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Transcript of Saaste 2013
Rethinking learning: Learning technologies in a
networked society
SAASTE 2013 – Keynote 4 July 2013Prof Geoffrey Lautenbach
Faculty of EducationUniversity of Johannesburg, South Africa
An expert opinion
Putting things into perspective
Science and technology
Learning BG (Before Google)
All this technology… all this ignorance
Good teaching?Good science?
So do we learn?
And what is science?
Adults were once kids too…
Learning technologies through the ages
End of 4th millenium BC
Cuneiform - Sumerians (between Tigris & Euphrates Rivers) - now
Iraq
Hieroglyphics
Cuneiform & Hieroglyphics
• Many logosyllabic characters• Depict both “things” and “speech sounds”• Necessitates linking areas of the brain
involved in sense making, hearing, spatial analysis & decision making
• Restricted to intelligent elite
Papyrus – 2500 BC
Parchment
• Greeks & Romans• Goat or sheep hide
750 BC
• Greek phonetic alphabet• Includes vowels & consonants• 24 characters• Less “brain activity”• Led to Roman alphabet• Oral to literary culture
Wax Tablet
End of 14th century
• End of scriptura continua• Paragraphs & chapters emerged• Silent reading• Word order• Sentences
1445 – The letter press
1st wave of electronic media
• Radio • Cinema• Phonograph • Television
Limited by inability to transmit the written word
Educational Technologies
• 1964 - Understanding media: The extensions of man (McLuhan, 1964)
– “the dissolution of the linear mind”– “electric media of the 20th century are breaking
the tyranny of text over our thoughts & senses”– “the medium is the message”– “the transformative power of new communication
technologies”
McLuhan – more ideas
• “The technology of the medium disappears behind whatever flows through it”
• “In the long run a medium’s content matters less than the medium itself in influencing how we act and think”
• “The medium may mold what we see & how we see it” (changes individuals & society)
• “Every new medium changes us”
Educational Radio & Film
SABC TV May 1976
Constant companion – the computer
• Desktop• Laptop• Handheld
…and don’t forget Bluetooth & Hands-free
The Internet
The Internet
• Differs from the mass media it replaces in that it is bi-directional
• Traditional media have been refashioned as they went through the shift to online distribution
• Hyperlinks alter our experience of media• Fragmentation of online works?• Is it “an ecosystem of disruptive technologies?”
After almost 600 years…
• Printing press & its products are pushed from the centre of our intellectual lives to the edges
• World of the screen vs. world of the page• Internet = medium of choice for storing,
processing & sharing
Timeline Communication Technology Date
11 minutes ago Gutenberg Printing Press 1445
3.4 minutes ago Morse Code 1838
2.7 minutes ago Telephone 1875
2.5 minutes ago Radio 1885
1.6 minutes ago Monochrome Television 1929
54 seconds ago Fax 1966
41 seconds ago Personal Computer 1977
38 seconds ago Analogue Mobile Telephone 1979
25 seconds ago World Wide Web 1990
22 seconds ago SMS Messaging 1993
13 seconds ago Broadband 2000
1 second ago 3-D Television 2010
Source : Ken Robinson (2011) Out of Our Minds
3000 years of time in 24 hours…
education & technology
Sims, R. (2013). EDMEDIA 2013
Learning Technologies: Changing Paradigms?
Has learning changed? Technologies as mediating artifacts?
time
visibility
http://upload.wikimedia.org/wikipedia/commons/thumb/9/94/Gartner_Hype_Cycle.svg/300px-Gartner_Hype_Cycle.svg.png
hype cyclematurity, adoption and social application of specific technologies
technologytrigger
peak of inflatedexpectations
trough ofdisillusionment
slope ofenlightenment
plateau ofproductivity
programmedinstruction
1960s
computer-assisted
instruction
1970s
hypermedia
1980s
multimedia
1990s
onlinelearning
2000s
personallearning
2010s
Learning technology-hype
openlearning
2020s
Sims, R. (2013). EDMEDIA 2013
The same old story?
2013: MOOCs are catalyzing institutions to rethink the “rules” of higher education … large-scale online learning is reshaping pedagogy, delivery systems, business models, and credentialing, challenging what it means to be a university.
(Educause Webinars)
1983: Control Data PLATO is changing how the world learns … A new mainframe technology serving up to 1000 simultaneous learners … two decades before the World Wide Web, PLATO pioneered online forums, message boards, email, chat rooms, instant messaging, remote screen sharing, multiplayer games – the worlds first online community.
(www.science.uva.nl/museum/PLATO.php)(thinkofit.com/plato/dwplato.htm)Sims, R. (2013). EDMEDIA 2013
Education
Teaching
Teaching
Thinking
Are we restricted by a system and philosophy of education
that has long outlived its effectiveness?
Digital tools are changing our world and the lifestyles we
lead• Many teachers currently in schools were born
before most technologies were available• Students take technology for granted• I was born in the 1960’s and I was not very
excited about electricity… but my grandparents were!
• Some students are NOT very excited about the technologies available now
Learners have an aptitude for digital technologies
• It is right and proper that we build technologies into the heart of education
• Learners are connected… widely connected• Technological tools are creating cultural
change • Possibilities are endless• Technologies have changed the context of
education - We must transform education! (Robinson, 2012)
Have learning technologies changed mental habits?
• Lost the ability to read a longish article on the web or in print?
• Scan short passages from many sources?• Skim & scroll?• Want quick access to info?
