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Introduction to checet 2012 course
This document provides an introduction and overview of the CHECET course on Emerging Technologies to improve Teaching and Learning in Higher Education. It defines emerging technologies as evolving innovations that may be disruptive but whose potential is not yet fully realized. The course will explore characteristics of emerging technologies and involve experiential exercises using social media and an individual project to design a technology-enhanced learning activity. Students will complete readings, develop a prototype, engage in online and face-to-face sessions, and have the opportunity to participate in a research study on the course.
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Introduction to checet 2012 course
- 1. Introduction to CHECET course Vivienne Bozalek University of the Western Cape
- 2. Welcome to theCHEC course on Emerging Technologies to improve Teaching and Learning in Higher Education! •
- 3. But what areEmerging Technologies (ETs)? http://www.nytimes.com/2012/02/23/technology/personaltech/onlive-desktop-plus- pu DAVID POGUE, The New York Times, February 22, 2012.
- 4. Characteristics of ET 1.May or may not be new technologies 2. Evolving organism, that exist in the state of coming into being 3. Go through hype cycles 4. They are not yet fully understood 5. They are not yet fully researched 6. They are potentially disruptive, but that potential is mostly unfulfilled Veletsianos, 2010:13-17
- 5. Hype Cycle forEducation 2011 http://www.cloudave.com/14339/hype-cycle-for-emerging-technologies-2011-idea- management-enlightenment/
- 6. Johnson & Adams(2011:1)
- 7. What are you? Rogers(1995) Diffusion of innovations theory where he classified individuals
- 8. • ● Onefull-day face-to-face session (8 hours):2 May 2012 • ● Two half-day face-to-face sessions (5 hours): 16 May & 6 June 2012 • ● Three online sessions of at least 60 minutes each (9, 23 & 30 May 2012) • ● Self study (34 hours)
- 9. Communication via ET(practising what we preach)! • ●Facebook through the closed group CHECET 2012 http://www.facebook.com/groups/checet2012/ • ● Course platform will be on Google’s Blogger: http://checet.blogspot.com • ● Wiki-site for technology tool repository: http://checet.wikispaces.com • ● Twitter hashtag for the course: #checet • ● Adobe Connect for web conferencing http://meeting.uct.ac.za/checet/ • ● Pod-/ Vod-/ Screencasts published on blog and Facebook group • ● Google forms for survey
- 10. What do youhave to do? • Individual and collaborative experiential exercises both f2f & in a social media space • Access and read relevant literature in the field • Exploring your own context and student needs • Design and develop a prototype of a technology enhanced • activity • Formatively evaluating this prototype • Present this to the course participants and facilitators • Reflect on your learning experience
- 11.
- 12. Assessment marks andcertificates
- 13. The Scholarship ofTeaching and Learning Transcending teaching/research divide
- 14. Roger and KarinMoni presentation at UWC
- 15. We would liketo research this course and would invite you too as well • Learn about the needs of higher educators • Improve our practice in facilitating courses with higher educators • Probe relationship between teaching and learning • Consider how higher educators experience various ETs • Transform curriculum and pedagogy • Engage in critical reflection on our practice • Share and disseminate with larger audience
- 16. Readings for thecourse Dabbagh, N & Bannan-Ritland, B (2005) Online learning: Concepts, strategies and application. Upper Saddle River, New Jersey: Pearson. Companion website: http://www.prenhall.com/dabbagh/ollresources/
- 17. Readings for thecourse Bower, M (2008) Affordance Analysis – matching learning tasks with learning technologies, Education Media International, 45(1), 3–15.
- 18. Readings for thecourse Anderson, T & Elloumi, F (Eds) (2004). Theory and Practice of Online Learning. Athabasca University,(online book). Available: http://cde.athabascau.ca/online_book/
- 19. Readings for thecourse Mehlenbacher, B 2010. Instruction and Technology: Designs for everyday learning. MIT
- 20. Readings for Course Siemens,G & Tittenberger, P (2009). Handbook of Emerging Technologies for Learning. Availablehttp://www.scribd.com/doc/54496169/Handbook-of-Emerging-Technologies-for- Learning-Siemens-Tittenberger
- 21. Readings for thecourse Veletsianos, G. (ed.) (2010). Emerging Technologies in Distance Education, (online book). Edmonton: AU Press. Available: http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010- Emerging_Technologies_in_Distance_Education.pdf
- 22. Readings for thecourse Weller, M. (2011). The Digital Scholar: How Technology is Transforming Scholarly Practice. Bloomsbury Academic. Available: http://www.bloomsburyacademic.com/view/DigitalScholar_9781849666275/chapter- ba-9781849666275-chapter-013.xml
- 23. Recommended reading Beetham, H& Sharpe, R (Eds) (2011) Rethinking pedagogy for a digital age: designing and delivering e-learning. London; New York: Routledge.
