Well, we're in Spain now, and Valencia is a charming city.
- 1 Key Note Speakers, dag 1
- 2 Session A 1:
- 2.1 1. Online Learner Presence Peter Shea, University at Albany, United States of America
- 2.2 3. Online Informal Science Education – From "Math-by-Mail" to "Ask the Expert" Shulamit Kotzer, Yossi Elran, Weizman Institute of Science, Israel
- 2.3 4. Can 'e-Learning Instructors' Stimulate 'Active Instruction'? David Pundak, Orit Herscovitz, Miri Shacham, ORT Braude College of Engineering, Israel
- 3 Session B4: The Open University UK: Institutional Develipment and Policy
- 4 Session B6: Posters
- 5 Key Notes speakers, dag 2
- 5.1 ICT for Education in Europe and the new 2020 Strategy (Brian Holmes)
- 5.2 Andy DiPaolo, "Online Education in Support of Career Development: Needs, Challenges and Opportunities for Higher Education"
- 5.3 Ciaran McCormack, FIS Creative Director, IADT: Dun Laoghaire Institute of Art, Design and Technology, Ireland
- 6 Session D2Networked Learning and Web 2.0 Studies
- 7 Session G5 Faculty Development for E-learning
Key Note Speakers, dag 1
Martin Bean: According to Mr. Bean, an 11yo child told him that going to school is like going on a plane: You sit down, remain quiet for hours, put your trust in someone in front, whom you really don't know. And you have to turn off all your electronic devices....
Courses are the currency of formal education. They provide our chief way of structuring education, but is structure really a prerequisite for quality in higher education?
Courses need to be rendered in real time to the context of the individual: Dissolve course model, provide what is needed by me, now, in the channel I prefer. Examples:
- Connectivism (intends to disrupt the concept of course by forums, wiki, google alerts, SL, blogs etc, all held together by RSS and a course tag).
- Critical Literacies Online
Session A 1:
2. Gunnar presented here, and also 3 other speakers. doc with answers and questions from the presentation
1. Online Learner Presence Peter Shea, University at Albany, United States of America
Recommends: Community of Inquiry Framework (Garrison et. al.).
Current shifts in college enrollments
- more online - learning outcomes are getting better for the online learners - why? Online learners spend more time on learning, and that increases the effect size
- need a new theory for online learning - Community of inquiry framework. Teaching presence and social presence adds up to cognitive presence http://communitiesofinquiry.com/ Still missing the learner..What do effective learners do with their time in the online space? Learning presence - students contribute to their own learning. Self-reflection, self-monitoring, self-regulation
Done a survey with online learners, N=2200.
Learner presence is added to the model with the concept of self-efficacy which leads to more effort and increased cognitive presence. Students in blended learning feel more confident, the presence of the teachers increase their confidence. How can this confidence transfer to online learning?
Want to further develop the framework with the learner presence.
3. Online Informal Science Education – From "Math-by-Mail" to "Ask the Expert" Shulamit Kotzer, Yossi Elran, Weizman Institute of Science, Israel
E-learning advantages with immediate feedback, more interaction and richer interaction and increases learner convenience.
Some drawbacks are up-front costs,
Try to make the learner more active through science articles, demos, forums, games and online science clubs.
Davidson online. Online book with different activities Ask the expert
Activities should be short in duration (they get bored
4. Can 'e-Learning Instructors' Stimulate 'Active Instruction'? David Pundak, Orit Herscovitz, Miri Shacham, ORT Braude College of Engineering, Israel
Active instructors blurr the roles of teachers and students, and also makes the students more creative. They construct knowledge. In active classes all students are active, and the small groups of students form supportive environments.
What's so special about the active instructors?
Small difference between face-face instructors and elearning instructors, but huge difference to active instructors. They keep doing the f-t-f instruction when going online.
Improvement in f-t-f instruction will improve elearning instruction.
Tension between traditional teaching the whole curriculum and teaching for understanding as active instructors, where you focus on learners understanding instead of getting through the learning goals for the subject.
Session B4: The Open University UK: Institutional Develipment and Policy
The Use of Media in Distance Higher Education: The Experience of the British Open University (Tpny Walton)
There are close connections between
- media strategy
- institutional OU strategiy
- teaching and learning strategy
- international strategy
Teaching, learning and capacity to deliver at scale are all influenced by media, here understood as:
- Traditional radio and TV broadcasting
- Internet technology
- Mobile platforms
Review of Broadcast and Media strategy 3 years agosettled on these objectives:
- Enhance delivery
- Enhance networking
- Maximise reach and widen participation
The BBC collaboration traditionally produced material specifically tailored for particular courses. OU now wants to escape the linear delivery and produces smaller units easy to combine in many ways. This leads to huge number of views and also to new students (se Open2.net)
OpenLearn is the OUs digital platform for publishing open educational resources (more than 6000 resources, 400 000 visitors a month and 15% returning visitors).
