Professional development presentation jan 6 2011
Transcript of Professional development presentation jan 6 2011
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TechnologyTeaching & Learning
Industrial Age to Knowledge Age
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• A student, when asked how his day at the university went, remarked: I’ve been in PowerPoint Hell!
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The evolution of an ‘old’ teaching technology and its attendant teacher- focused ‘method’: Slate and white chalk, to green-board and yellow chalk, to white-board and markers, to overhead projectors and transparencies, to PPT slides and In-focus projectors.
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• Initially, teachers teach the ways in which they were taught. Since late 19th century to the present in university environments, lecture . . . information delivery.
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The myth of knowledge transfer: Delivering information IS NOT teaching/learning facilitating.
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Lecturing requires a great deal of encoding of the message by the teacher and decoding by the student. E.g. Encoded message: “She looked at him with an enigmatic smile.”
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The Great Technology Lie!: Technology will make learning easy and automatic.
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• Learning IS work: requires some sort(s) of DOING by the learner.
• ‘Doing’ can be accomplished either f2f or at a distance, in classrooms, seminar rooms, online.
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Technology can and does engage learners . . . Look around you. Look at learners in your classroom, (before class, during class, after class.)
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Some teachers set rules against use of technologies in classrooms: students used to know how to pay attention, even when the lecture was boring.Adding cell phones, ipods and laptops for today’s students is like throwing water on a grease fire. Students seem to no longer have the skill to be able to focus.Blaming the lecturer is the lazy person’s copout.(Perhaps . . . so is blaming the student.)
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Others are more permissive; some simply ignore them; still others find ways to use them to facilitate learning. For example:
• Task 1: Search WikiPedia for a topic about which you are knowledgeable. How does the content stack up against traditional sources?
• Task 2: Search WikiPedia for a current topic, issue, or person in the news. Repeat question above?
• Task 3: Search WikiPedia for any topic. Click the HISTORY tab at the top. What do you notice, and what implications does this have?
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Three types of ‘users’ of learning technologies: Technophobes, Technophiles, Techno-pragmatics.
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Almost all undergraduate students and many graduate students are Digital Natives (Have never known a world without Information, Communications Technologies (ICT’s.)
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Faculty born prior to the mid-1980s are Digital Immigrants. Many struggle to ‘understand’ the new information/knowledge is everywhere paradigm . . . find it confusing . . .many in denial, avoidance.
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• 21st Century skills are inherently linked to Information, Communications Technologies skills (ICT’s).
• Digital Immigrants struggle to understand these . . . Some feel caught in a time warp.
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Some fight or flee . . . as if the ‘Borg’ are after them . . . .Resistance is futile (Star Trek – Next Gen.)
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Effective use of learning technologies requires effective Instructional Design System (IDS). ADDIE (Analysis, Design, Development, Implementation, Evaluation.)
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• The most potentially powerful learning technology ‘tool’ = The INTERNET.
• A ubiquitous Interactive –Network • Knowledge is in the network• It’s changing the ‘shape’ of higher education.• Challenging the traditional, higher education
industrial-age teaching-learning paradigm and infrastructure.
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Traditional view of the learning ‘Hub’ of a university. The Library.
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21st Century view of the learning ‘Hub’ of universities is the Internet. (It may look like a galaxy, but is actually a map of the Internet. showing the hardware that serves as its 'skeleton' or infrastructure of the Internet.)
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If it cannot be found on the Internet, then for all practical purposes it does not exist. Example of a PLN Personal Learning Network.
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• Pedagogies : Behaviorism, Cognitivism, Constructivism.
• Constructivism best for online learning pedagogy.
• 1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught)
• 2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
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• Add to these pedagogies: CONNECTIVISM (Siemen’s, 2008) Learning is facilitated by cyberspace networks, online learning communities, online communities of practice.
• 24/7 access, anywhere, anytime.
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• Important learner questions: How am I like everyone else? How am I unique? Where do I go for confirmation of who I am?
• Important teacher questions: Foremost in a teacher’s thoughts…are people in my classes students or learners?
• What are my assumptions about my role as it relates to how it helps learners deal with their important questions?
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• Important question for HE organization: How does a higher education institution’s academic infrastructure, designed to meet the needs of the industrial age, help learners in the information/knowledge age answer these questions and become independent learners?