John G. Hedberg

Disruptive Technologies - disrupting pedagogies elearning effective elearning requires rethinking of learning activities and identifying the right technologies for the tasks the extent to which a student gains the same pedagogical benefit from a printout of your web resources... How teachers use elearning top is access to materials, etc. information presentation bottom is the group and interactive experiences teachers not using creatively but students find use important and personal benefits learning connections discuss ideas stay connected to others gauge progress on discussion board see other students qs benchmarking against others ask uncomfortable qs connected to instructors Disruptive innovations a new technological innovation that displaces an existant dominant technology (clayton christensen, 2003) John used photography as example other examples -the decline of aristotelian dialogue with ther rise of textbooks -ramus and his "method" in the 1500s On the surface seems great but with example of textbook, has gone from all text to almost all images and unless activity is set up so that student puts narrative back together then it doesn't make sense, look at worksheets that require one word answers... the obverse of disruptive innovations, horse drawn automobile, street sweeping machine. look at interactive whiteboard - sustaining innovation that doesn't change pedagogy and its this sort of technology that is easily adapted in classrooms Mediating tools... -increasing the ways in which the tools can be used -instant movies -conversion between representational formats -rethinking the visual and interactive froms to create new interactions with content (cf Amazon vs. traditional bookstores) Using what the technology affords! -technology has enabled visual and aural informatin display within software -tech supports constructivist philosophical orientation -increased recognition of social cognition... ... Anatomy of elearning New learning taxonomy Outcomes | Interactive activity | digital asset | support | assessment add the descriptors Examples -games -learning objects -digital repositories -creative uses of the tech )building on multiple modalities and multi literacies -social networks Games Quest Atlantis - disrupts pedagogy, talking across grades, devising shared resources rather than working in silos, neg responses from those who weren't invited or those who were dragged in, much more interesting world for students Digital asset reusability there are some real probs with learning objects they can do: -information display -conceptual models -contextual rep -LAMS - pedagogical assets, more meaningful than simple learning objects LMS vs. Digital repositories (libraries) G-portal project PBL with digital libraries Social networks and -discussion forums, adding little photo totally changes the nature of the interaction Authentic tasks for collaborative elearning -cell phone activity of orientation and debate w/evidence sent back to class -exercise in communication and geographical landscapes -lenght of argumentative text messages were interesting and rather full considering small screen Virtual field trip -NASA, ACA, and ICT Innovations Centre -overview of the site and resources -focus on data for scientific exploration and inquiry processes -extended CD resources with wiki ******************************** this makes me think about RETA curriculum, we should look at this and see if its possible to add collab tools to our existing stuff... Activity types rule focus ... Searching for the disruptive! Teacher use | Student use presentational | Using ppt in a lecture |ppt to report back generative representational (transduction) elearning possibilities find chart engagement | passive interest | dynamic interaction | Flow state elarning | transfer | translate | transcend applications | lists of activities learning outcomes | lists of outcomes he recommends blogs and wikis next steps recognize students' time poverty increase authentic integration activities ...