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e-Learning: who is leading whom, and where might the road be going?

e-Learning: who is leading whom, and where might the road be going?. Sarah Nicholoson, Hamish Macleod & Jeff Haywood University of Edinburgh, UK h.a.macleod@ed.ac.uk. outline. University’s concerns with the use of computers in support of teaching & learning

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e-Learning: who is leading whom, and where might the road be going?

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  1. e-Learning: who is leading whom, and where might the road be going? Sarah Nicholoson, Hamish Macleod & Jeff Haywood University of Edinburgh, UK h.a.macleod@ed.ac.uk

  2. outline • University’s concerns with the use of computers in support of teaching & learning • initiatives to support ICT literacy developments • “educating the Net Generation” • discussion • comparative experiences • international • cultural • disciplinary

  3. introductions Sarah Nicholson VP (Representation) of the University Students’ Association Hamish Macleod Centre for Teaching, Learning & Assessment Jeff Haywood Media & Learning Technology Service

  4. where to start? "There is no reason anyone in the right state of mind will want a computer in their home.”Ken Olson, President of Digital Equipment Corp, 1977.

  5. situation in the early 1990s those reporting “…little or no experience …”

  6. perception of importance of ICT for studies

  7. current skills / confidence levels

  8. How helpful is ICT/internet in your studies?

  9. How do you feel about ICT in your studies?

  10. How do we know what we know? • who is leading whom? • a typical student? • where are we now? • what we know • what we don’t know • a framework for “effective learning” • student as consumer? • route to employment? • what is HE for? • where might the road be going?

  11. taking this forward • support for skills acquisition • students • staff • a profile of development & progress • learning spaces; formal and informal • physical • virtual • assessment • of learning • for learning • variety & “attention span” • student involvement with educational innovation • student as consumer • student as consultant

  12. the present situation? • technologically literate, but pragmatic • distinction between confidence and competence • most powerful influence on technological literacy is personal and social context “In short, institutions need to provide ample opportunity for training of students. It cannot be assumed that they come to college prepared to use advanced software applications.”Kvavik (2005) • skill levels easily enhanced by the imposition of appropriate academic requirements

  13. listening to students • hearing what they say • understanding what they mean • seeing their perspective • their position • their experience • allowing freedom of action • innovation • exploration • accommodating a variety of learning styles

  14. I recently bought a new mobile phone and it was difficult to use. One of my students started to explain how to use it and I realised that I needed to learn the language of students and find out how they prefer to learn. Eduardo Carrillo University of Coventry, UK

  15. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Marc Prensky (2001) Digital Natives, Digital Immigrants. On the Horizon, 9 (5)

  16. “we shape our tools, and thereafter our tools shape us” Marshall McLuhan Co-evolution of humans and their tools Doug Engelbart Notions of “man-computer symbiosis” J C R Licklidder

  17. Steven Johnson (2005) Everything bad is good for you: how popular culture is making us smarter.

  18. Marc Prensky (2001) Digital Game-Based Learning. McGraw - Hill.

  19. John C Beck & Mitchell Wade (2005) Got game: how the gamer generation is reshaping business forever. Harvard Business School Press.

  20. people who are confident with risk and surprise, who regard simulation and fantasy as a useful tool not a distraction, and who see themselves as at the heroes of their own narratives. (Beck & Wade, 2004) that is, personal experience translated into workplace (or academic?) advantage

  21. the centrality of the social • technologies considered in terms of the actions that they afford • “texting” and “IMing” • Metcalfe’s Law; the value of the network expands exponetially as the number of users grows • Frand (2000) The Information Age Mindset • Rheingold (2003) Smart Mobs • Importance of the social aspects of learning • “Older learners tend to be less interested in the social aspects of learning; convenience & flexibility are much more important.”Oblinger & Oblinger (2005) • qualified acceptance of online learning; appreciate it, but want it to be blended with other, particularly direct contact, learning experiences

  22. Howard Reingold (2003) Smart Mobs: The Next Social Revolution. Perseus Books

  23. “…not to present a complete vision, but rather to open the eyes . . .” Prensky (2005) speaking of the potential for educational applications of cellphone technology.

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