Trading riches of the net for old linear thought processes• Reading lots of short, linked snippets online is
a more efficient way to expand the mind” (Karp, 2008)
• “We cannot recognise the superiority of the networked thinking process because we are measuring it against our old linear thought processes” (Davis, 2008: Is Google making us stupid? Nope!)
“Every technology is an expression of human will” (Carr,
2010)• 4 categories
– Extends physical strength, dexterity, resilience• Plow, sewing machine, fighter jet…
– Extends range or sensitivity of our senses• Microscope, amplifier, Geiger counter…
– Enables us to reshape nature to serve needs/desires• Genetically manipulated corn, birth control pill…
– “intellectual technologies” extend/support mental powers• Typewriter, abacus, slide rule, sextant, book, newspaper,
computer, internet…
Intellectual technologies
• have the greatest & most lasting power over what & how we think
• are our most intimate tools for self expression, for shaping personal & public identity, & for cultivating relations with others
Language – the primary vessel of conscious thought
• Intellectual technologies can change language more directly, and deeply, by altering the way we speak, listen read & write
• Technologies that restructure language exert the strongest influence over our intellectual lives
• “Technologies are not mere exterior aids but also interior transformations of consciousness, and never more than when they affect the word. The history of language is also a history of the mind” (Ong, 2002)
Writing in modern times?
Rome, Italy, 2011
Power of the written word?Lisbon, Portugal 2011
The Future...?• 1989: ‘The future is multi-media’• 1999: ‘The future is the Web’• 2009: ‘The future is smart mobile’• 2019: ?
Modern learners are...
• more self-directed• better equipped to capture information• more reliant on feedback from peers• more inclined to collaborate• more oriented toward being their own “nodes of production”.
Education Trends | Featured NewsJohn K. Waters—13 December 2011
But they need
much more...
Modern Learners need ‘digital literacies’
Modern Learners…Do they need skills or Literacies? Literacy goes beyond skills. It involves full immersion with the culture
Learning new things and learning in new ways
= new literacies
Modern Learners will need new ‘digital literacies’
• Social networking• Creating content• Organising content• Reusing and repurposing• Filtering and selecting• Self presenting• Privacy maintenance• Identity management
language
interaction
personal dataManaging identity
Digital shadow?
reputation
privacy
Modern Learners need to manage theirdigital footprint
http://i.dailymail.co.uk(Wheeler, 2012 Digital learning futures)
Surface Learning
Deep Learning
Transformation of learning
(Wheeler, 2012 Digital learning futures)
Data
Information
Knowledge
Wisdom
Transformation
ENGAGEMENT
(Wheeler, 2012 Digital learning futures)
Knowledge
Wisdom
Transformation
Knowing that
Knowing how
Knowing why
Cognition
Application
Analysis
Evaluation
Declarative
Procedural
Critical
(Adapted from Wheeler, 2012 Digital learning futures)
http://www.flickr.com/photos/specialkrb/2772991999
Critical awareness is knowing why there is a difference
(Adapted from Wheeler, 2012 Digital learning futures)
So what about pedagogy?
“the theory of teaching and learning”“the art of teaching and learning”
and...
What about an online pedagogy?
learner-
centred
active
contextual
problem-based
social
emergent
an [online?] pedagogy (Sims, 2013)
Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski, J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended Learning Design. IGI Global.
Sims, R. (2009). From three-phase to proactive learning design: Creating effective online teaching and learning environments, in J. Willis (ed.) Constructivist Instructional Design (C-ID): Foundations, Models, and Practical Examples. Information Age (pp. 379-391).
learner-
centred
active
contextual
problem-based
social
emergent
LEARNER-CENTRED ACTIVITY
A recent OLT report has suggested that all courses with online learning were “pedagogically deficient”.
Using your own workplace as a case study, what interventions would you adopt to resolve this deficiency? Ideas that challenge existing practice or propose contentious solutions are encouraged.
Working collaboratively with one or two peers, develop a substantiated, evidence-based response.
Your response should be [criteria].
LEARNER-CENTRED ACTIVITY FOR Sci and Tech TEACHERS
A recent report has suggested that all Science & Technology activities with online learning were “pedagogically deficient”.
Using your own classroom as a case study, what interventions would you adopt to resolve this deficiency? Ideas that challenge existing practice or propose contentious solutions are encouraged.
Working collaboratively with one or two peers, develop a substantiated, evidence-based response.
Your response should be [criteria].
problembased
contextual
emergent
social
an online pedagogy (adapted from Sims, 2013)
active
learner-
centred
active
contextual
problem-based
social
emergent
IFwe want to transform teaching and learning
THENwe must adopt a pedagogy that is
active ANDcontextual ANDproblem-based ANDsocial ANDemergent
an online pedagogy
Sims, R. (2013). EDMEDIA 2013
Blurring roles
teacher as designer
teacher as learner
learner as teacher
learner as designer
designer as teacher
designer as learner
Sims, R. (2013). EDMEDIA 2013
pedagogy
teacher-centred
learner-centred
content-based outcomes-basedlearning
consumption production
watching creating
teaching
presentation elaboration
master apprentice
Transforming teaching & learning of science &
technology
Sims, R. (2013). EDMEDIA 2013
A student teacher’s PLN
Possibilities?
Acknowledgements
Sims, R. (2013). Design Alchemy: Transforming the way we think about teaching and learning. Invited talk, EDMEDIA 2013. Available on Slideshare.
Wheeler, S. (2012). Digital learning futures. Available on Slideshare.