ICT and TAFESA
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This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
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ICT and TAFESA
- 1. Information Communication Technology and TAFESA
- 3. 1989 THE TECHNOLOGY
- 5. THE DIGITAL AGE •User has total editorial control •No third party need be involved •DISINTERMEDIATION (the decline of the gatekeepers) http://www.flickr.com/photos/khedara/445340228 /
- 6. PERSONAL PUBLISHING/ PARTICIPATORY MEDIA TOOLS • Blogs (written text) • Podcasts (audio) • Wikis (collaborative workspaces) } Now often indistinguishable from each other as they all now house text and all available media. ================================== • Flickr (photo sharing) • Video repositories (YouTube, Google Video, BlipTV, TeacherTube, etc) • Social Networking (Facebook, MySpace, Ning, Bebo, Orkut, etc)
- 7. HERE COMES EVERYBODY Clay Shirky
- 8. THE CROWD: Stupidity of the masses? Collective wisdom?
- 9. “The Read/Write Web” (Tim Berners Lee) Original photo by Hummanna.
- 11. WE HAVE BECOME A GLOBAL NETWORK
- 13. GLOBAL TRENDS (NMC sponsored retreat on The Future of Education) • Work is increasingly Global and • Ownership (copyright) and privacy Collaborative • Access, and Scale are redefining • People learn anywhere, anytime what we mean by quality (BYOD – bring your own device) and success (MOOCS) • Notion of literacy is being • Mobile redefined (multi- or transliteracy) • Openness — content, resources, • Rise of Informal Learning courses, research, attitudes • New Business Models • The CLOUD
- 14. The Future of (Learning) Institutions in a Digital Age • “Traditional learning environments convey knowledge via overwhelmingly copyright- protected publications. Networked learning, contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.” (HASTAC Report, June 2009)
- 15. Creative Commons Licensing from Jeffrey Beall at http://www.flickr.com/photos/denverjeffrey/301014978/
- 16. The Question of Values Our philosophy determines ...how (or if) we choose and use e-learning technologies. (http://www.aupress.ca/books/120146/ebook/04_Anderson_20 08_Kanuka-Online_Learning.pdf) http://www.flickr.com/photos/konarheim/4073209881
- 17. The Question of Values Mark Pegrum: • “discussions about the Internet and education often reflect deep-seated social beliefs” • “technology is a battlefield on which contests over different visions of society are still being fought out.”
- 18. Awareness or a Set of Skills? • New Practices predicated upon an awareness that things have changed…
- 19. Courtesy of Greg Whitby
- 20. Employability Skills • Communication • Teamwork • Problem Solving • Initiative and Enterprise • Planning and Organising • Self-management • Learning • Technology
- 21. The Future of (Learning) Institutions in a Digital Age • “traditional institutions must adapt or risk a growing mismatch between how they teach and how this new generation* learns” (and works) (HASTAC Report, June 2009) Note*: this new generation includes a good many Baby Boomers. It is not just about younger people.
- 22. TENSION Web 2.0 ORGANISATIONAL DEMANDS (standards, (Personal Learning Network - PLN) V auditing, duty of care, copyright, proprietary technology, etc)
- 23. Organisations will need to adapt to the fact that web 2.0 citizens will enter places of work and learning highly connected to a network of peers that they rely on for entertainment, mutual learning, and collaboration. They may expect to be able to make use of these personal learning and social networks, and the technologies that make these networks possible, in their places of work or study. These web 2.0 citizens operate in a world that is open and mobile, and they are unlikely to accept authority that is automatically assigned to a position. Their world is flat and devoid of hierarchy. In a world where information about their areas of interest or expertise is increasing exponentially they will place greater store on connected networks, which may extend beyond classroom or workplace boundaries,and knowing where to get the knowledge and information they need, rather than having that knowledge and information themselves. http://flickr.com/photos/7447470@N06/1345266896/
- 24. MODELS OF ELEARNING http://what-is-elearning.wikispaces.com/
- 25. MODELS OF ELEARNING • Etraining • Distance Education • Blended (or Web Enhanced) Learning Type 1 • Blended (or Web Enhanced) Learning Type 2 • Virtual Classroom Type 1 (Collaborative) • Virtual Classroom Type 2 (Presentational) • The Community of Practice • MOOCs (Massive Open Online Courses) • Flipped Classroom Source: http://what-is-elearning.wikispaces.com/
- 26. TAFESA TOOLS ASYNCHRONOUS • Moodle (LMS = Learning Management System) SYNCHRONOUS (real time) • Centra (virtual classroom or web conferencing software) OTHER • Podzone (for audio storage/podcasting) • Yammer (communication)
- 27. NON-TAFE TOOLS Software/Services • Facebook • Wikis • Blogs • Flickr, Picasa • YouTube Devices (BYOD = Bring Your Own Device) • Ipads, tablets, laptops, netbooks • Smart phones
- 29. http://flickr.com/photos/chunyang/800589975/ Why does media matter? • Adrian Miles (RMIT): “ make our institution…more porous to the students’ private technologies – their mobile phones, their laptops and their cameras.” • Innate human desire/need to create • Ubiquity and ease of participatory media enables creation of images, film, documents, course content, assessments, etc • develops Digital Literacy • Ascendance of VIDEO LITERACY*
- 30. http://flickr.com/photos/chunyang/800589975/ Why does media matter? • A majority of students (74 – 85%) who had taken courses with multimedia learning materials found them easier, and spent less time completing the course. (Michael Sankey, USQ)
- 31. WHO FINDS READING/WRITING DIFFICULT? • English as Second or Other Language Learners (ESOL) • Low level literacy • Those with little recent formal learning experience • Those with poor keyboard skills • Those who prefer an auditory style of learning
- 32. DON’T FORGET THE STUDENTS • Don’t forget to give your students the opportunity to create media! http://www.flickr.com/photos/fishgirl7/3577452931
- 33. Michael Coghlan michaelc@chariot.net.au March 1st, 2013