Theme 1 Table 8 (Blue)

Implications of continuously emerging technologies for learning and learners


Facilitator: Jen Millea
Provocateur: Cherry Stewart
Topic: 21st learning and pedagogy – expectations and making this happen


Theme 1: Implications of continuously emerging technologies for learning and learners

(need to indicate who the learner is? i.e school students, tafe students, uni students, adult learners, learners outside institution environments, etc)

Some possible implications are here: explore those implications.

For example, what will be the impact on assessment of continuously emerging technologies? for skills and literacies, for the scholarship of teaching and learning?

What other areas in addition to those listed here need exploring? Add them to the open themes wiki page.

Comments from the Table to be added below


remembering what our own experiences as learners were then and now

will technology lead to a new pedagogical paradigm
genuine connectivity is the new paradign
what is genuine connectivity - we get on with it, dont care what you use, just if you're connected

Charaacteristics of good pedagogy
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Passionate, immersive, engaged, motivated
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Focused on needs of kids
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Pedagogy is about growing minds and developing kids
pedagogy goes beyond institutional learning - eg WoW - kids learningpedagogy in other areas and in school we impose pedagogy. game designers put motivation at teh centre of the game.
school do not have to be motivated

student experience - motivation is at the centre

habba hotel, club penguin

MOTIVATION at the centre

teaching a creative act.
kids will use technology, but not necessarily for learning
in a game the technology has a purpose

Paul Curtis USA - ask questions they can't google: challenging perception that google just is and will supply the answer
few people push, most people comply

is the paradigm going to shift if people comply?

can't help but paradigm shift because it's happening like it or not.

we know it is happening,but how are we going to meet the needs of the kids and redefine the learning environment

new paradigm :CONNECTIVITY

twitter doesn't provide context so connections and messages get misinterpreted

need EMPATHY

Bering Strait wiki about eskimo community - 11 thousand pages based in the community ie generated from community. we don't do that we just pick bits of networks and communities

Communities – not necessarily baout extension but capturing and strengthening networks (ie kids maintaining their relationsips with their friends using SN, not developing broader networks)

Peoplel come and go out of communities
Technology can be an add on
Twitter/facebook not communities: a product of existing communities

Teaching NEEDS TO BE TWO-WAY CONVERSATION

envisioning schools as communities, students as members of that community
School/TAFE/UNi are artificial communities focused on attainment

Learning is what's importanat

People in a community not seen as an end product of a process which they are in a school/TAFE/Uni

If we want change we need to start with the 'community' not necessarily in curriculum.

Australian teachers have flexibility in terms of how to deliver the curriulum - interpretative and creative

Teacher needs to have social capital in the organisation to enable deviation.

We want to be secure - inhibits new paradigms? ie become compliant? be compliant?
computers in schools will not result in empathy and connectedness

don't bag teachers all the time
teachers haven't been given technology for their own professional learning
teachers need to be supported

emphasis and support on teachers professional learning
PL can be changed by connecting with others, people can change that way.

preservice teachers - teaching them understanding of their own role as a learner



brownwyn, al, john hedberg, christine dennis, jokay, judy oconnell, cherry stewart

(school teaching focused)

Mobility
This refers to both physical mobilty as students move from place to place around Australia and/or around the world, but also the use of devices to enable work-based learning, on-site learning etc.

work-based learning/home/institutional






Skills Knowledge and literacies
What are the core skills that each learner must posses?
How can new skills and literacies be embedded in teaching and learning in a timely way?
Is there a need to change the curriculum to accommodate new skills and literacies?
How do these skills meet the skills sets required in the 21st century workforce?

21st century citizen/workforce skills/expectations: deep learning









Assessment and curriculum development
With shifts to collaborative learning, online learning, mobile learning likely to take place, what are the impacts on assessment of students? For peer assessment processes of group work? For instances where collective intelligence of the group can provide multiple, valid responses? What does this mean for teachers, students, curriculum development?

What would assessment look like if the focus on personalised learning? How does curriculum development keep pace with change and new technologies?

collective intelligence/multiple answers/peer assessment/toos








Certification
What will the impacts be on certification, recognition of prior learning, qualifications?

formal courses/distance/flexible/open content












Mass amateurisation
Technology enables anyone with internet access to publish their photos, text, videos online. What does will that mean for authority, authorship, copyright, moral rights?

self publication









Teaching methods
Will shifts in technology change the methods and strategies used for teaching? If so, how? How do teachers continue to be effective?

teaching and learning theory









Roles
Will the role and nature of the 'teacher' change? If so, how? What does a 21st century teacher look like? How do they learn?










Other