By . My next three or so posts will be looking at key characteristics of media and technologies, again as part of Chapter 8 on ‘Understanding Technology in Education’ for my open textbook, ‘Teaching in a Digital Age‘. In this post, I look at how media and technologies can be classified along the broadcast/communicative dimension. See more...
By Audrey Watters. 2015 will mark the 25th anniversary of the first one-to-one laptop program. In 1990, the Methodist Ladies’ College in Melbourne, Australia gave all its students in Years 5 through 12 a computer. 2015 will mark the 35th anniversary of the publication of Seymour Papert’s Mindstorms. It’ll be the 15th anniversary of Maine Governor Angus King’s proposal to give a laptop to every middle school student and teacher in the state. More...
By Audrey Watters. “What Are MOOCs Good For?” asks the MIT Technology Review, but forgets to list “good for ed-tech clickbait” as one of the answers.
“Top 2014 LinkedIn Skills That Tie Back to Top Coursera Courses”
3 more schools have joined the digital learning consortium Unizin: Ohio State University, Penn State University and the University of Iowa. More...
By Audrey Watters. So when you look back on 2014 – on a school year in which for the first time “minority” students are the majority of public school students, all while less than 20% of their teachers are people of color, on a year that saw unemployment for recent Black college graduates hit a rate more than double that of all college graduates – it’s really, really hard to see education as the vehicle for civil rights. And too often, education been an institution engaged in quite the opposite, playing a key role in exclusion, not to mention in incarceration. More...
By Audrey Watters. This is an aspirational post. After some 35,000 words in a series that has been pretty critical about the state of education technology in 2014, I want to write about something that gives me hope. I believe we can do better. More...
By Audrey Watters. I’m not sure if I expected things to change substantially after last year’s revelations of the massive government surveillance by the NSA. But I guess I’d hoped that folks might be a little more cautious, a little more thoughtful, a little more skeptical about data and technology adoption. Americans are aware and increasingly concerned about the amount of data collection – by the government and by businesses. Some 39% of Internet users globally say they’ve taken steps to protect their privacy and security online. More...
By Cathy Davidson. Useful Links:
Course Description
Futures Initiative Group on Academic Commons
Futures Initiative Group on HASTAC
Collaboratively Written Syllabus (bibliography, topics, and ideas constructed using Think-Pair-Share exercises at four events). More...
By Cathy Davidson. As we begin to assemble the documents, materials, models, and course materials for "Mapping the Futures of Higher Education," the first course offered by the Futures Initiative, I will keep posting some of our central documents. We will be hosting several livestreamed open sessions devoted to the methods, theories, ideas, models, and practices of this course. Yesterday I gave a "baker's dozen" of central ideas behind peer-led, interactife, connected learning, "What Is Learning?". More...
By Cathy Davidson. Here are a baker's dozen of the main principles of connected learning. As you will see, they form an “ecosystem,” where each component influences and changes the others. These apply in any field (although differently in each field). These principles draw from constructivist, engaged “public educators” (Stuart Hall’s term) going back as far as Lev Vygotsky and John Dewey and including Howard Gardner, Franz Fanon, Jacques Rancière, and digital pedagogy theorists including Yochai Benkler, Howard Rhinegold, Mizuko Ito, and many others. More...
. Ist mehr Bildung das Rezept für mehr Wohlstand und Freiheit? Keineswegs immer, schrieb Uwe Jean Heuser. Aber ja doch, erwidert die Bildungsmanagerin Elke Völmicke. Mehr...
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