- Aug 2024
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www.gov.ca.gov www.gov.ca.gov
- Aug 2023
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www.pewresearch.org www.pewresearch.org
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Technology’s greatest contribution to social and civic innovation in the next decade will be to provide accurate, user-friendly context and honest assessment of issues, problems and potential solutions
- for: quote, quote - Barry Chudakov, quote - progress trap, progress trap, cultural evolution, technology - futures, futures - technology, progress trap, indyweb - support, future - education
- quote
- paraphrase
- Technology’s greatest contribution to social and civic innovation in the next decade
- will be to provide
- accurate, user-friendly context and
- honest assessment of
- issues,
- problems and
- potential solutions / comment - indyweb /
- We are facing greater accelerations of
- climate change,
- social mobility,
- pollution,
- immigration and
- resource issues.
- Our problems have gone from complicated to wicked.
- We need
- clear answers and
- discussions that are
- cogent,
- relevant and
- true to facts.
- Technology must guard against becoming a platform to enable targeted chaos,
- that is, using technology as a means to
- obfuscate and
- manipulate.
- We are all now living in Sim City:
- The digital world is showing us a sim,
- or digital mirror,
- of each aspect of reality.
- The most successful social and civic innovation I expect to see by 2030
- is a massive restructuring of our educational systems based on new and emerging mirror digital worlds. / comment: This bodes well for Indyweb for education/
- We will then need to expand our information presentations to include
- verifiable factfulness that ensures any digital presentation faithfully and
- accurately matches the physical realities.
- Just as medicine went from
- bloodletting and leeches and lobotomies to
- open-heart surgery and artificial limbs,
- technology will begin to modernize information flows around core issues: urgent need, future implications, accurate assessment.
- Technology can play a crucial role to move humanity
- from blame fantasies
- to focused attention and working solutions.”
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- Apr 2023
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We could saythat he was the first progressive educator not simply because he encouraged hiscontemporaries and successors to think about the child as a special kind oflearner, but also because of his views on education’s role in helping to developan open, liberal polity. A political system, he said, needs people who are fair,open-minded, and think for themselves; it doesn’t want people who aresubservient to authority.
We could say first, though I highly suspect that his ideas came from somewhere else...
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- Nov 2022
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nsuworks.nova.edu nsuworks.nova.edu
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Experiential Learning Theory as a Guide for Experiential Educators in Higher Education
This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.
-rating 8/10
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.
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bera-journals.onlinelibrary.wiley.com bera-journals.onlinelibrary.wiley.com
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Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education
-I will download the full article through EBSCO.
-This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.
-rating 8/10
Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.
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journals.sagepub.com journals.sagepub.com
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Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education
-I will download the full article through EBSCO.
-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.
-rating 7/10
Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.
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Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education
-I will download the full article through EBSCO.
-This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.
-rating 7/10
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www.tandfonline.com www.tandfonline.com
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Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice
-I will download the full article in EBSCO.
-This article will provide me with insight into whether the use of technology in higher education classrooms is effective.
-rating 6/10
Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.
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www.sciencedirect.com www.sciencedirect.com
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Teaching and technology in higher education: student perceptions and personal reflections
-I will download the full article through EBSCO.
-This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.
-rating 7/10
Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.
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www.tandfonline.com www.tandfonline.com
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Teaching with technology in higher education: understanding conceptual change and development in practice
- I will download the full article through EBSCO.
-This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.
-rating 6/10
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.
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www.tandfonline.com www.tandfonline.com
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Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review
-I will download full article in EBSCO.
-This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.
rating 7/10
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.
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- Aug 2022
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www.tandfonline.com www.tandfonline.com
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The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital – given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world.
Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that ..
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- Jun 2022
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hybridpedagogy.org hybridpedagogy.org
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For Jerome Bruner, the place to begin is clear: “One starts somewhere—where the learner is.”
One starts education with where the student is. But mustn't we also inventory what tools and attitudes the student brings? What tools beyond basic literacy do they have? (Usually we presume literacy, but rarely go beyond this and the lack of literacy is too often viewed as failure, particularly as students get older.) Do they have motion, orality, song, visualization, memory? How can we focus on also utilizing these tools and modalities for learning.
Link to the idea that Donald Trump, a person who managed to function as a business owner and president of the United States, was less than literate, yet still managed to function in modern life as an example. In fact, perhaps his focus on oral modes of communication, and the blurrable lines in oral communicative meaning (see [[technobabble]]) was a major strength in his communication style as a means of rising to power?
