Wednesday, May 30. 2012
Mobile is the big thing in computers, and apps is the big thing in software for those mobile devices, but educators and schools are still behind these trends.
That's not surprising. It took longer to get computers and then the Internet into classrooms than all the prognosticators were saying 25 years ago.
Students, especially at the higher levels, are bringing their own devices to class. That's enough of a trend in itself that a search on BYOD will turn up lots of results. As is often the case with technology, the business world has already been dealing with BYOD issues (such as usage policies) before schools gave it any serious thought. BYOD has a Wikipedia entry too, so it's official.
Students bringing their own technology (smartphones, tablets, and laptops) is moving down from higher ed to K-12 education. The model has always been that schools provided the technology that students would need. Some of that tech "funding" is being passed on to students and parents without schools even asking via the BYOD trend. This has also reduced a school's responsibility for support and upgrades.
But one thing that hasn't changed much in 25 years is deciding what software should be used. Schools or teachers still have most of the control over content and oftentimes that also means the software.
In 1990, there may have been dozens of software titles in an academic area and it was difficult to preview, review and test them. With the rise of apps on mobile devices, there are hundreds or thousands of titles to sift through to find ones with good educational uses.
Most educators don't have the time to go through the process. More and more, textbook companies drive adoption by bundling software with textbooks. Hopefully, educators can begin to use the filters, curation and recommendations of peers aided by sites (and even apps) and contribute their own reviews for others.
I find many more sites with a K-12 focus rather than higher ed, so far. Here are a few samples:
IEAR- I Education Apps Review - reviews on apps, schools spreadsheets of Apps, student reviews
SNapps4Kids these reviews have an embedded list of skills that are addressed in the app (very important in K-12's world of objectives and assessment
Scoop it- Recommended Educational App Lists - on this site you can join or just look at the reviews
Apps in Education - a blog that includes apps for music, math, English, special needs and more
App Advice is interesting because it is a website and also an app itself. The appadvice app is $1.99.
Have you found other reliable sources?
Monday, May 28. 2012
Udemy, the company that allows any us to create and sell courses through its online platform, also has "The Faculty Project." This part of their site is devoted to courses by professors from some of the country's elite institutions.
Udemy is a for-profit, but The Faculty Project offerings from Colgate, Duke University, Stanford University, Northwestern University, Vanderbilt University, the University of Virginia, Dartmouth College and Vassar College are free.
Obviously, their goals with the project are to get you in with a free course in the hope that you will pay for another course, and those top schools help elevate the brand.
Some of the courses seem to be a collection of informational lectures, which is not my idea of a good online "course" but you can certainly learn from them. There have been mentions online of plans to administer quizzes and grades/badges. You don't submit work and you don't get feedback. its anticipated droves of students, which may number in the tens or hundreds of thousands.
It might be worthwhile for other colleges to look at their courses as a model for developing quality courses on a budget. Udemy says it is developing the Faculty Project courses at $500 apiece.
Friday, May 25. 2012
The Technologies in Education Forum was held on May 22, 2012 sponsored by The Atlantic Magazine. The forum focused mainly on the ways in which technology is affecting primary and secondary age students, but there was a discussion on job training for the future.
4 info bits presented at the forum:
- A 2011 poll showed that 50% of individuals prefer a less effective in-person teacher compared to a more effective online teacher.
- 40% of US children between the ages of 3-5 (important developmental ages) do not attend pre-school or kindergarten.
- The state of California decides the number of new jail beds to create based on the reading scores of its 3rd grade students.
- Almost every job that pays a livable wage requires STEM knowledge.
- Microsoft (a panel participant) has 5,000 job openings; of which ½ require STEM skills. The STEM related jobs have a starting salary of $100,000.
Technologies in Education Forum: http://events.theatlantic.com/technologies-education/2012/
Change the Equation: http://www.changetheequation.org/sites/default/files/CTEq_VitalSigns_Supply%20%282%29.pdf
American Graduate: Let’s Make It Happen: http://www.americangraduate.org/
Thursday, May 24. 2012
Every year I read the the NMC Horizon Report to see what they predict will be the technologies that will have an impact in higher education. The 2012 report was released jointly by NMC and the Educause Learning Initiative.
The report looks at technologies that will have an impact in the next five years (near term, mid-term, and longer term). They also examine "critical challenges" facing education.
The near-term technologies are mobile apps and tablet computing which are changing the nature of computing for end users and developers. The larger suites of integrated software are being replaced by free and cheap apps that focus on doing one or a few things well and integrate with other apps easily. And, though I agree that mobile computing, tablets (iPads etc.) are influencing teaching and learning, I don't see any clear impact yet.
Two technologies that are more mid-term (2 or 3 years from having a major impact) are game-based learning and learning analytics.
"Learning analytics" may have more of an impact on the administration and decision-making levels than directly in the classroom. The term usually refers to both traditional strategies used in student retention, and newer methods of aggregating data from many sources to get a picture of how learning is happening and what is working best. If you have read previous reports, you know that long-term items, like learning analytics, often move closer in time if they grab traction in schools. Learning analytics, for example, seems to have benefited from some funded initiatives in the past few years.
