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![-JOI ITO
I DON’T THINK THAT EDUCATION
IS ABOUT CENTRALIZED INSTRUCTION
ANYMORE;
RATHER, IT IS THE PROCESS [OF]
ESTABLISHING ONESELF AS
A NODE IN A BROAD
NETWORK OF DISTRIBUTED CREATIVITY.](https://image.slidesharecdn.com/gqhdvlskskjsiyhokikz-signature-e8d521fd48b23c6e66de570f3201688b8f0ac79b19dfb0172831d45a6dd6523e-poli-140825001212-phpapp01/85/Exploring-the-EdTech-Landscape-a-learning-session-for-Chisholm-Online-33-320.jpg)
![If institutions of learning are going to help
learners with the real challenges they face,…
[they] will have to shift their focus from
imparting curriculum to supporting the
negotiation of productive
identitiesthrough landscapes of
practices.
-ETIENNE WENGER](https://image.slidesharecdn.com/gqhdvlskskjsiyhokikz-signature-e8d521fd48b23c6e66de570f3201688b8f0ac79b19dfb0172831d45a6dd6523e-poli-140825001212-phpapp01/85/Exploring-the-EdTech-Landscape-a-learning-session-for-Chisholm-Online-44-320.jpg)
![-JOI ITO
I DON’T THINK THAT EDUCATION
IS ABOUT CENTRALIZED INSTRUCTION
ANYMORE;
RATHER, IT IS THE PROCESS [OF]
ESTABLISHING ONESELF AS
A NODE IN A BROAD
NETWORK OF DISTRIBUTED CREATIVITY.](https://image.slidesharecdn.com/gqhdvlskskjsiyhokikz-signature-e8d521fd48b23c6e66de570f3201688b8f0ac79b19dfb0172831d45a6dd6523e-poli-140825001212-phpapp01/75/Exploring-the-EdTech-Landscape-a-learning-session-for-Chisholm-Online-33-2048.jpg)
![If institutions of learning are going to help
learners with the real challenges they face,…
[they] will have to shift their focus from
imparting curriculum to supporting the
negotiation of productive
identitiesthrough landscapes of
practices.
-ETIENNE WENGER](https://image.slidesharecdn.com/gqhdvlskskjsiyhokikz-signature-e8d521fd48b23c6e66de570f3201688b8f0ac79b19dfb0172831d45a6dd6523e-poli-140825001212-phpapp01/75/Exploring-the-EdTech-Landscape-a-learning-session-for-Chisholm-Online-44-2048.jpg)
Uploaded byJoyce Seitzinger
Exploring the #EdTech Landscape - a learning session for Chisholm Online
The document explores the evolving landscape of e-learning and the impact of disruptive technologies in education, particularly highlighting MOOCs as a transformative force. It discusses the importance of open educational resources (OER) and the need for institutions to adapt to decentralized learning environments. The author emphasizes a shift towards supporting learners in navigating personal and collaborative learning experiences rather than strictly delivering curriculum.
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Exploring the #EdTech Landscape - a learning session for Chisholm Online
- 1. EXPLORING THE EDTECH LANDSCAPE JOYCE SEITZINGER CHISHOLMONLINE 21 AUGUST ’14
- 2.
- 3. WHAT I’VE SEENIN 15 YEARS E-LEARNING
- 5.
- 8. Just your averagee-learning role Moodle Admin Course Builder Learning Designer Teacher eLearning policy & strategy Trainer Moodle Helpdesk Graphic Designer
- 9.
- 11. cc licensed flickr photo by courosa: h"p://flickr.com/photos/courosa/344832659/
- 12. cc licensed flickr photo by courosa: h"p://flickr.com/photos/courosa/2922421696/ Insert any professional
- 14. E-LEARNING MOBILE LEARNING SOCIAL(NETWORKED) LEARNING
- 15. WITH NEW TECH,NEW THEORIES
- 16.
- 17.
- 18.