- 24. Recommended readings Harris, J,Mishra, P & Koehler, M (2009) Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), p393- 416.
- 25. References Johnson, L. andS. Adams. 2011. Technology Outlook for UK Tertiary Education 2011- 2016: An NMC Horizon Report Regional Analysis. Austin, Texas: The New Media Consortium Rogers, E. 1995. Diffusion of Innvation. 4th ed. New York: Free. Rust, B., J-M. Lowendahl, R. Bonig and M. Harris. 2010. Gartner Report, 17 Nov Sharpe, R., Beetham, H., & de Freitas, S. (Eds.). (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. London: Routledge. Veletsianos, G. 2010. Emerging Technologies in Distance Education. Theory and Practice. Edmonton: AU Press.
Editor's Notes
- #5 Emerging and new are not necessarilysynonomousWhile for example, Twitter may be an emerging technology, various practices on Twitter platform may already be establishedToday’s ET may become tomorrow’s fad – must remain sceptical about sudden transformation. ETs go through cycles of euphoria, adoption, use, maturity, impact, enthusiasm or even infatuation. Some will remain, others fade into backgroundCan’t yet fully understand the implications and what they offer teaching and learning, what they mean for educators and for institutions. It is not predictable we can’t determine in advance what will happen but only make sense of it after the event (Williams et al. 2011).Initial investigations often evangelical and describe superficial aspects of the technology without understanding the affordances of the technology and how these provide different ways to learn. Newer technologies can also be used in old traditional ways.Lack of research impedes disseminationAccording to Veletsianos (2010:17) emerging technologies are ‘tools, technologies, innovations, and advancements utlized in diverse educational settings to serve varied education-related purposes’. We are still learning and still learners with regard to the affordances of ETs. There is an absence of empirical work or practitioner knowledge base to explore enhancement of practice. Veletsianos (2010:17) personal technologies often sit uneasily with institutions; in some cases they are even banned within the university buildings and networks (Parry, 2005).
- #6 he latest hype cycle is below, and here are the descriptions of the major stages of it.1. Technology TriggerA breakthrough, public demonstration, product launch or other event generates significant press and industry interest.2. Peak of Inflated ExpectationsDuring this phase of overenthusiasm and unrealistic projections, a flurry of well-publicized activity by technology leaders results in some successes, but more failures, as the technology is pushed to its limits. The only enterprises making money are conference organizers and magazine publishers.3. Trough of DisillusionmentBecause the technology does not live up to its overinflated expectations, it rapidly becomes unfashionable. Media interest wanes, except for a few cautionary tales.4. Slope of EnlightenmentFocused experimentation and solid hard work by an increasingly diverse range of organizations lead to a true understanding of the technology’s applicability, risks and benefits. Commercial off-the-shelf methodologies and tools ease the development process.5. Plateau of ProductivityThe real-world benefits of the technology are demonstrated and accepted. Tools and methodologies are increasingly stable as they enter their second and third generations. Growing numbers of organizations feel comfortable with the reduced level of risk; the rapid growth phase of adoption begins. Approximately 20% of the technology’s target audience has adopted or is adopting the technology as it enters this phase.
- #7 New Media Consortium
- #8 Source: http://mediaexposure1.blogspot.com/2011_07_01_archive.html1. Innovators- The adoption process begins with a tiny number ofvisionary, imaginative innovators2. Early adopters: Once the benefits start to become apparent, earlyadopters leap in. They love getting an advantage over their peers and they have time and money to invest3. Early majority: They are followers who are influenced by mainstream fashions and wary of fads. They are looking for simple, proven, better ways of doing what they already do. 4. Late majority: They are conservative people who hate riskand are uncomfortable your new idea.5. Laggards: They hold out to the bitter end. They arepeople who see a high risk in adopting a particular product orbehavior
- #14 Ernest Boyer and his colleagues at the Carnegie Foundation in the USA in 1990 developed the notion of SoTL in an attempt to transcend the research and teaching divide by redefining the nature of academic practice as ‘scholarly work’ (Brew, 2006:1).Evidence-based critical reflection on practice aimed at improving practice (Prosser, 2008:1)Transform curriculum development and pedagogy to impact on thought and practiceProbes relationship between teaching and learningTransmission of knowledge no longer valid – how students construct knowledge in an authentic context requires both pedagogical knowledge and content knowledge on the part of lecturers. How students learn is important. It is in the doing of the discipline that content becomes pedagogy and vice versa.Dialogic discourse – two way communication where participants support their own positions with justification and listen to others’ positions with the goal of mutual understanding (Innes, 2007:1)The teacher-scholar is both committed to scholarship in the disciplinary field and to successful student learning through teaching and effective institutional practices