Bridging the gap between technologies promise and use
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Bridging the gap between technologies promise and use
- 1. Bridging the gap between technologies promise and use By Derek Moore
- 2. Emerging Technologies 3D Video Electronic Publishing Smart Objects Alternative Licensing Game-Based Learning Social Media Augmented Reality Geolocation Social Networking Cellular Networks Gesture-Based Statistical Machine Translation Computing Cloud Computing Tablet Computing Learning Analytics Collaborative Environments Location-Based Services Tagging Collective Intelligence Mobiles & Mobile Apps Telepresence Crowd Sourcing New Scholarship Thin Film Displays Digital Identity Open Content Virtual Worlds Personal Learning Digital Preservation Visual Data Analysis Environments Semantic Applications Wireless Power
- 3. 2x4x6 Teaching
- 6. Who needs assistance? Who visits the What route to Is this a risky What can reserve? they take? experience? assist me? Tourist Tarred roads In a hired bus Tour guide Conservationist Dirt Tracks Own transport Map and guidebook Environmentalist Paths On Foot Local Expertise Field Officer Ask Contact Own experiences
- 7. How can we help? 1. Demonstrate established learning technologies 2. Support staff in incorporating ICT’s into their work 3. Enable the exchange of ideas and experience 4. Research learning technology use 5. Contribute to learning technology related journals, books, conferences etc 6. Develop and participate in learning and teaching networks 7. Adapt and customise new and existing content and programmes 8. Look for opportunities to work with others that are involved in similar practices. 9. Replicate and share new forms of learning and knowledge production 10. Teach and understand the realities of embedding elearning as an integral part of the teaching and learning process
- 8. Who do you hire? • The new specialists included the roles of educational developer, educational researcher, technical researcher/developer, m aterials developer, project manager and general learning technologist.
- 9. Attributes of new specialists Is able to • Keep abreast of developments in learning technology • Facilitates access to learning technology expertise and services • Liaise and collaborates with other units in the university having related interests and objectives • Act as a consultant, mentor or change agent for other staff • advise and assist with introduction of new technology into learning and teaching programmes • Increase colleagues’ awareness of best practice in learning technology • Enable exchange of ideas and experience in technology-based learning and teaching • Facilitate and support access to computer-based learning resources • Consult with support staff on appropriate use of learning technology • Identify needs and opportunities for development/deployment of learning technology
- 10. Challenges Pedagogic challenges Support challenges Support challenges Technical challenges Financial challenges Other challenges
- 11. Benchmarks • Institution policy and governance for technology supported learning and teaching • Planning for, and quality improvement of the integration of technologies for L&T • Information technology infrastructure to support L & T • Pedagogical application of information and communication technology • Professional/staff development for the effective use of technologies for L&T • Staff support for the use of technologies for L&T • Student training for the effective use of technologies for learning • Student support for the use of technologies for learning
- 12. Mind the Gap • If there is any digital divide then it’s the gap between promise and reality
Notas do Editor
- We are living in a world with wide and varied opportunities for learning. Those of us that have taken advantage of such opportunities, have shared and benefited from new sources of information and participated in learning networks have seen how this data exchange has transformed and changed us. Although universities too have recognised these opportunities, started to made use of ICT, and maybe even formed an e-learning unit, he same levels of transformation in these institutions are only apparent around the edges.
- Learning institutions have shown that they change far more “slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies” (The Future of Learning Institutions in a Digital Age). Forming an elearning unit, and installing it’s associated technologies have not automatically led to the dramatic changes initially anticipated. Part of the reason for for the slow change is that “traditional institutions have been tremendously successful, if measured in terms of endurance and stability” (The Future of Learning Institutions in a Digital Age). What’s more, these technologies challenge our traditional institutions on almost every level: hierarchy of teacher and student, credentialing, ranking, disciplinary divides, segregation of “high” versus “low” culture, restriction of admission to those considered worthy of admission, and so forth.