Technology Enhanced Learning

1. Technology
Enhanced
Learning

2. Your online
experiences
so far…
(socio-professional
perspective)
http://www.flickr.com/photos/86251769@N00/438190053

3. Discuss the readings
http://www.flickr.com/photos/tear

4. Technology Enhanced Learning
What is meant by it?
http://www.flickr.com/photos/48600091327@N01/4569922802

5. e-Learning timelineMultimediaresources
80s
TheWeb
93
LearningManagementSystems
95
OpenEducationalResources
01
Mobiledevices
98
Gamingtechnologies
00 Socialandparticipatorymedia04
Virtualworlds
05
E-booksandsmartdevices
MassiveOpenOnlineCourses
07 08
LearningDesign
99
Learningobjects
94
LearningAnalytics
10
By Grainne Conole

6. Any technology tends to
create a new human
environment...
Technological environments
are not merely passive
containers of people but are
active processes that
reshape people and other
technologies alike.
M. Mcluhan, 1962

7. Gutenberg to Zuckerberg
• An historical view
• The web is not the Internet
• Disruption
• Network (of knowledge)
• The web ~ emergent practices, ideas,
businesses, services
• Demand for new laws (Copyright, copyleft,
etc.)
• Contradiction: Orwell (fear) or Huxley
(pleasure); good vs bad

8. Technology: transformation of the
medium

9. Is it transforming practices?

10. Is it transforming pedagogies?

11. (e-)pedagogies?
Is there such thing?
http://www.flickr.com/photos/86251769@N00/438190053

12. Your thoughts
http://www.flickr.com/photos/91903883@N00/2385264019

13. “There is, I think, no point in the philosophy
of progressive education which is sounder
than its emphasis upon the importance of
the participation of the learner in the
formation of the purposes which direct his
[sic] activities in the learning process, just as
there is no defect in traditional education
greater than its failure to secure the active
cooperation of the pupil in construction of
the purposes involved in his studying.”
John Dewey, 1938,
Experience and Education

14. “(…) transforming transfers of
information into a ‘real act of
knowing” (Paulo Freire)

15. What are
real acts of knowing

16. “…unhampered participation in a meaningful setting.
Most people learn best by being "with it".”
~ Ivan Illich, Deschooling Society

17. 50 years on…
The tools arrive

19. Toolkit
http://www.flickr.com/photos/neilt/
Activity Tool
Reflection • Discussion board
• Blogs
• audio-/video logs
Collaboration • Wiki
• Muilti-Blogs
• Social Networking
• Discussion boards
• Shared documents (google docs)
• Mindmaps
Social(isation) • Networks (twitter, facebook, etc.)
Discovery • Open Educational resources
(OERs)
• Learning Resources (google
scholar, blogs.websites, etc.)
• Network “filters” (twitter, etc.)
• Online presentations (Slideshare,
prezi, etc.)
• Academic repositories
Representation • Blogs
• Personal websites
• Professional Sites (linkedIn,
Academia.edu. Etc.)

20. Just
Tools
&
ownership!

21. A new Logic of Practice starts to
emerge…

22. A new set of values and different
activities
Represent what we Do
and who we Are

23. Technology
become a way
of life!
http://www.flickr.com/photos/40645538@N00/2796862756

24. Field of
participation
(democratic???)
Congregation of
eclectic social
capital
Development of
new dispositions
Embodiment of
new cultural
capital & Habitus

25. Field of power
(highly regulated)
Recruitment of
homogeneous
(?) social capital
Maintenance of
dispositions that
match the field
Preservation of
the field’s cultural
capital and
habitus

26. Field of
Personalisation of
learning
Congregation of
heterogeneous
social capital
Cultivating new
dispositions
Providing cultural
capital and habitus

27. Teacher preparation should go
beyond the technical preparation of
teachers and be rooted in the ethical
formation both of selves and of
history. ~ Paulo Freire, Pedagogy of
Freedom

28. Hands on pedagogy
for deep learning
http://www.flickr.com/photos/24oranges /

29. Deep Learning Surface Learning
Examining new facts and ideas critically, and
tying them into existing cognitive structures and
making numerous links between ideas
Accepting new facts and ideas uncritically and
attempting to store them as isolated,
unconnected, items
Relates previous knowledge to new
knowledge (transfer)  looking for meaning
Focus on unrelated parts of the task.
Information is simply memorised; not
understood and appropriated for personal
meaning
Relates theoretical ideas to everyday
experience
Facts and concepts are associated
unreflectively
Relates and distinguishes evidence and
argument from assumptions
Principles are not distinguished from
examples
Organises and structures content into
coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the student Emphasis is external, from demands of
assessment
Adapted from Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge.

30. Blooms taxonomy (revised)
http://www.flickr.com/photos/10838559@N00/2098689730

31. http://www.flickr.com/photos/10838559@N00/2098689878

32. http://www.flickr.com/photos/smallritual/505772429

33. from consumer to co-producer
http://www.flickr.com/photos/danisarda/3939008630/
prosumer

34. learner centred
http://www.flickr.com/photos/14516894@N08/3983934498

35. social
http://www.flickr.com/photos/vegas/814428452

36. Pedagogical approaches.
Learning
Experiential
Inquiry
based
Immersive
Situated /
contextua
lised

37. 37
The role of the teacher?

38. creating contexts
for learning
http://www.flickr.com/photos/44315708@N00/109795806

39. Pick a topic:
Digital literacies
Diversity and Inclusivity Online
Digital Citizenship
39