The Open University Learning Design Initiative (OULDI): New Approaches to Supporting the Design of learning (Grainne Conole)
- Se nettstedet deres for oversikt over verktøy, resutater etc.
- Se CloudWorks, et åpent, open source sosialt nettverk for undervisere, undervisningsplanlegging, deling og samarbeid -- svaret på vår Candy Store Challenge :)
- Damen har sin egen blogg.
Susanne har en brosjyre.
Dette er så spennende at vi bør dra og snakke med dem, gjerne sammen med FUP.
Session B6: Posters
Mye av dette handlet om diverse m-learning. Mobiltelefoner er nå såpass standardiserte at alle kan laste ned læringsobjekter og bruke lms'en via telefonen. Så teknologien er mer moden nå enn sist gang jeg var på en stor konferanse.
Men likevel sier presentørene: Hvorfor skal vi gjøre det? Alle har jo PC'er og her er grensesnittet mye bedre. Dessuten viser det seg at veldig få studenter bruker m-learning aktivt (22%), mens alle bruker PC'en (100%).
Det mest spennende på denne seansen var Byggwiki. Her benytter to forskere fra Høgskolen i S&F en wiki i yrkesopplæring(!). Elevene skal beskrive byggfaglige artikler (hammer,vater m.m.) i artikler i wikien. De skal ikke skrive mer enn 2-3 setninger, så man kobler seg på sms-tradisjonen, som de kjenner fra før. De skal også ta bilder og legge ut illustrasjoner, samt lenke til eksterne ressurser.
Studentene mestret det når de fikk hjelp. Suksesskriteriet var posting-kommentarer fra medelever-ny redigering-kommentar fra lærer. Likner veldig på prosesskriving a la UiO, feks utvit1000
Dette fungerte fint så lenge forskere fra høgskolen styrte prosessen, men ikke så bra når lærerne skulle gjøre det alene. De så ikke helt relevansen.
Jeg mener de burde utvidet praksisen, til å også inkludere mål innen norsk og engelsk.
Dette var moro :-)
Key Notes speakers, dag 2
ICT for Education in Europe and the new 2020 Strategy (Brian Holmes)
Andy DiPaolo, "Online Education in Support of Career Development: Needs, Challenges and Opportunities for Higher Education"
Executive Director, Stanford Center for Professional Development, Senior Associate Dean, School of Engineering Stanford University, USA
Have people trapped in cars for 2 hours each way - how can we give them online learning resources via cell phones while their in their cars? - language training - technical briefings - leader training - "When I was a kid, I went to school. Today, school comes to us", Andy DiPaolo Took advantage of an opportunity!
- Online education is succesful!! It's in the mainstream and its growing - Many providers, both huge and small. Online universities - learners select online learning by quality and other factors
What do the lifelong learners want and expect? (they're you and me!) - busy yet anxious to learn - access anytime anywhere - want choice!!! - start classes when I want to. The learning needs vs the standard courses (why do I have to wait until fall to learn this) - Engage me or rage me ;-)
- active challenging scenarios - want to multitask while learning (which really isn't such a good idea, is it?) No, it really isn't. But you can't force people not to multitask, they have to see it for themselves - Individualized tasks, the just-for-me education. Is this really realistic? - just for me-education (isn't this easier to do if the learner herself chooses and searches for what she wants? Network where she can say "I need to learn this, who can teach me?" and a mentor can say "I'm available for teaching you this over the next weeks". Illlich....)
- from 2.0 to 3.0. Is 3.o an established word/abbreviation/whatever? This is a whole discussion, but the short answer is it's just another word for the next big thing. Bit it contains semantic technologies and automatic parsing of content. I agree, their are a lot of different definitions, and none agreed upon. Every person trying to predict the future, uses the term 3.0 to describe what they mean. Web 2.0 was O'Reily's idea to revitalize online business after the .com bubble burst. The term took a life of its own. Web 3.0 still has no agreed limits. Cool :-) What is 4.0? The Matrix? No, just A matrix, The matrix is something else:-) Yeah, it's when we all plug in :) I want that!
