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eLearning: emerging trends and issues Thursday, August 30 th Michael Coghlan
My Story ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
MULTIPLE VENUE PRESENTATIONS (MVPs) remote  students guest lecturer CLASSROOM/ F2F VENUE public space
Progression…… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Progression…… ,[object Object],[object Object],[object Object],[object Object],[object Object],Flexible Learning
BLENDED LEARNING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other Models: Next/Back Learning ,[object Object],[object Object],[object Object],[object Object]
The Internet –  more than just a book
SALMON’S 5 STEP MODEL
Other Models: Facilitated Learning ,[object Object],[object Object],[object Object],[object Object]
How do you feel about elearning? ,[object Object],[object Object],[object Object],[object Object]
eLearning advantages disadvantages
THE VET CONTEXT ,[object Object],[object Object],[object Object],[object Object]
SOCIAL  SOFTWARE Social software lets people rendezvous, connect or collaborate by use of a computer network .  (Clay Shirky)
SOCIAL SOFTWARE TOOLS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Many of these sites encourage contributing content (text and media) to the  read/write web.
eLearning 2.0/Web 2.0 (Stephen Downes) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(this description courtesy of Sean Fitzgerald)
User Generated Content  (user = teachers and students)  – WHERE DO YOU PUT IT? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://farm2.static.flickr.com/1020/529424853_8b28a81792_m.jpg
eLearning 2.0 (Networked Learning)
Mapping the cultural emphases of emerging social software tools From Stuckey and Arkell;  Development of an  eLearning Knowledge Sharing Model;  2005
Mapping the cultural emphases of emerging social software tools From Stuckey and Arkell;  Development of an  eLearning Knowledge Sharing Model;  2005
Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules  for creation,  operation and  governance Emergent Bottom - up  norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules  for creation,  operation and  governance Emergent Bottom  - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr Chat Tagging Tools  ( del.icio.us ,  ELGG) List servers Forums Online journals FIREWALL FIREWALL FIREWALL From Stuckey and Arkell;  Development of an  eLearning Knowledge Sharing Model;  2005
Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules  for creation,  operation and  governance Emergent Bottom - up  norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules  for creation,  operation and  governance Emergent Bottom  - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr Chat Tagging Tools  ( del.icio.us ,  ELGG) List servers Forums Online journals FIREWALL FIREWALL FIREWALL 10.55
Education by and large has not changed. The world outside has. Syllabus/curriculum is rooted in a past paradigm of fixed knowledge. Photo courtesy of Sawrah, http://flickr.com/photos/sawrah/314474272/
TENSION ,[object Object],[object Object],[object Object],V
AQTF  V  SOCIAL SOFTWARE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
AQTF  V  SOCIAL SOFTWARE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],mutually exclusive?
SECOND LIFE (secondlife.com)
SECOND LIFE (secondlife.com)
The Dark Side of the Web
Are we sociologically ready? What are ethical responsibilities as educators?
http:// www.youtube.com/watch?v =e5jtiJPlv4Y
Peter Garrett in MySpace
OUR  ROLE: ,[object Object],[object Object],[object Object]
The cost of elearning: does  it save you money? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Proprietary v Open Source ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Virtual Classroom ,[object Object],[object Object],[object Object],[object Object]
Issues: ,[object Object],[object Object],[object Object],[object Object]
Resources ,[object Object],[object Object]
[object Object],[object Object]
Learning Management Systems – LMS  (or Course Management Systems – CMS, or Platforms) ,[object Object],[object Object],[object Object],[object Object],[object Object]

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eLearning: emerging trends and issues

  • 1. eLearning: emerging trends and issues Thursday, August 30 th Michael Coghlan
  • 2.
  • 3.  
  • 4. MULTIPLE VENUE PRESENTATIONS (MVPs) remote students guest lecturer CLASSROOM/ F2F VENUE public space
  • 5.
  • 6.
  • 7.
  • 8.
  • 9. The Internet – more than just a book
  • 11.
  • 12.
  • 14.
  • 15. SOCIAL SOFTWARE Social software lets people rendezvous, connect or collaborate by use of a computer network . (Clay Shirky)
  • 16.
  • 17.
  • 18.
  • 20. Mapping the cultural emphases of emerging social software tools From Stuckey and Arkell; Development of an eLearning Knowledge Sharing Model; 2005
  • 21. Mapping the cultural emphases of emerging social software tools From Stuckey and Arkell; Development of an eLearning Knowledge Sharing Model; 2005
  • 22. Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - up norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr Chat Tagging Tools ( del.icio.us , ELGG) List servers Forums Online journals FIREWALL FIREWALL FIREWALL From Stuckey and Arkell; Development of an eLearning Knowledge Sharing Model; 2005
  • 23. Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - up norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr Chat Tagging Tools ( del.icio.us , ELGG) List servers Forums Online journals FIREWALL FIREWALL FIREWALL 10.55
  • 24. Education by and large has not changed. The world outside has. Syllabus/curriculum is rooted in a past paradigm of fixed knowledge. Photo courtesy of Sawrah, http://flickr.com/photos/sawrah/314474272/
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  • 31. Are we sociologically ready? What are ethical responsibilities as educators?
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