Just as the populace has lost non-literacy based learning and teaching techniques so that we now consider the illiterate dumb, stupid, or lesser than, Western culture has done this en masse for entire populations and cultures.
Even well-meaning educators in the edtech space that are trying to now center care and well-being are completely missing this piece of the picture. There are much older and specifically non-literate teaching methods that we have lost in our educational toolbelts that would seem wholly odd and out of place in a modern college classroom. How can we center these "missing tools" as educational technology in a modern age? How might we frame Indigenous pedagogical methods as part of the emerging third archive?
Link to: - educational article by Tyson Yunkaporta about medical school songlines - Scott Young article "You should pay for Tutors"
aside on serendipity
As I was writing this note I had a toaster pop up notification in my email client with the arrival of an email by Scott Young with the title "You should pay for Tutors" which prompted me to add a link to this note. It reminds me of a related idea that Indigenous cultures likely used information and knowledge transfer as a means of payment (Lynne Kelly, Knowledge and Power). I have commented previously on the serendipity of things like auto correct or sparks of ideas while reading as a means of interlinking knowledge, but I don't recall experiencing this sort of serendipity leading to combinatorial creativity as a means of linking ideas,
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Best practices will not give these students voices. Best practices will not help them build community. Best practices will not align them with their own agency. You have to do that.
This makes me wonder how one might take a community chat space like the IndieWeb chat and replicate the experience for a classroom or for an entire university? It would require a huge amount of tummeling?
Tags
- linguistics
- orality vs. literacy
- technobabble
- toaster notifications
- literacy isn't everything
- inventories
- education
- educational tools
- educational substrates
- ethical educational technology
- Donald J. Trump
- attitudes
- idea links
- quotes
- where
- educational experience
- information as currency
- online chat
- Jerome Bruner
- Tyson Yunkaporta
- orality
- chat clients
- third archive
- location
- combinatorial creativity
- tummeling
- Indigenous pedagogy
- arts in education
- Indigenous knowledge as educational technology
- modality shifts
- indigenous knowledge
- tutors
Annotators
URL
-
- Nov 2021
-
osf.io osf.io
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Chen, W., & Zou, Y. (2021). Why Zoom Is Not Doomed Yet: Privacy and Security Crisis Response in the COVID-19 Pandemic. SocArXiv. https://doi.org/10.31235/osf.io/mf935
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- May 2021
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www.wired.com www.wired.com
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It's important to know when gamification will work and be beneficial and to know when it may be harmful.
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- Oct 2020
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journals-sagepub-com.libproxy.nau.edu journals-sagepub-com.libproxy.nau.edu
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Accordingly, our results strongly suggest thatonlineinstructionin keyintroductorycollege-level courses, at least as currently practiced, maynot be aseffectiveasface-to-faceinstructionat2-yearcommunitycolleges.
According to a study done across all Virginia Community Colleges, students who signed up for gatekeeper courses (basic English and Math) online did less well in those courses than did their peers who took the same classes in person. There was a higher attrition rate in the online classes as well. Students who came in with good GPAs tended to do well in online courses, but those who were struggling with academics did worse than they probably would have in person. Many statistics are included. 9/10
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edtechmagazine.com edtechmagazine.com
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Higher education institutions need to address these challenges, and technological tools — even some surprisingly simple ones — can go a long way toward enhancing the college experience for older students, says Brian Fleming, executive director of the Sandbox ColLABorative at Southern New Hampshire University.
Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10
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Technology Can Help Adult Learners Get the Most Out of Higher Ed
(Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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Online learning environments have a promising future for researchers, practitioners, and learners. However designing and developing more effective and efficient online learning environments is possible with ongoing research and development. This paper offers four research goals and matches four existing methodologies to improve student outcomes in online learning environments defined as learner achievement, engagement, and retention.
The authors outline four general research goals, and then go into detail on some of the questions that should be researched within those areas. They then suggest four methodologies to use in designing students to research those questions: formative, developmental, and experimental research and activity theory. All of these could help include online learning in terms of learner achievement, engagement, and retention. 9/10
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sites.google.com sites.google.com
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Technology integration has also been shown to help create more authentic learning environments where the students are more motivated to attend, have a greater chance of communication and collaboration and have more opportunities to use higher order thinking and problem solving skills connected to real world applications (Fouts, 2000) This has led some to believe that new theories in learning needed to be developed that would help to support the creation of such learning environments. The three emerging theories discussed in this paper all possess the ability to support the creation of such learning environments. They all support the idea that learning is through action. They all support that cognition happens through communication and collaboration with others. They all support the use of technology to help in the creation of such learning environments. It is through these new theories that learning environments, which support the development of these higher-level learning skills, can be created.