- IBM and SUN now build their training programmes in virtual world - they want to collaborate (talk with people like me, with some of the same concerns, same challenges, basic psychological need) - don't care where the content come from. They want the universities to put together the best content, from whatever source. Want universities to be integrater, collect the content and give the learners certificates. - want to preview courses, they are informed consumers
- development of digital career portfolios - be treated as student as consumer, less delay, is it easy to register? - competitive and variable pricing - timely detailed feedback - delivery to mobile devices - educational renewal during the lifelong career
What is said about the educational sector today: fertile market, massive scale-lots of money-poorly run-existing management is sleepy after monopoly for years
Ciaran McCormack, FIS Creative Director, IADT: Dun Laoghaire Institute of Art, Design and Technology, Ireland
"User-generated Content in the Classroom ... Preparing our Learners for the Future?" In times of change, the learners inherit the earth
 I Irland er det slik at barn, i løpet av den tida de bor hos foreldrene, nesten ikke eksponeres for bøker. Gjennomsnittlig 0-10 bøker i løpet av ca 20 år.... fis.ie - bokklubben for barn, er et tiltak for å gjøre noe med lesing blant barn i Irland. Når du logger inn kan du se andre barn (video) presentere bøker og fortelle deg hvorfor du burde lese bøkene (peer learning).
500+ skoler ble med på 6mnd. Dette er 1/6 av alle skoler i Irland. Noe som er utrolig, mener han, fordi lærere pleier kun å fortelle hverandre om de dårlige greiene (stay away from...)
Session D2Networked Learning and Web 2.0 Studies
Chair: Steve Wheeler, University of Plymouth, United Kingdom
Enterprise 2.0: When Social Networks Transform into Collaborative Platforms
Helene Raimond, Pascal Poty, Walloon Agency for Telecommunications, Belgium
Much of the learning in the SMEs is informal and collaborative ICT-Solutions on the market isn't sufficient, since SMEs are a small marked (which is false) Don't see the need for learning, since they falsely believe that everything can be answered by google and wikis (sic) 20 % of SME in Wallonia (frenchspeaking Belgium, in contrast to Flandern, the Flemish speaking north) having a web page also have a social media page, mostly Facebook Note: After the Facebook seminar at the University of Oslo, several people want to set up Facebook pages to communicate and interact with "users". Maybe an increasing understanding or recognition that social media "won't go away"? Still many managers that don't want their employes to be on Facebook, they are afraid that networking isn't working. Same old story then.. Yeah, they're divided between those who see that this is the new mainstream, and those who are holding on to the past. When companies prohibit use of social networks, they will miss out on a lot of valuable interaction.
Social media of course, makes people contribute and not searching for answers. Think about people visiting the KHM web page and just read, instead of visiting the Facebook page where they can comment, upload pictures and tell their friends about ongoing events. Simply having a Facebook page for your company is not enough, you have t have a corporate culture for sharing, learning and collaborating. Can social media contribute to a culture like this? I think so, because it makes it visible. And all companies want feedback, often they spend a lot of money getting feedback, and I think they love it when they start getting feedback. Social media for customer contact, market research and marketing is huge, but employees had better not do their experimenting and learning in the same sphere where they market the company.
For Belgia (Valonia), language is also a problem. Most French speaking people have an ingrained distrust of English speaking communities/networks. thats productive :-) (and now turn off all your electronic devices..)
EduTubePlus: A European Curriculum Related Hybrid Video Library and e-Services for the Pedagogical Exploitation of Video in Class
Elina Megalou, Research Academic Computer Technology Institute - RACTI, Greece
 The EduTubePlus project aims to develop a European hybrid, multilingual video-based service for schools. This service will integrate thousands of multi-lingual curriculum-related video-clips by major European educational TV & video providers, with tools enabling educators to enrich the library with user-generated clips. 17 partners from 12 countries. EduTube plus to use video in classroom. Video has been used supplementary until now. How to use it as a pedagogical tool instead of just spice (Kure, everyday). Based on active learning. Video should be less than 10 minutes to avoid talking heads or extensive narratation. The video is already available in online repositories. National video library in a lot of countries. The content is there -- what is needed is tools to make the content available in the classroom.
Why develop national video sites when we have YouTube etc? Like utdanning.no, connect repository with curriculum the French tv production is the main contributor to the repository Still don't understand why - because of the connection with learning goals? And because of integration with pedagogical advices on how to use the video clips. They have made a European ontology of curriculum terms to make it easier to find video clips.
A quick search on edutubeplus: "Twitter" - no content "math" - 1 match.
Session G5 Faculty Development for E-learning
Use of Collaborative Tools for Creating Teacher Community
Andrea Karpati, UNESCO Professor of Multimedia Pedagogy, Budapest
- Problem: "We are teachers: We close the door to the classroom, where we are boss."
- Inspire and teach teachers to use multimedia in their teaching not by sharing ready made material but by inviting to co-production.
- Solution: Dialogue about multimedia objects by annotation where everyone shares comments, links, objects etc.
- They tested Asterpix (defunct), Bubbleply and Viddler. Viddler was the winner because it is easy to use, free and lets you post comments and tags at specific points in the video and save for later.