Post on 21-Jan-2015
description
EXPLORING THE EDTECH LANDSCAPE JOYCE SEITZINGER CHISHOLM ONLINE 21 AUGUST ’14
#CHISHOLM @CATSPYJAMASNZ
WHAT I’VE SEEN IN 15 YEARS E-LEARNING
h"p://rockcheetah.com/blog/technology/web-‐2-‐0-‐3-‐0-‐impact-‐on-‐hospitality-‐technology-‐h;p-‐hitec/
Just your average e-learning role
Moodle Admin
Course Builder
Learning Designer Teacher
eLearning policy & strategy
Trainer
Moodle Helpdesk
Graphic Designer
#help?
cc licensed flickr photo by courosa: h"p://flickr.com/photos/courosa/344832659/
cc licensed flickr photo by courosa: h"p://flickr.com/photos/courosa/2922421696/
Insert any professional
E-LEARNING MOBILE LEARNING
SOCIAL (NETWORKED) LEARNING
WITH NEW TECH, NEW THEORIES
Hypecycle
2011 E-LEARNING HYPECYCLE
TRENDS & TOPICS
“Disruptive technologies bring to market a very different value proposition than had been available previously. Generally, disruptive technologies
underperform established products in mainstream markets. But they have features that a few fringe (and generally new) customers value. Products
based on disruptive technologies are typically cheaper, simpler, smaller and, frequently, more convenient to use” - Clayton Christensen
DISRUPTIVE INNOVATION
“It’s been interesting watching this unfold in music, books, newspapers, TV, but nothing has ever been as interesting to me as watching it happen in my own backyard. Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.” Clay Shirky
DISRUPTIVE INNOVATION
NMC HORIZON REPORT
h"p://cdn.nmc.org/media/2014-‐technology-‐outlook-‐australian-‐terPary-‐educaPon-‐EN.pdf
MOOCS & CONSORTIA
Image cc license by Mathieu Plourde
OPEN EDUCATION
“Those who create OERs are becoming much more comfortable in sharing resources
through open repositories such as Jorum, Merlot, Humbox and insPtuPonal repositories, through increasing numbers of resources deposited. However,
finding evidence of the re-‐use of these resources can be as straigh[orward as finding a raindrop in an ocean.”
h"p://www.jisc.ac.uk/blog/sharing-‐the-‐love-‐for-‐oer-‐and-‐you-‐should-‐too-‐09-‐may-‐2014
ADOPTING OER
h"ps://www.linkedin.com/today/post/arPcle/20140708041341-‐97014401-‐re-‐use-‐and-‐adaptaPon-‐of-‐oer-‐in-‐an-‐odl-‐insPtuPon
NEW PLAYERS & FORMATS TO WATCH
ENVIRONMENT
NETWORK
PERSONAL LEARNING
PERSONAL LEARNING
QUICK EXERCISE (3 mins) Personal
InsPtuPonal
Resident Visitor
QUICK EXERCISE (3 mins)
Digital residency mapping
h"p://tallblog.conted.ox.ac.uk/index.php/2012/11/19/vr-‐mapping-‐at-‐educause/
-JOI ITO
I DON’T THINK THAT EDUCATION IS ABOUT CENTRALIZED INSTRUCTION ANYMORE;
RATHER, IT IS THE PROCESS [OF]
ESTABLISHING ONESELF AS A NODE IN A BROAD NETWORK OF DISTRIBUTED CREATIVITY.
-ALEC COUROS
about the tools
about the people
cc licensed flickr photo by shareski: h"p://flickr.com/photos/shareski/465487261/
COMMUNITIES INFORMATION STREAMS
PERSONAL HUB COLLECTIONS
PRESENCE CURATION
LITERACIES DIGITAL
VENN DIAGRAM
Tools & pracPces students
use to socialize
Tools & pracPces students
use to study ?
By Doug Belshaw @dajbelshaw WebLiteracy Lead at Mozilla FoundaPon
h"p://ogilvynotes.com/49790/456356/sxsw-‐2012/net-‐smart-‐how-‐to-‐thrive-‐online
People live their lives and learn across multiple settings, and this holds true not only across the span of our lives but also across and within the institutions and communities they inhabit – even classrooms, for example. I take an approach that urges me to consider the significant overlap across these boundaries as people, tools, and practices travel through different and even contradictory contexts and activities. -KRIS GUTIERREZ
If institutions of learning are going to help learners with the real challenges they face,… [they] will have to shift their focus from imparting curriculum to supporting the
negotiation of productive identities through landscapes of practices.
-ETIENNE WENGER
BOUNDED V OPEN ONLINE SPACES
-CATHERINE CRONIN
LEARNER AT THE CENTRE
CHANGING ROLE FOR THE LMS
HOW DO WE MANAGE THIS?
1. WORK IN A TEAM 2. DESIGN A
LEARNING EXPERIENCE 3. CHOOSE YOUR TOOLS 4. BE AGILE
h"p://tpck.org
TOO COMPLEX FOR ONE
Action mapping by Cathy Moore
Goal
DO
A
A
A DO
DO
A
A
DESIGN A FOCUSED LEARNING EXPERIENCE
Action mapping by Cathy Moore
Goal
DO
A
A
A DO
DO
A
A
i
i
i
i i
OTARA by Kate Hunt
Example: Create visual artefacts
Example: Create visual artefacts
Goal: learn to communicate visually and openly Actions: Create an infographic, Release it under a creative commons license Monitor impact
Activities: Open an account on piktochart, Choose a topic, Find data you need, Create infographics, Choose and add creative commons license, Choose a publishing space Information resources: Creative commons, Help on piktochart, Resources on quality infographics, Guide on monitoring analytics
CHOOSE WISELY
FROM GUTENBERG TO ZUCKERBERG
“One thing we’ve learned from the history of communications technology is that people tend to over-estimate the short term impact of new technologies – and to underestimate their long term implications” - John Naughton
Joyce Seitzinger @catspyjamasnz @academictribe
joyceseitzinger@gmail.com academictribe.co
BE A NODE IN MY NETWORK!
Images Compass: cc license from h"ps://www.flickr.com/photos/calsidyrose/4925267732 Mixing Panel: cc license from h"ps://www.flickr.com/photos/sergiu_bacioiu/4370021957/ Moodleman: permission Julian Ridden Networked Teacher: cc license by Alec Couros: h"p://flickr.com/photos/courosa/2922421696/ Open educaPon and flexible learning -‐ Graphic illustraPon CC license Gavin Blake, h"p://twi"er.com/feverpicture Swiss Army Knife: cc license from h"ps://www.flickr.com/photos/ajc1/4663140532/