This document discusses trends in e-learning and future-focused pedagogies. It covers trends like increased mobile device usage, social media, and cloud connectivity. It also discusses how these trends could impact classrooms and learning. The document then explores principles for effective e-learning pedagogies, including contextualized learning and using technologies to transform how students learn. Key themes discussed include strategies for integrating technology, professional learning for teachers, access and equity concerns, and using inquiry to guide e-learning practices.

1. Seeing ourselves in
the
big picture
Karen Melhuish Spencer
e-Learning Consultant @ CORE

2. connect to learn
I m ag e : b y lu c le g ay

4. community-wide, shared
story of learning
I m ag e : fu ri o u s g e o rg e 81

5. ...what is effective e-
learning?
...what do we mean by ‘future
schooling’?
...what might this look like in
our schools?
I m ag e : F re e D i g i talP h o to s .n e t

6. Yo u r e-learning story
A journey
(and how do you know you’ve arrived?)
A roadmap
(where to next, & why, & how?)
A roadblock, as a question
(what’s in the way?)

7. Part 1: What’s
trending?
S o u rc e : g ap i n g vo i d .c o m

8. education as a human right
I m ag e b y ve n k ylu x ; O L P C

9. Trend 1: mobile & tablets
I m ag e s b y ale x n ad e rh i g g i n s .c o m ; g u ard i an .c o .u k ; atlan ti c .c o m
O L P C o n w i k i p e d i a; n ate rk an e .c o m

10. http://blog.core-ed.org/blog/2012/03/a-blog-an-iphone-a-school-visit-and-its-impact.html

11. trend 2: social web

12. who’s in control?
I m ag e s b y ti m e .c o m

13. participate | contribute | relate to others
D e ve lo p i n g s tu d e n ts ’ c ap ab i li ty to m ak e e ffe c ti ve b lo g p o s ts

14. the need to be a filter-feeder
I m ag e : ve rb e e ld i n g s k r8 - fli c k r
14

15. trend 3: connectivity &
clouds

16. S o u rc e : D e re k W e n m o th , C O R E

17. T h e b e n e fi ts o f u ltra-fas t b ro ad b an d

18. On the Horizon
H o ri z o n R e p o rt: Au s trali an T e rti ary 2 01 2

19. I
How do these trends
touch YOUR life?
How do they - or might
they - touch your
classroom or school
story?

20. Part 2: Future-focused learning
“wicked problems...
highly complex, uncertain, and value-laden”
S o u rc e : F ram e an d B ro w n (2 008, p . 2 2 6).;
i m ag e fro m g ap i n g vo i d .c o m

21. • personalised learning
• equity, diversity, inclusivity
• learning to learn
• rethinking our roles
• a culture of continuous
learning
• new partnerships: de-siloed
schools
n e w te c h n o lo g i e s
c o llab o rati ve p rac ti c e s

22. “confident..connected..
active..lifelong learners”

23. .......

24. Text n d i n g E m p o w e ri n g
E m e rg i n g E n g ag i n g E x te

25. ✓finding out
✓planning
✓investigating
✓teacher-directed
✓ICT as supplement

26. ✓trialing
✓establishing
✓increased focus on
learning
✓growing
awareness and use

27. ✓aligned & strategic
✓integrated
✓focus on learning
✓authentic use
✓shared roles
✓whole community

28. ✓sustained
✓ubiquitous
✓24/7
✓higher-order
✓community driven
✓networked &
blended

29. Text n d i n g E m p o w e ri n g
E m e rg i n g E n g ag i n g E x te

32. Text

33. Part 3: e-Learning pedagogy
“Pedagogies integrating ICT can do more
than enhance learning – they have the
potential to transform learning.
ICT provide tools and environments that
support interactive conceptual learning,
focussed on constructing and creating
knowledge”

34. the theory a pedagogy
approaches
that the that
that bring to life
learner describes
the principles for
makes their principles
learning
own meaning for learning

35. • new audiences
• access expertise,
• rapid data management
• new modes of expression & publishing
• transform visualisations of concepts
• enable new approaches to learning, e.g. Massive
Open Online Courses (MOOC) and connectivism
• a catalyst that challenges the status quo
• stimulate the evolution of learning theories, for
example cognitivism
I m ag e :

36. • feel motivated and engaged
• enhance thinking, communication
and creation skills
• enhance social & collaborative skills
• scaffold and differentiate their
content knowledge
H am (2 01 0)

37. W H AT w e le arn
T h e p ro p e rti e s o f H O W w e le arn
IC Ts
context

38. U s i n g S to ryb i rd to i m p ro ve li te rac y

39. W H AT w e le arn
T h e p ro p e rti e s o f H O W w e le arn
IC Ts
context

40. context

41. fo rm ati ve
as s e s s m e n t
o b s e rve . talk .
i n q u i re .
I n q u i re i n to , re fle c t
o n an d o b s e rve
yo u rs e lf
o b s e rve . talk . o b s e rve . talk .
i n q u i re . i n q u i re .

42. Part 4: Big themes

43. what’s c o o k i n g ?
I m ag e :

44. T ran s fo rm i n g te ac h i n g an d le arn i n g

45. • Your strategy, aligned to the curriculum
• Professional learning: Teacher’s role is
crucial
• Digital citizenship and cybersafety
• The quality of platform and content
• Access and equity
• Managing the infrastructure and
environment
• The legitimacy of your online learning I m ag e :

46. B e n e fi ts i P ad s p ro vi d e fo r s tu d e n t le arn i n g

47. • iPads or another tablet?
• Leadership strategy for BYOD
• Access, equity and affordability
• The quality of the apps
• Making and creating meaning
• Storage: hardware, software
• Digital Citizenship
I m ag e :

48. e -le arn i n g as i n q u i ry

49. • What do my students -
and I - need?
• What technologies (and
PCK) will meet those
needs?
• How can I integrate
ICTs into learning?
• What happened? What
needs to change next
time? Next steps?

50. 3 s c h o o ls | 1 d ay: http://bit.ly/NkJR1E
• K n o w : Cue your
prior knowledge
• R e cogn ise :
Explore new
understanding
• D 0: Apply new ideas
to your context
I m ag e : M J R i c h ard s o n

51. 3-2-1-out!
• 3 ideas
• 2 next steps
• 1 action
Karen Melhuish Spencer / @virtuallykaren
e-Learning Consultant

52. References
• Enabling e-Learning: www.elearning.tki.org.nz
• Supporting future-oriented learning & teaching (NZCER):
http://www.nzcer.org.nz/research/publications/supporting-future-oriented-learning-and-teaching-new-zealand-perspective
• Pedagogy strategy: Learning in an online world:
http://www.curriculum.edu.au/verve/_resources/ICT_LearningOnlineWorld-PedagogyStrategy.pdf
• TPACK: http://www.tpck.org/
• Ham, V. (2009). Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2005-2007 - A National Overview.
Wellington, NZ: Ministry of Education.http://www.educationcounts.govt.nz/publications/ict/49515/6
• Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice (UNESCO):
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/