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Digital Learning Environments

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The Web at 25 Overall verdict: The internet has been a plus for society and an especially good thing for individual users http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/


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Digital Life in 2025 - the 2014 survey http://www.elon.edu/e-web/imagining/surveys/2014_survey/default.xhtml


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It is no longer far-fetched to envision a world where all objects and devices are connected to act in concert. NMC Horizon Report: 2014 K-12 Edition creative commons licensed (BY-NC-SA) flickr photo by the waving cat: http://flickr.com/photos/thewavingcat/9510533164


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We have a digital knowledge ecosystem which demands a new knowledge flow between content and connections. creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653


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Technology, devices, data repositories, information access & retrieval, information sharing, networks and communication. REMIX


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“The current learning landscape is constantly changing in terms of what is learned, the context in which learning takes place, and who is learning.”(Paas, 2011, p. 2) The following aspects impact on the learner or his/her learning: Evolving needs of learners Developing knowledge building environments Focusing on personalisation Evolving spaces for learning Evolving learning devices or hardware Evolving pedagogy Paas, F Van Merrienboer, J and Van Gog, T 2011, ‘Designing instruction for the contemporary learning landscape’, in K R Harris, S Graham & T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and Teaching, Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/


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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace. “Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47


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Thinking in networks! connect and collaborate with others beyond a constrained physical environment. knowledge created created through media, networks, connections and collaborations. think critically and evaluate processes and emerging ideas, and the ability to evaluate the validity and value of information accessed is essential. Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, Pedagogy and Education, 20(1), 19-39.


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The digital age student who can think critically, learn through connections, create knowledge and understand concepts should be able to actively participate in a digitally enhanced society.


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Digital information ecology creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445


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More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.


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Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/


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Evolving Learning Landscape Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include: http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/


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Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011) Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.


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Establish lifelong and life-wide learning as the central paradigm for the future. (Redecker et al, 2011, p.10). Redecker C, Leis M, Leendertse M, Punie Y, Gijsbers G, Kirschner P, Stoyanov S & Hoogerveld B 2011, The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission.


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2014 K-12 Horizon Report Significant challenges in technology adoption: Creating authentic learning opportunities Integrating personalised learning Complex thinking and communication Safety of student data Competition from new models of education Keeping formal education relevant http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf Wicked challenge - keep credentialed education relevant!


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2014 Higher Ed Horizon Report Significant challenges in technology adoption: Low digital fluency of faculty Relative lack of rewards for teaching Competition of new models of education Scaling teaching innovations Expanding access Keeping education relevant http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf Wicked challenge - keep credentialed education relevant!


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Incorporating two disciplines: information science and education education informatics Collins, John W., and Sharon A. Weiner. 2010. Proposal for the creation of a subdiscipline: Education informatics. Teachers College Record 112, no. 10: 2523–2536. Aquire, share, discuss, create, critique information


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Drawing from the information science discipline, Bawden (2008) provides the key facets of digital literacy upon which the program is built: • “Knowledge assembly,” building a “reliable information hoard” from diverse sources; • Retrieval skills, plus “critical thinking” for making informed judgements about retrieved information, with wariness about the validity and completeness of internet sources; • Reading and understanding non-sequential and dynamic material; • Awareness of the value of traditional tools in conjunction with networked media; • Awareness of “people networks” as sources of advice and help; • Using filters and agents to manage incoming information; and • Being comfortable with publishing and communicating information as well as accessing it. Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc.


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Respond to the the underlying epistemological gap Knowledge-based models are implicitly more ‘top down’ Praxis based - more ‘bottom up’……


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Agile approaches to connected learning creative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/225039522 5


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21c Curriculum alignment = digital information ecology creative commons licensed (BY-NC) flickr photo by Telstar Logistics: http://flickr.com/photos/telstar/4857942142


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KNOWLEDGE NETWORKS creative commons licensed (BY-NC-SA) flickr photo by murdocke23: http://flickr.com/photos/murdocke/4299568381


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Master of Education (Knowledge Networks And Digital Innovation) http://www.csu.edu.au/digital Commenced with 42 students


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Master of Education (Knowledge Networks and Digital Innovation) Focussing on innovative and emerging educational trends to develop expertise in global and community networked knowledge environments. Become an agile leader in digital formal and informal learning, with expertise in navigating diverse information pathways, creative learning environments, and socially connected global networks. This degree program offers professional development for those working or seeking employment as: leaders in curriculum innovation in digital environments digital project managers social media leaders information services managers and technology integrators leaders in e-learning strategic leaders in digital policy and education developments.