This appears to be a paper written by an upper-level undergraduate (based on the writing), describing the importance of technology in 21st century education and describing three cognitive theories, all requiring collaborative learning, The author highlights the importance of student engagement through technology, which students like, and assumes its importance in the workplace. 5/10
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digitalpromise.org digitalpromise.org
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Research about adults as learners can inform the design of effective digital learning experiences. Although there is no one principle that can be applied to all adults, the design principles outlined here are based on five of the prevailing theories about how adults learn: andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience.
This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10
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scholarsphere.psu.edu scholarsphere.psu.edu
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Faculty need to focus on learning theory in the design of instructional technology so that they can create lessons that are not only technology-effective but that are meaningful from the learner’s standpoint.
Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10
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localhost:4000 localhost:4000
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JVER v29n1 - Analysis of Technology Integration in the Teaching-Learning Process in Selected Career and Technical Education Programs
This looks at the application of technology in career and technical education programs for adults. It looks at how and how often technology is used in these programs. 8/10, interesting and focused on technical education unlike most articles.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Technology planning: A roadmap to successful technology integration in schools
This article talks about why, when institutions have prioritized and invested a lot of money in teaching adults to utilize technology in the classroom, there are very little successful instances of integration of technology in classrooms. 5/10, not particularly interesting to me and targeted towards a specific group of adult learners.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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DEVELOPMENT ARTICLEA systems-based approach to technology integrationusing mentoring and communities of practice
This article presents a model of technology integration at the system level formed around mentoring. It focuses on effective methods of teacher professional development in the area of technology integration and discusses overcoming various obstacle teachers face during adult learning/ education. 6/10, very narrow focus of adult learners.
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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TECHNOLOGY INTEGRATIONTHROUGH PROFESSIONAL LEARNING COMMUNITY
This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.
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onlinejour.journals.publicknowledgeproject.org onlinejour.journals.publicknowledgeproject.org
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E- learning within the Field of Andragogy
This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.
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files.eric.ed.gov files.eric.ed.gov
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Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model
This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.
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d1wqtxts1xzle7.cloudfront.net d1wqtxts1xzle7.cloudfront.net
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Language Research Bulletin,32, ICU, TokyoAndragogy in the 21st century: Applying the Assumptions of Adult Learning Online
This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.
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americanscholarspress.us americanscholarspress.us
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A Comprehensive Exploration of Technology's RoleIin Adult Learning
This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.
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files.eric.ed.gov files.eric.ed.gov
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Pre-service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms
This article looks at yet another new technology that has the potential to revolutionize the adult learning field. It examines the results of teaching educators about digital game design for technology integration. It looked at integrating this technology into science classrooms in particular. 9/10, very interesting new technology with lots of potential implications in the adult learning field.
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elibrary.kdpu.edu.ua elibrary.kdpu.edu.ua
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Application of augmented reality technologies for education projects preparation
This article is on the cutting edge of educational technology. It discusses the potential benefits of augmented or enriched reality in education. While this article focuses on studies conducted using teaching practices in a college classroom with college students, it is reasonable to assume that this technology would have great potential for adult education too. 9/10 extremely exciting and interesting potential future technology for adult education.
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www.researchgate.net www.researchgate.net
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Teaching, Technology, and Teacher Education During the COVID-19 Pandemic:
This article (or at least the section of it presented here) describes one institutions 5-phase model of virtual learning . It examines the state of teacher preparation and professional development in terms of technology and determines that while progress is being made, it is slow and needs to be implemented and focused on more. 4/10, the article itself is not great but it does include an extensive list of references that may be of use later.
Tags
Annotators
URL
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e-space.mmu.ac.uk e-space.mmu.ac.uk
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Integrating academic and everyday learning through technology: Issues and challenges for researchers, policy makers and practitioners
This article examines the potential to connect academic with knowledge learned through life and career experience using technology and other traditional methods. Challenges and best practices are presented and all levels of individual and institution are included in the discussion. Rating 8/10. Very interesting idea and cool how many levels of organization are included.
