By Curt Bonk in Teaching and Learning and Instructional Systems Technology. This paper is based on a keynote talk delivered at the biennial DEANZ Conference at the University of Waikato in Hamilton, New Zealand, in April 2016. As highlighted in that
by Huw Beynon, Cardiff University, UK British universities are changing, in ways so fundamental that it is not easy to predict where it will end. Certainly working and studying in a university here today is a very different experience than […]
So what is informal education? Here Tony Jeffs and Mark K Smith cut a path through some of the confusion around the area. They focus on informal education as a spontaneous process of helping people to learn. Informal education they suggest, works through conversation, and the exploration and enlargement of experience. It’s purpose is to cultivate communities, associations and relationships that make for human flourishing.
better educate and train school administrators rather than continuing to turn out new leaders that know virtually nothing about creating, facilitating, and/or sustaining 21st century learning environments;
As with so many types of tech, how useful (and potentially harmful) robots can be to education will have more to do with how educators and students choose to use them than with the technology itself. We may not be on the cusp of having robot teachers like in the Jetsons, but robots have already made their mark in education and will continue to do so.
The teaching of thinking is a critical endeavour for teachers and one that brings enhanced learning opportunities for students. Unfortunately thinking is not something that we naturally do well and as a consequence it is a skill we need to learn. Understanding this is the first step towards establishing a culture of thinking in your classroom
Professors in the philosophy department at San Jose State University wrote the following letter to make a direct appeal to Michael Sandel, a Harvard professor whose MOOC on "Justice" they were being encouraged to use as part of the San Jose State curriculum. (See a related article and a response from Mr. Sandel.)
How will such discussions evolve in the coming years? Who knows? While no doubt a lot of fun, and attractive fodder for both intense research and idle speculation, predictions related to the future of technological advances, and the implications of such advances on teaching and learning, will in many cases look rather silly in hindsight. It is hard to argue, however, that discussions related to the planning for, use of and impact of technologies in education will not become more important, and acute, in the coming years, whatever form those technologies may eventually take.
Unfortunately, many people today view our schools as a target for private enterprise instead of a valued public good under the control of democratic governance. When media mogul Rupert Murdoch announced in 2010 that News Corp. planned to enter the for-profit K-12 education market, he called it “a $500 billion sector in the U.S. alone that is waiting desperately to be transformed.” (Today that figure is more than $600 billion.) Murdoch is among a small group of billionaires—wealthy heirs, retired and active super wealthy corporate CEOs and successful businesspeople—who have been working for more than two decades to assert more private control over the nation’s public schools.
All Aboard is rising to the challenge identified in the national Digital Roadmap of building our ‘digital capacity,’ not just in terms of infrastructure, but also in terms of people, their skills, their levels of confidence and their ability to critique and challenge pre-conceptions.
The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others.
Looking back through the archives of THE Journal, you can find articles about the potential of VR dating all the way back to 1999. So why have previous VR technologies failed to catch on in public schools? And are the consumer technologies being introduced today, such as the HTC Vive and Oculus Rift, more likely to find a home in classrooms?
Nothing will ever take the place of one person actually being with another person. Let’s not get so fascinated by what technology can do that we forget what it can’t do. A computer can help you learn to spell “H-U-G,” but it can never know the risks or the joy of actually giving or receiving one. It’s through relationships that we grow best–and learn best.
One-size-fits-all policies are common. Policies that were designed for on-campus adjuncts were frequently applied to those who teach online, which can present challenges in the different modality.Adjuncts teaching online are often given responsibility and flexibility. Thirty-one percent of online adjunct faculty are often given responsibility for course design, and 21 percent of institutions allow online adjunct faculty the ability to totally customize the courses they teach.There are two approaches to how institutions have adjunct faculty develop online courses. Colleges and universities tend to fall into two camps, either using a “master course” philosophy (the institution develops the course) or “full development/customization” (the faculty member develops the course.Professional training and development are not guaranteed. Eighty-four percent of respondents reported high levels of technical and instructional design support, but most professional development and training requirements were offered face-to-face or on campus.Recruiting is the same for online and on-campus adjuncts. Online adjuncts are hired using the same advertising and screening methods used to hire on-campus adjuncts.
The sheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as moocs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early mooc development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning.
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