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Master of Education (Knowledge Networks and Digital Innovation) Core Subjects: INF530 Concepts and Practices for a Digital Age INF537 Digital Futures Colloquium Restricted Elective Subjects: Students are required to successfully complete six (6) electives: INF532 Knowledge Networking for Educators ETL523 Digital Citizenship in Schools ETL402 Literature in Education INF533 Literature in Digital Environments INF535 Information Flow and Advanced Search INF536 Designing Spaces for Learning INF541 Game Based Learning INF506 Social Networking for Information Professionals INF443 Digital Preservation EER500 Introduction to Educational Research ESC515 Classroom Technologies Other Limited Entry subjects include: ETL401 Introduction to Teacher Librarianship ETL504 Teacher Librarian as Leader


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School of Information Studies Faculty of Education The evidence is that technologies and social media platforms are driving an unprecedented re-organisation of the learning environment. cc licensed ( BY NC ) flickr photo by Ward.: http://flickr.com/photos/wards/521247814/


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Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12.


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Blueprint for participatory learning creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645 Knowing the trends in knowledge construction and participatory culture. Knowing how to leverage social media and new media channels of communication. Using a diversity of content materials.


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Blueprint for participatory learning creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645 An immediacy in interactions within the cohort to improve learning and understanding in the formation of knowledge Embedded in a multi-disciplinary ecology


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Connected learning is a real-world activity. We are together - and alone! creative commons licensed (BY) flickr photo by miss karen: http://flickr.com/photos/misbehave/2352753067


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cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/ Gather Seek Follow Explore Cultivating scholarly inquisitive mindsets


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Peer critiquing User-generated content Collective aggregation Community formation Digital personas Digital Citizenship adding interactivity and connectivity to assessments!


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Microlearning: hungry for knowledge nuggets Micro-learning ticks all the teaching boxes: bite-sized nuggets of content are easy to digest, understand and remember. Often mobile-friendly, visual and sharable, the short bursts of information leave you sufficiently satisfied and likely to come back for more. At the BI Norwegian School of Business, through a number of pilot programmes, they have been adapting fragmented content to mobile devices, finding that the right mix of mobile learning makes courses more engaging and also helps part-time students stay up-to-date. http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/


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Measures of change


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http://digital.csu.edu.au


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The reflective journal is especially useful for assessing ILOs (intended learning outcomes) in relation to the application of content knowledge, professional judgment and reflection on past decisions and problem solving with a view to improving them. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Open university press.


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Flipboard Diigo Youtube Soundcloud Google+ Facebook Twitter Flickr Evernote RSS Google Docs


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creative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304391 Digital flexibility


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Collection: INF530 Concept & Prac?tices in a Digital Age http://amzn.com/w/37FSRQBVI5C5W Scholarly book review ..... A quite wide opportunity for following your own interests (in the assessments)


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Multimodal essay ..... The collaborative nature of the subject was highlighted by the public sharing via Twitter hashtag #INF530, and the bottom-up praxis was emphasised by a willingness of students to post a link to their assessments, via their reflective blog or relevant platform - even before the assessment was marked!


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“I have experienced the participatory culture that is at the foundation of 21st century learning.” “#INF530 has been invigorating, exciting, lots of hard work, overwhelming at times, but above all fun. I have loved connecting with the cohort, it’s been amazing. People have said to me “isn’t online study very impersonal and isolating” but I couldn’t disagree more. I feel infinitely more connected with my classmates than I ever did while studying in the traditional way.”


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http://flip.it/vHvLR


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Presenting at conferences Promoting the program Publishing professional papers Writing proposals and reports for the workplace Gaining promotions! What they did!


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The creation of a multi-disciplinary program, built on a digital information ecology and student-focussed praxis, has created both a curriculum and learning approach that has facilitated understanding and knowledge construction in more dynamic ways, connecting experiences, reflective practices and online participatory experiences that epitomise a ‘new culture of learning’.


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heyjudeonline Judy O’Connell http://judyoconnell.com Judy O’Connell


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