Thursday, February 26, 2009
Tuesday, February 24, 2009
I was listening to an Educause podcast today which featured an interview with Martin Ramsey - founder and facilitator of LAMP ("a collaborative community of learners, linked via a common software platform and a shared learning and collaboration philosophy, across five states in central Appalachia"), which was awarded the Mellon Awards for Technology Collaboration.
One of the things that Martin Ramsey mentioned was the four "C"s - he was referring to schools, but it struck me that it was relevant for most institutions or businesses who are operating in the same area. The first C he mentioned was 'competition' - so organisations specialising in tertiary education might be seen as in direct competition with one another; if one enrols a student, that student will only study at one of the institutions. The second C was 'co-existence' - institutions rub along beside each other and pretty much ignore the fact that there are other institutions in their line of expertise. The third C was 'cooperation' where institutions work together, but never let the notion of best interests out of sight. The final C was 'collaboration', where institutions work actively together to create something that would not be possible if they had not decided to do so. As such, resources and ideas are shared, and a community grows around the collaboration.
Instead of institution you could put colleagues, learners, researchers...food for thought.
Image source: "Cute_c" by Moonshine Design_sd
Tuesday, February 17, 2009
Abstract:"The potential of information communication technology (ICT) to enhance learning is under-utilised even though there are numerous process models and frameworks have been developed to assist in the design and / or adaptation of curricula. Issues with many existing design models are complex and range from the pragmatic, such as resource requirements, skills and ‘ownership’ of a project, to models being mechanical, inflexible, hierarchical and / or impenetrable.
This session starts by exploring the learning and teaching value ICT can add to curricula, and then describes a process model and framework that I have adapted from existing examples. The accessible, scaffolded approach described is appropriate for very small teams or individuals working with few resources to develop resources ideal for instructors interested in blended learning and/or distance approaches.
The pedagogical underpinnings of a design process are outlined, in which practitioners identify a teaching and learning problem and assess whether ICT could enhance learners’ experience of new or existing programmes, modules, units, sessions, or learning objects. Guiding questions are posed to help support the process, and an iterative practice is encouraged whereby a design is developed, piloted, evaluated, revisited, modified and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to shift.
The practical application of the model and framework is illustrated through an example developed for use in Moodle at UnitecNZ.
The model and framework have yet to be piloted and MoodleMoot will offer a hands-on opportunity for participants to experiment and evaluate the tools in this session by identifying a resource or session that they would like to adapt. Then, working collaboratively, in Moodle they will work through the first part of the process model by completing the framework. Feedback and comments will be gladly accepted."
Associated site: http://efest2008collaboratingbydesign.pbwiki.com/
Please cite as: Owen, H. (2008, October 8-10). Where do I Start? Integration of ICTELT into blended curricula. Paper presented at the MoodleMoot NZ 08, Eastern Institute of Technology, Hawkes Bay, New Zealand.
Thursday, February 12, 2009
Wednesday, February 11, 2009
Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer?
Abstract: "This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men's College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment.
Several benefits beyond the 'static' ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios."
Slideshare presentation: http://www.slideshare.net/hazelowendmc/portfolios-have-long-been-a-part-of-learning-teaching-and-professional-practice-therefore-why-use-eportfolios-and-do-web-20-tools-have-to-offer
Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios
Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009.
Thursday, February 5, 2009
I'm not exactly sure yet (need to think about it further), if I agree with Johannes Bhakfi's vision of Web 3.0, or what the implications may be for education if he is correct. Any ideas? Thoughts? Comments?
One comment that has already been posted to his Slideshare presentation: "Actually, Johannes, I have strong scepticism to the WEB 3.0 idea. When money intrude into creativity, they kill it. The true creators don't think of money, if they do - then money will rule instead...".