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commons.erau.edu commons.erau.edu
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Toward a Future Adult Learning Community: If Sacra tes Had a PC. .. Toward a Future Adult Learning Community: If Socrates had a PC ...
In this article both socratic and invisible integration approaches of technology in adult education are examined in an effort to propose a framework for future adult learning communities. Rating is 2/10, this article is much older than anticipated (somehow snuck through the date filter) and was rather outdated given how much technology has changed.
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www.itdl.org www.itdl.org
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Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned
In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10
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eric.ed.gov eric.ed.gov
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An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools
The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)
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eric.ed.gov eric.ed.gov
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Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication
Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10
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elearningindustry.com elearningindustry.com
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How To Make Online Corporate Learning Fun During Lockdown
(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)
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files.eric.ed.gov files.eric.ed.gov
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E-Learning Implications for Adult Learning
(Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)
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journals.uair.arizona.edu journals.uair.arizona.edu
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Technology and Adult Students In Higher Education: A Review of the Literature
Article explores technology usage among adult learners in higher education and how to optimize learning outcomes via tech tools in these settings. The author addresses educational/instructional design and the need for instructors to modify traditional approaches. Rating 6/10
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www.idunn.no www.idunn.no
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Krumsvik, R. J. (2020). Extended Editorial. Nordic Journal of Digital Literacy, 15(03), 141–152. https://doi.org/10.18261/issn.1891-943x-2020-03-01
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files.eric.ed.gov files.eric.ed.gov
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Features and characteristics of problem based learning
The problem based learning (PBL) strategy is defined. The strategy is defined as an iterative process with specific goals (knowledge, problem-solving skills, self-directed skills, collaboration, motivation for learning). The authors go on to describe the advantages, disadvantages, limitations, and considerations for the use of PBL. Integration of technology allows for new opportunities in education and training across disciplines. (7/10)
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nevadasadulteducationcommunity.wdfiles.com nevadasadulteducationcommunity.wdfiles.comPart 41
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Integrating Technologyinto Adult Learning
The author discusses four strategies (curriculum, mechanism, complement to instruction, instructional tool) for integrating technology in adult learning, their advantages and considerations. The use of any method will require changes to a curriculum, learning environment, and learner and educator roles. Therefore, technology integration should be done purposefully. 7/10
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techandcurr2019.pressbooks.com techandcurr2019.pressbooks.com
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Project Based Learning to Develop 21st Century Competencies
In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)
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www.hsj.gr www.hsj.gr
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An Evaluation of Problem-based Learning Supported by Information and Communication Technology: A Pilot Study
(Under "Viewing Options", select PDF.) In this article, Ernawaty and Sujono (2019) summarize results of a study funded by the Research and Higher Education Directorate of Indonesia. The study aimed to evaluate the cogency of information and communication technologies (ICTs) in problem based learning (PBL) and traditional teaching methods (TTM) based upon learner test scores. The concepts of PBL, TTM, and implications of ICTs are briefly reviewed. Results of the study revealed that PBL with the support of an ICT yielded the highest test scores. (6/10)
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www.insidehighered.com www.insidehighered.com
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This fall needs to be different. We need to ask students to be part of the solution of keeping learning flourishing in the fall. This includes asking them to help manage the class if it has a virtual component.
This is moving education in exactly the WRONG direction. Students are already ill-prepared to do the actual work and studying of education, now we're going to try to extract extra efficiency out of the system by asking them to essential teach themselves on top of it? This statement seems like the kind of thing a technology CEO would pitch higher education on as a means of monetizing something over which they had no control solely to extract value for their own company.
If we're going to go this far, why not just re-institute slavery?
