Recently, I had the privilege of organizing a workshop for the Faculty of Humanities and Social Sciences at Athabasca University. The goal was to help the organization work through what they might need to do to put in practice a new strategic plan which calls for student-centered and open digital learning. I used the slides below to assist faculty, instructors, and instructional designers translate theory into practice.
Networked Scholars, or, Why on earth do academics use social media and why should we care? (workshop)
Below are slides from a workshop I gave on the use of social media by academics. During the workshop I described how/why academics use social media and online networks for scholarship, and explored the opportunities and tensions that exist in these spaces. Throughout the workshop, I facilitated small group and large group conversations on this topic based on participant interests. Topic we investigated included social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; and social media use for networked learning.
I was at the Emerging Technologies in Authentic Learning Contexts Conference in Cape Town this week, where I gave one of the keynotes. In my talk, I highlighted some of the assumptions of the Educational Technology evangelists and explained how educational technology as an industry departs from educational technology as a field of study. I argued for context-driven innovation, and gave some examples from our current/upcoming research to explain these arguments. My slides are below.
An interesting article this morning from Jeff Young at the Chronicle of Higher Education notes:
One of the obstacles to bringing “adaptive learning” to college classrooms is that professors, administrators, and even those who make adaptive-learning systems don’t always agree on what that buzzword means. That was a major theme of a daylong Adaptive Learning Summit held here on Tuesday. Several people interviewed at the summit, held by the education-innovation group National Education Initiative, noted that part of the problem is a proliferation of companies that make big promises based on making their technologies adaptive, yet all use the term slightly differently.
I would counter that the big (and unsubstantiated) promises are a greater problem than the buzzwords, but the lack of clarity on what these concepts refer to are an issue, too.
The introductory sentences from Online Learning: Emerging Technologies and Emerging Practices (the second edition of the Emerging Technologies in Distance Education book I edited, which is forthcoming in 2016), make a similar argument:
Many of these (new) approaches to education and scholarship can be categorized as either emerging technologies (e.g., automated grading applications within MOOCs) or emerging practices (e.g., sharing instructional materials online under licenses that allow recipients to reuse them freely).
The terms “emerging technologies” and “emerging practices” however, are catchall phrases that are often misused and haphazardly defined. As Siemens (2008, ¶ 1) argues, “terms like ‘emergence,’ ‘adaptive systems,’ ‘self-organizing systems,’ and others are often tossed about with such casualness and authority as to suggest the speaker(s) fully understand what they mean.”
A clearer and more uniform understanding of emergence and of the characteristics of emerging technologies and practices will enable researchers to examine these topics under a common framework and practitioners to better anticipate potential challenges and impacts that may arise from their integration into learning environments.