- 19. “Disruptive technologies bringto market a very different value proposition than had been available previously. Generally, disruptive technologies underperform established products in mainstream markets. But they have features that a few fringe (and generally new) customers value. Products based on disruptive technologies are typically cheaper, simpler, smaller and, frequently, more convenient to use” - Clayton Christensen DISRUPTIVE INNOVATION
- 20. “It’s been interestingwatching this unfold in music, books, newspapers, TV, but nothing has ever been as interesting to me as watching it happen in my own backyard. Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.” Clay Shirky DISRUPTIVE INNOVATION
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- 24. Image cc license by Mathieu Plourde
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- 26. “Those who create OERs are becoming much more comfortable in sharing resources through open repositories such as Jorum, Merlot, Humbox and insPtuPonal repositories, through increasing numbers of resources deposited. However, finding evidence of the re-‐use of these resources can be as straigh[orward as finding a raindrop in an ocean.” h"p://www.jisc.ac.uk/blog/sharing-‐the-‐love-‐for-‐oer-‐and-‐you-‐should-‐too-‐09-‐may-‐2014
- 27.
- 28. NEW PLAYERS &FORMATS TO WATCH
- 29.
- 30. QUICK EXERCISE (3mins) Personal InsPtuPonal Resident Visitor
- 31. QUICK EXERCISE (3mins)
- 32.
- 33. -JOI ITO I DON’TTHINK THAT EDUCATION IS ABOUT CENTRALIZED INSTRUCTION ANYMORE; RATHER, IT IS THE PROCESS [OF] ESTABLISHING ONESELF AS A NODE IN A BROAD NETWORK OF DISTRIBUTED CREATIVITY.
- 35.
- 36.
- 37. about the people cc licensed flickr photo by shareski: h"p://flickr.com/photos/shareski/465487261/
- 38.
- 39.
- 40. VENN DIAGRAM Tools & pracPces students use to socialize Tools & pracPces students use to study ?
- 41. By Doug Belshaw @dajbelshaw WebLiteracy Lead at Mozilla FoundaPon
- 42.
- 43. People live theirlives and learn across multiple settings, and this holds true not only across the span of our lives but also across and within the institutions and communities they inhabit – even classrooms, for example. I take an approach that urges me to consider the significant overlap across these boundaries as people, tools, and practices travel through different and even contradictory contexts and activities. -KRIS GUTIERREZ
- 44. If institutions oflearning are going to help learners with the real challenges they face,… [they] will have to shift their focus from imparting curriculum to supporting the negotiation of productive identitiesthrough landscapes of practices. -ETIENNE WENGER
- 45. BOUNDED V OPENONLINE SPACES -CATHERINE CRONIN
- 46. LEARNER AT THECENTRE
- 47. CHANGING ROLE FORTHE LMS
- 48. HOW DO WEMANAGE THIS?
- 49. 1. WORK INA TEAM 2. DESIGN A LEARNING EXPERIENCE 3. CHOOSE YOUR TOOLS 4. BE AGILE
- 50. h"p://tpck.org TOO COMPLEXFOR ONE
- 51. Action mapping byCathy Moore Goal DO A A A DO DO A A DESIGN A FOCUSED LEARNING EXPERIENCE
- 52. Action mapping byCathy Moore Goal DO A A A DO DO A A i i i i i
- 53. OTARA by KateHunt
- 54. Example: Create visualartefacts
- 55. Example: Create visualartefacts Goal: learn to communicate visually and openly Actions: Create an infographic, Release it under a creative commons license Monitor impact Activities: Open an account on piktochart, Choose a topic, Find data you need, Create infographics, Choose and add creative commons license, Choose a publishing space Information resources: Creative commons, Help on piktochart, Resources on quality infographics, Guide on monitoring analytics
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- 58. FROM GUTENBERG TOZUCKERBERG “One thing we’ve learned from the history of communications technology is that people tend to over-estimate the short term impact of new technologies – and to underestimate their long term implications” - John Naughton
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- 60. Images Compass: cc license from h"ps://www.flickr.com/photos/calsidyrose/4925267732 Mixing Panel: cc license from h"ps://www.flickr.com/photos/sergiu_bacioiu/4370021957/ Moodleman: permission Julian Ridden Networked Teacher: cc license by Alec Couros: h"p://flickr.com/photos/courosa/2922421696/ Open educaPon and flexible learning -‐ Graphic illustraPon CC license Gavin Blake, h"p://twi"er.com/feverpicture Swiss Army Knife: cc license from h"ps://www.flickr.com/photos/ajc1/4663140532/