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www.learntechlib.org www.learntechlib.org
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Characteristics of Adult Learners With Implications for Online Learning Design
The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10
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- Jul 2020
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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Jena, P. K. (2020). Challenges and Opportunities created by Covid-19 for ODL: A case study of IGNOU [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/jy2td
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- Jun 2020
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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www.humblebundle.com www.humblebundle.com
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In the Company of Trees https://www.amazon.com/Company-Trees-Honoring-Connection-Sacred/dp/1507209541/ 5/5 $13/$15 Want: 9/10
Science of Marvel https://www.amazon.com/Science-Marvel-Infinity-Stones-Revealed/dp/1507209983/ 4.6/5 $13/$11 Want: 7/10
Bizarre World https://www.amazon.com/Bizarre-World-Collection-Creepiest-Traditions-ebook/dp/B07MKDH8XY/ 5/5 $9/$10 Want: 8/10
Statistics 101 https://www.amazon.com/Statistics-101-Distribution-Determining-Probability-ebook/dp/B078M5FZ1P/ 3.4/5 $11/$10 Want: 3/10
Everything Guide to Anatomy and Physiology https://www.amazon.com/Everything-Guide-Anatomy-Physiology-Everything%C2%AE-ebook/dp/B00XO0PZAS/ 4.6/5 $16/21 Want: 7/10
Advanced Roblox Coding Book: An Unofficial Guide https://www.amazon.com/Advanced-Roblox-Coding-Book-Unofficial-ebook/dp/B07GNVRPXW/ 4.6/5 $11/$10 Want: 5/10
Genetics 101 https://www.amazon.com/Genetics-101-Chromosomes-Cloning-Everything-ebook/dp/B078M5KLXB/ 4.1/5 $11/$10 Needs pictures Want: 5/10
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- Apr 2020
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Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
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Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089
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microbit.org microbit.org
- Nov 2019
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teachonline.asu.edu teachonline.asu.edu
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Integrating Technology with Bloom’s Taxonomy
This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10
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Using Technology to Enhance Teaching & Learning
This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Empowering Education: A New Model for In-service Training of Nursing Staff
This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10
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lincs.ed.gov lincs.ed.gov
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Digital Literacy Initiatives
This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10
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www.angelo.edu www.angelo.edu
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Section 1.3 Theories of Education and the Online Environment
This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10
Tags
- instructional design
- online teaching
- online instruction
- self-directed learning
- adult learning
- e-learning
- professional development
- adult education
- etc556
- Social Cognitive Theory
- edtech
- Behaviorism
- etcnau
- andragogy
- higher education
- Angelo State University
- active learning
- collaborative learning
- technology integration
- educational theories
- Constructivism
Annotators
URL
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www.angelo.edu www.angelo.edu
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Section 1.5 Online Learner Characteristics, Technology and Skill Requirements
This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10
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www.learning-theories.com www.learning-theories.com
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E-Learning Theory (Mayer, Sweller, Moreno)
This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10
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www.instructionaldesign.org www.instructionaldesign.org
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Learning Domains
This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.
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ignitedlabs.education.asu.edu ignitedlabs.education.asu.edu
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Tech Literacy Resources
This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10
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www-chronicle-com.libproxy.nau.edu www-chronicle-com.libproxy.nau.edu
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Technology
This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10
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faculty.londondeanery.ac.uk faculty.londondeanery.ac.uk
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Teaching and learning methods: opreparing for teaching ofacilitating the integration of knowledge, skills and attitudes oteaching and learning in groups ofacilitating learning and setting ground rules oexplaining ogroup dynamics omanaging the group olectures osmall group teaching methods and discussion techniques oseminars and tutorials ocomputer based teaching and learning – information technology and the World Wide Web ointroducing problem based learning ocase based learning and clinical scenarios
this website is consisted of available resources.
Rating: 9/10
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www.makerbot.com www.makerbot.com
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The Definitive Guide to 3D Printing in the Classroom
Makerbot is an 3D manufacturer company, first to make 3D printing affordable and accessible to educators and professionals.
Rating: 10/10
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educationaltechnology.net educationaltechnology.net
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As educational technologies, instructional design and online learning/content delivery platforms keep evolving, more learners with more needs and motives will be drawn to taking online courses – a growing demand that in turn will spur further improvements in technology and delivery.
Educational Technology offers free articles with sources.
Rating: 5/10
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www.chronicle.com www.chronicle.com
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From Peg Cheechi, an instructional designer at Rush University: informing faculty members about the advantages of working with experts in course design.
The Chronicle of Higher Education is a website and newspaper informing students and faculty of college affairs and news.
