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Digital Delights
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How can we comprehend the vast changes that we now face? Some thoughts on theoretical limits and the new social constellations.
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Ana Cristina Pratas's insight:
The following ten principles are intended to provide a (far from definitive!) guide for reflecting on the purpose and use of technology in learning.
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In the interests of supporting faculty, teaching staff, and students at every level, Jesse and I will be offering weekly open office hours. We welcome anyone to attend and to bring their questions and challenges to the table.
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learning, technology, education, steve, wheeler, social media, internet, mobile, school, teachers
Ana Cristina Pratas's insight:
"Here are seven ways you can increase engagement in asynchronous online learning:
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learning, technology, education, steve, wheeler, social media, internet, mobile, school, teachers
Ana Cristina Pratas's insight:
" There is a spectrum of wiki activities that can be used to encourage critical thinking in writing. In order to rationalise activities within such a collaborative space, it is prudent to identify a framework within which activities can be defined. Perhaps one of the most useful frameworks is offered by Gunawardena (1995) in which five phases of knowledge construction within shared collaborative learning environments were identified:
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Online course evaluation is crucial to the improvement of future courses, although carrying it out is difficult. Here are the three basic steps to it.
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We have not coded for the human in education, and so, unless we know how to seek it out past digital platforms, algorithms, and surveillance tools, the human is largely left out of online learning.
Ana Cristina Pratas's insight:
"What happens when learning goes online? This is not a question technology can answer. It’s one we need to answer. Teachers, librarians, learning designers, students. Actually good online education comes not from the purchase of another platform, but out of dialogue, out of the will to empower everyone involved in teaching and learning to create together a digital learning that isn’t just instrumental, that isn’t just performative, but that’s authentic, meaningful, and just."
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Dave and Shelley Burgess both recently published blog posts after many BIPOC educators on Twitter have called for white educelebrities to end their silence about police violence against Black people and about racism more generally. There’s a lot that I agree with in their posts and I’m especially happy to hear when they mention people …
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From
bccampus
Author: ebeattie, Publication Date: 2020-05-28 10:16:22, Excerpt:A recent conversation with a pair of BCcampus Ed Tech Fellows highlighted some of the … , Categories: Fiscal 2020-2021,General,Homepage,Learning & Teaching,Open Education |
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From
www
Join us online as our three prominent critical presenters reflect on some of the broader social, economic and political implications of COVID-19 for digital education. They will explore how the education community is starting to think beyond the current upheavals, and consider the post-pandemic implications for digital education.
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From
www
The growth and development of learning analytics has placed a range of new capacities into the hands of educational institutions. At the same time, this increased capacity has raised a range of ethical issues. A common approach to address these issues is to develop an ethical code of conduct for practitioners. Such codes of conduct are drawn from similar codes in other disciplines. Some authors assert that there are fundamental tenets common to all such codes. This paper consists of an analysis of ethical codes from other disciplines. It argues that while there is some overlap, there is no set of principles common to all disciplines. The ethics of learning analytics will therefore need to be developed on criteria specific to education. We conclude with some ideas about how this ethic will be determined and what it may look like.
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Ana Cristina Pratas's insight:
This book is meant to be a short course to help you prepare to move your teaching online. Do a chapter a day. Or just pick the ones you like.
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learning, technology, education, steve, wheeler, social media, internet, mobile, school, teachers
Ana Cristina Pratas's insight:
"1. Keep online sessions fairly brief. If your session runs for more than 20 minutes, break up the content, activities and interaction in some way. Students usually won't be able to focus in the same mode for more than this amount of time, but switching the pace and interaction can keep them focused for longer.
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David White shares about digital visitors and residents on episode 312 of the Teaching in Higher Ed podcast Category/tags: Digital literacy
Ana Cristina Pratas's insight:
"Fundamentally it is about motivation to engage.
That is what education is about, it is encouraging people to make connections.
A set of practices or literacies that exist in one context don’t necessarily easily translate over to another context.
The digital environment is as much where people live as the physical environment."
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Research shows few differences in academic outcomes between online and face-to-face university courses. A professor who's been teaching online for years offers advice on good online courses.
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There’s no built-in function in any technology which can produce community. Nor can building community be done from the front of the room; it is not an exercise or a manoeuvre.
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Ana Cristina Pratas's insight:
"Five key lessons learned during what is, for many, a forced experiment.
Technology – whether synchronous technologies for audio or videoconferencing or asynchronous technologies for anywhere, anytime learning – can support the work of teachers in enabling learning. Those who claim technology can replace teachers, especially those who see artificial intelligence as being able to do so, misunderstand both the purpose and practice of teaching and learning in higher education. During the lockdown, the focus across the entire higher education ecosystem is on the effort to discover new ways faculty and instructors can provide more connection, more support, and more presence for their students, not less. This focus highlights the relationship side of instruction and the depth of knowing who their students are and what they need to maximize their learning and as a group experience nurturing learning environments.
Posting content – readings, videos to watch, audios to listen to, games to play – may be needed, but it is not the essence of what teaching and learning is about. Content is everywhere and curated content is increasingly useful. But it is what faculty and instructors do with it that matters. When students are assigned a reading, what is expected of them with that material and how can the instructor explore what that reading means to them in meaningful and authentic ways? That is what is becoming clear. Just reading a textbook or a collection of papers and watching a few videos may help understanding at one level, but what faculty and instructors help students do is explore the “so what?” question. They engage, question, explore the content with students through interaction and challenging students.
Sharing a course outline on a learning management system (LMS), together with a curated collection of content, does not make for engaged and effective learning. It may be all that can be achieved in the short time between the lockdown and delivery, but faculty and instructors know it is not enough. Instructional designers have known this for many years, which is why they design effective learning experiences, based on learning models and theories. What is becoming clear, is some faculty and instructors are unfamiliar with these design principles and practices, though some intuitively “get it”, based on rethinking and reimagining what they do in a normal classroom. Others are “picking up” ideas from the excellent materials developed by centres for teaching and learning and professional development in colleges and universities. But a great many struggle with learning design and need support.
Scheduled class times and face-to-face (Zoom, Adobe Connect, FaceTime or Google Hangouts) sessions help learning, but significant learning takes place outside the classroom and always has. Indeed, student-to-student interaction, self-study and the challenge-based work that students do on their own is often more important than the synchronous learning involving an instructor. Whether we are talking about a skill (musicians tell you practice between lessons is what builds capability), understanding or knowledge acquisition, the role of the instructor is one of enabling and shaping learning. The student does most of the work. But faculty and instructors can help shape the design of this, between class learning and dramatically improving learning outcomes.
Assessing students who are online is difficult. We cannot assume all students have equal access to online resources or to Internet-equipped devices such as a laptop or tablet. One student completed a twenty-page final year project on a smartphone – it was the only device available to him. Proctored examinations are taking place, but many faculty and instructors are seeing the flaws in the assessment of knowledge, skills and capabilities with large groups during their online teaching. In particular, assessment of technical competencies in apprenticeship training are challenging, if not impossible, using our standard approaches." 
Davies Blake's curator insight,
27 May, 14:06
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From
www
There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students an |
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