CI
If your organisation is interested in being the lead Communication Initiative Partner for this issue and space that would be great! Please email Warren

Search

Handbook of Emerging Technologies for Learning

How valuable is this shared knowledge to your work?
0
No votes yet
Your rating: None
Author: 
George Siemens
Peter Tittenberger
Publication Date: 
March 1, 2009

The Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource tool for Canadian educators planning to incorporate technologies into their teaching and learning activities. It is focused on educators interested in improving teaching and learning practices, particularly emphasising the need to improve engagement of learners (online or in-class).

According to its Introduction: "...Today, the duality of conceptual (new models of education, advancement of social learning theory) and technological (elearning, mobile devices, learning networks) revolutions offers the prospect of transformative change in teaching and learning."

 

Contents include:

  • “Preface - This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.
  • Introduction - How is education to fulfill its societal role of clarifying confusion when tools of control over information creation and dissemination rest in the hands of learners, contributing to the growing complexity and confusion of information abundance?
  • Change Pressures and Trends - Global, political, social, technological, and educational change pressures are disrupting the traditional role (and possibly design) of universities. Higher education faces a "re-balancing" in response to growing points of tension along the following fault lines...
  • What we know about learning - Over the last century, educator’s understanding of the process and act of learning has advanced considerably.
  • Technology, Teaching, and Learning - Technology is concerned with "designing aids and tools to perfect the mind". As a means of extending the sometimes limited reach of humanity, technology has been prominent in communication and learning. Technology has also played a role in classrooms through the use of movies, recorded video lectures, and overhead projectors. Emerging technology use is growing in communication and in creating, sharing, and interacting around content.
  • Media and technology - A transition from epistemology (knowledge) to ontology (being) suggests media and technology need to be employed to serve in the development of learners capable of participating in complex environments.
  • Change cycles and future patterns - It is not uncommon for theorists and thinkers to declare some variation of the theme "change is the only constant". Surprisingly, in an era where change is prominent, change itself has not been developed as a field of study. Why do systems change? Why do entire societies move from one governing philosophy to another? How does change occur within universities?
  • New Learners? New Educators? New Skills? - New literacies (based on abundance of information and the significant changes brought about technology) are needed. Rather than conceiving literacy as a singular concept, a multi-literacy view is warranted.
  • Tools - Each tool possesses multiple affordances. Blogs, for example, can be used for personal reflection and interaction. Wikis are well suited for collaborative work and brainstorming. Social networks tools are effective for the formation of learning and social networks. Matching affordances of a particular tool with learning activities is an important design and teaching activity.
  • Research -  Evaluating the effectiveness of technology use in teaching and learning brings to mind Albert Einstein’s statement: "Not everything that can be counted counts, and not everything that counts can be counted". When we begin to consider the impact and effectiveness of technology in the teaching and learning process, obvious questions arise: "How do we measure effectiveness? Is it time spent in a classroom? Is it a function of test scores? Is it about learning? Or understanding?"
  • Conclusion - Through a process of active experimentation, the academy’s role in society will emerge as a prominent sensemaking and knowledge expansion institution, reflecting of the needs of learners and society while maintaining its role as a transformative agent in pursuit of humanity’s highest ideals.
  • Visualization of Handbook - View a 'live' version of the Many Eyes visualization of the Handbook."

 

 

The workbook also supports and leads into the Certificate in Emerging Technologies for Learning (offered by the University of Manitoba’s Learning Technologies Centre and Extended Education.

Contact Information: 
Source: 

ICT in Education e-newsletter on April 20 2009.

How valuable is this shared knowledge to your work?
0
No votes yet
Your rating: None

Post new comment

By submitting this form, you accept the Mollom privacy policy.

The Communication Initiative Network and Partnership

All major development issues addressed. Convenes the communication/media development, social/behavioural change community. Social network - 85,000 please join. Knowledge sharing - 35,000 summaries, 1 million users pa. Critical peer review - ratings, comments, dialogue. Advocacy for this field. Strategic direction/funding by 20 Partners. To discuss partnership please contact Warren