Rating: 9/10
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ebookcentral-proquest-com.libproxy.nau.edu ebookcentral-proquest-com.libproxy.nau.edu
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This book is current from 2015 and is one stop shopping for technology integration in schools. Integrations and Blooms taxonomy theory, ISTE standards, pathways (yes, it is still a slow process), understanding about classroom set up when using technology and learning theories, online, web 2.0, teacher resources, multilingual tools, different screens, digital cameras, and COPPA, Privacy, and Copyright laws. If you are looking for a job in technology integration in schools this is a must read and resource manual. rating 10/10
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go-gale-com.libproxy.nau.edu go-gale-com.libproxy.nau.edu
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This is an interesting article for assistive technology in adult literacy as you can listen to it like a person with LD would. Initially, it was beneficial, but load times and generic voice are challenging for me, but I am not used to using the AT device. Also interesting is the lack of study on the matter of LD in adult literacy, and therefore this study is really "surveying the gaps." Sadly, what we do know is that minority LD students rates for graduation are lower than whites with LD, and that the dropout rates are higher as well. LD students access to AT may be key to understanding the dynamics of graduation and drop out rates in addition to literacy. A proven solution is small group tutoring with AT as it can be empowering and enabling LD students to learn.
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cms.azed.gov cms.azed.gov
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This article offers insight to technology integration for adults in Arizona. Recognizing the importance of technology in education, Arizona has put together a plan on integration for adult education. Using trends, understanding challenges, devising strategies to meet those challenges now and in the future, and meeting the expectations of how a successful learner is defined are a part of this plan for Arizona. It starts with a vision and three goals for Arizona. From there the goals and trends are implemented in short term, mid term, and long term goals over five plus years. With expecting challenges they are able to address them head on and use innovative practices. 8/10
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New technologies make it possible for students to tailor their course schedules, online classes, and brick-and- mortar learning venues to attain targeted degrees.
With society and technology always changing. Learning new technology is key to getting ahead in higher education. Rate: 3/5
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- May 2019
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dougengelbart.org dougengelbart.org
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how would our education system change to take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?
Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.
The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant
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- Apr 2019
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er.educause.edu er.educause.edu
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Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.
Rating: 9/10.
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The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.
Rating: 9/10.
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- Mar 2019
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eds.b.ebscohost.com.libproxy.nau.edu eds.b.ebscohost.com.libproxy.nau.edu
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The use of digital technologies across the adult life span in distance education.
Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.
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link.springer.com link.springer.com
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Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges
From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.
Rating 7/10
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www.sciencedirect.com www.sciencedirect.com
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Educational technology professional development as transformative learning opportunities
Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10
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www.citejournal.org www.citejournal.org
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nontraditional students. The education department at OSU-M is housed within the School of Teaching and Learning and the Integrated Teaching and Learning (ITL) section. The Integrated Teaching and Learning section of the College of Education serves those preservice teachers who are studying to be teachers of children age 3 to Grade 8. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program. Students enter the program with a B.A. in Elementary Education or a similar field. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. During the bachelor’s program, student studies are focused on theories of child development and learning, primary reading and language courses, general liberal arts courses, content courses, and two beginning field courses. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: social studies, mathematics, language arts, reading, and science. During this year and a half of studies, students are in the field each week for 4-10 hours and have a 12- to15-day period toward the end of the two methods block quarters when they create and implement lessons in their field classroom. All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Following these field placements, students have one quarter of student teaching and one quarter for a master’s project, including a comprehensive portfolio and a research paper. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software. During this course, students are required to complete an “All About Me,” project (see Powerpoint 1) for which students familiarize themselves with tools such as the scanner, digital camera, clipart, and presentation software. Figure 1. The technology teaching lab After students are admitted to the master’s licensure program, they take one basic technology course that covers other technologies available to elementary education teachers (e.g., Ellison cutters, laminating machines, filmstrip projectors, video projectors, enlargers), and they continue their development of computer knowledge. The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses. Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas. During the two methods course quarters, students attend a lab course entitled the Technology Teaching Lab (TTL). The goal for this course is to increase the use of technology in students’ lessons in ways that will enhance their teaching. The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.
The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.
Rating 9/10
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digitalpromise.org digitalpromise.org
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ommunities using technology in ambitious and innovative ways to support adult learners. Our Beacons’ stories of how they address common challenges show what it takes to develop and scale effective adult learning across multiple partnerships. Through their work at the leading edge of integrating technology into adult learning, we can understand and amplify new models and practices.
The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10
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www.nmc.org www.nmc.org
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New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5
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www.educause.edu www.educause.edu
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7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5
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campustechnology.com campustechnology.com
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Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5
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- Jan 2019
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www.aeseducation.com www.aeseducation.com
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It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools
Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.
