers has great potential to enable them to innovate, share and form communities of interest and networks (Boyd, 2007).
Despite enthusiasm for the use of participatory pedagogies, there is little research to show that educational practice is undergoing transformational changes due to these emerging trends (Crook et al., 2008). This article draws on qualitative interviewing to explore the experiences of students involved in Pedagogy 2.0 at a UK university. This was in the form of students creating multimedia content to be shared with peers.
Findings suggest that alongside the pedagogical and technological components to be considered, additional monitoring of student attitude and motivation to use Web 2.0 tools for educational purposes is required. The paper also provides suggestions that may help teachers who plan to use similar pedagogies in their classroom."
Ivon Prefontaine, PhD's curator insight, February 3, 2014 2:25 PM

There are challenges including what does student-centred learning mean? We use the term, but I am never clear educators at any level fully grasp what it means. It becomes entangled with catch phrases like it is all about students which do not do justice to any type of learning.

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How to Create Optimal Learning Experiences with a Learning Design Framework

How to Create Optimal Learning Experiences with a Learning Design Framework | Openness in Education and New "Trends" in Educational Technology | Scoop.it
What drives development of new pedagogy, a new way of teaching? Changes in society, student expectations, and technology are motivating innovative university and college professors and instructors ...
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Formal and Informal sharing in the Social Age

Formal and Informal sharing in the Social Age | Openness in Education and New "Trends" in Educational Technology | Scoop.it
Outside of formal channels is where some of the best sharing takes place: is where we conduct our 'sense making' activities and forge broad connections to create new meaning. As the four walls of o...
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A Learning Design Framework for Educators to Create Optimal Learning Experiences

A Learning Design Framework for Educators to Create Optimal Learning Experiences | Openness in Education and New "Trends" in Educational Technology | Scoop.it
What drives development of new pedagogy, a new way of teaching? Changes in society, student expectations, and technology are motivating innovative university and college professors and instructors ...
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The corridor of uncertainty: Horizon 2014

The corridor of uncertainty: Horizon 2014 | Openness in Education and New "Trends" in Educational Technology | Scoop.it

One of the highlights of the edtech year is the release of the annual NMC Horizon Report with its predictions on the most important trends in educational technology for the coming years. We don't need to wait in suspense for this year's report because NMC (New Media Consortium) have already released a preview report listing the key trends and challenges facing higher education: NMC Horizon Report - 2014 Higher Education Preview. This preview gives a summary of the main findings in the report but does not provide all the excellent examples and case studies that the final report provides.

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Preview of the 2014 NMC Horizon Report on trends in higher education.

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