Game-based learning has been on the list for a few years, but I don't feel like it has gotten any closer to making an impact. At one time, virtual worlds was a somewhat related technology, and that has almost dropped off the educational planet the past two years. Both technologies are ones that offer the possibility of using collaboration, problem solving, communication, critical thinking, and digital literacy. But the results have not been all that impressive. Online social games have certainly been big the past few years, but their application or any transference to learning is still lacking.
If you're writing your proposals for grants and conferences, you might want to get a jump on those technologies that are still four or five years out. Two to look into are gesture-based computing and the "Internet of Things."
Gesture-based computing fits right into gaming and mobile devices. Think of Wii games and swiping that smartphone or tablet. The ideas driving its use in education is that it can transcend linguistic and cultural limitations. Watch a two year-old play with an iPad and you realize that not relying on language or any specific language might be a major plus. These devices also encourage interaction and just plain old play as a way to explore and learn. That is certainly true with younger students, but not lost on older and adult learners. Android and Apple smart phones and tablets, the Microsoft Surface, ActivPanel, Nintendo Wii and Microsoft Kinect systems, are all playing with these ideas.
The "Internet of Things" is further out there in years and in my ability to explain exactly what it means to education. It is certainly about the evolution of smart objects which are interconnected items in ways that make the line between the physical object and digital information very blurry or invisible.
You should look into IPv6 and how it is used in small devices with unique identifiers. You probably know a bit about RFID devices that are used in stores to track products, purchases and inventory. They store data and they can send that information to external devices via the Internet. We can already use them in schools to do similar things like tracking attendance, research subjects, and equipment. But how it might be used for learning is about as blurry as the line it is erasing.
Which brings us to challenges. In brief, these are the five technology-oriented challenges facing higher education according to the report.
1) Economic pressures from new education models, forcing traditional institutions to control costs while maintaining services;
2) The need for new forms of scholarly corroboration as traditional peer review and approval become more and more difficult to apply in light of new methods of dissemination;
3) The growing importance of digital literacy and lack of digital literacy preparation among faculty;
4) Traditional institutional barriers to the adoption of new technologies; and
upheavals that are putting libraries "under tremendous pressure to evolve new ways of supporting and curating scholarship."
In my educational world, economics is very important, but the barriers of 3 and 4 are much tougher to overcome.
Tuesday, May 22. 2012
Sipping from the fire hose that is the Web gets harder every day because of the amount of information that is available. You probably have your own methods of filtering or curating the Web for yourself. Perhaps, following this blog and others is one of those ways that you use other "trusted" sources to do some filtering for you.
Friday, May 18. 2012
I have been an advocate for open textbooks. I think they are a good way to cut costs and put more textbooks in the hands of our students. But I'll admit that they are not widely used.
Wednesday, May 16. 2012
Harvard University and the Massachusetts Institute of Technology made an announcement recently that gave more energy to my feeling about the University 2.0 that is coming. They announced edX, a joint platform for massive online versions of their courses. See http://www.edxonline.org
These massive open online course (MOOCs) projects that I have written about before (Coursera, Udacity etc.) seem very "open" and allow online access to professors and courses that would be unimaginable to many people.
But the two universities are also describing edX as a research project on how students learn and how technologies can facilitate effective teaching both on-campus and online.
Coursera had said earlier that they want to use their usage data to “understand human learning" too.
Stanford and MIT moved into these online projects in 2011. Other higher ed big players like Princeton University, the University of Pennsylvania, the University of Michigan
at Ann Arbor, and the University of California at Berkeley are also planning to have MOOCs with help from Coursera. (Coursera was started by two Stanford engineering professors and has venture capital behind it now.)
Monday, May 14. 2012
For my graduate students in "Designing Social Media" this summer, I created this list of outside reading in various aspects of using social media.
Social media is a topic that is changing so rapidly that using a traditional textbook or even a popular title is almost impossible. Some of these titles are not new and are included because they not only give some historical context to the discussion, but they contain the "theory" of using social networks and media. Having students look at that theory and compare it to the current practices is valuable.
I wish all the readings could be from open textbooks and readings available online for free. I do use many articles available online and I assign some readings from open textbooks such as The Wealth of Networks: How Social Production Transforms Markets and Freedom by Yochai Benkler. Benkler's entire book is available for free download at http://cyber.law.harvard.edu/wealth_of_networks/
Students are required to select a book for outside reading.The titles below have been used in previous semesters or were recommended by students and faculty. They cover a wide range of social media and related areas. Hopefully, students choose a book close to their own interest in the field - marketing, visual design, theory etc.
Do you have a suggestion for titles to be added? Post titles, comments or links in the comments area.
(Page 1 of 2, totaling 12 entries) » next page
Original content in this work is licensed under a Creative Commons License