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- Nov 2018
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eric.ed.gov eric.ed.gov
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Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach
This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- instructional design systems
- etcnau
- constructivism
- distance education
- instructional methods
- instructiveness effectiveness
- instructional technology
- etc556
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- Instructional systems design; Distance education; Online courses; Adult education; Learning ability; Social integration
- online education growth
Annotators
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create-center.ahs.illinois.edu create-center.ahs.illinois.eduCREATE1
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CREATE Overview
Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.
The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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elearningindustry.com elearningindustry.com
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Top 10 Tools For The Digital Classroom
This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!
Excellent list to get your digital room started!
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.iste.org www.iste.org
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Using Model Strategies forIntegrating Technology into Teaching
In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.tandfonline.com www.tandfonline.com
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Distance Education Trends: Integrating new technologies to foster student interaction and collaboration
This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- education programs
- etcnau
- distance education
- imeem
- synchronous
- instacoll
- etc556
- asynchronous
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- writeboard
Annotators
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lincs.ed.gov lincs.ed.gov
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LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.
The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.edsurge.com www.edsurge.com
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Anticipating and Addressing Challenges With Technology in Developmental Education
The authors describe how to anticipate and handle challenges with technology integration in developmental education. They insist that vendors and end users must work together to develop technology that will benefit everyone. Rating: 4/5
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www2.hu-berlin.de www2.hu-berlin.de
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Approaches in the use of assistive technology in inclusive education focus on using technologyto train or rehearse, and to assist and enable learning
This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.
Rating: 8/10
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- Oct 2018
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www.educause.edu www.educause.edu
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I imagine it is possible that personalized and adaptive learning could well preserve that which is sacred in the faculty-student relationship, freeing faculty to focus on what matters most. After all, what I cherish most about the colleges and universities I have attended are the human connections.
This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.
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- Jul 2018
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Definitely read more of her work
In video: Laura Hilliger quote: "Bridging the gap between education and technology"
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- Feb 2018
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They now stand out as the only one in the class (or, if they’re lucky, one of two) who gets to use a device while other students wonder just why they get to use one. I have seen a couple of students on social media say that as soon as they see a “no devices” policy on a syllabus they drop the class because of this concern.
Good rationale for not enacting a blanket classroom tech ban
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- Aug 2017
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www.scientificamerican.com www.scientificamerican.com
- Jul 2017
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www.pewinternet.org www.pewinternet.org
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People are tuning in to communications technologies at an ever-expanding level. Some recent indicators:
This is something I might want to fold in.
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- Feb 2017
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www.gardnercampbell.net www.gardnercampbell.net
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Gardner Campbell on Doug Engelbart's Augmenting Human Intellect: A Conceptual Framework.
even as modes of comprehension increase for some, modes of incomprehension increase for others. The person who sits with “Joe” as Joe demonstrates his new symbol-manipulating capacities reacts in ways that many of us may recognize
...
It takes humility, and hospitality, to spend time with new ideas ... to go deep and go long with concepts that ask us to re-examine many things we take for granted.
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Annotators
URL
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- Dec 2015
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web.archive.org web.archive.org
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If we look back to the beginnings of the university in ancient Greece, there was a struggle even then against a new technology – writing. Plato thought this new-fangled device would ‘implant forgetfulness in [men’s] souls’; it would destroy their memory. People in his day were taught to memorise thousands of lines of poetry and long speeches as part of rhetoric, the art of ‘enchanting the soul’. He thought writing was an artificial memory that would eat away at our natural skills.
Memorization of poetry and epic stories is rare in Western culture today. But musicians, comedians, and stage actors work largely by memory What are we missing, if anything? Verbatim memorization of long texts might be nothing more than a waste of brain power. Or if memorization is worthwhile, then books and computers can be used toward that goal, with advantages over oral transmission.
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Tertiary education must adapt to the technological changes that are occurring at the moment, from the way that courses are written and delivered to the way that students are assessed. This is not just because we will ‘lose’ students, but because what we teach will become irrelevant.
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It’s a useful term if you work in marketing, PR or business development – but I think academics and media students should be more critical. The idea of Media Studies 2.0 is quite funny; is that where the students collaboratively write the course material and give the lectures to each other? Love it.
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- Jun 2015
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collegeready.gatesfoundation.org collegeready.gatesfoundation.org
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Teachers Know Best is a multi-year research effort to better understand how teachers use digital instructional tools and how these tools can be improved to foster personalized learning.
Important potential partner/collaborator. Here's their site.
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