Social Exclusion or Inclusion

2013 ◽  
pp. 90-106
Author(s):  
Gráinne Conole
Keyword(s):  
New Technologies ◽  
Approaches To Learning ◽  
Participatory Culture ◽  
Social Networking Site ◽  
Open Educational Resources ◽  
Learning And Teaching ◽  
Effective Use ◽  
Immense Potential ◽  
Learning Interventions ◽  
Teaching Ideas

This chapter focuses on the implications of the changing digital landscape for education and in particular the implications for learners, teachers, and institutions. It begins by providing an overview of these new technologies and their associated characteristics. It then provides some examples of the ways in which these technologies are harnessed to foster different pedagogical approaches. It is evident that these technologies have immense potential to support more innovative approaches to learning, enabling more personalised and learner-centred approaches. However, there are also a number of downsides to using these technologies. The chapter outlines these and suggests that a new digital divide is being created between those who are able to be part of this new participatory culture and those who are excluded. It argues that we need to change the ways in which we design, support, and assess learning. It provides three case studies that attempt to do this: (1) the creation and use of Open Educational Resources and associated practices; (2) Cloudworks, a social networking site for sharing and discussing learning and teaching ideas; and (3) a new learning design methodology which aims to help guide practitioners in creating learning interventions that make effective use of new technologies.

scholarly journals Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice

2011 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Grainne Conole ◽  
Rebecca Galley ◽  
Juliette Culver
Keyword(s):  
Social Networking ◽  
New Technologies ◽  
Social Networking Site ◽  
Current Debate ◽  
User Interactions ◽  
Academic Practice ◽  
User Behaviour ◽  
Learning And Teaching ◽  
Changing Patterns ◽  
Teaching Ideas

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.

Stepping over the Edge

2013 ◽  
pp. 1609-1630
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Meaning Making ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Making Sense ◽  
New Policies ◽  
The Impact

This chapter considers the impact of Web 2.0 technologies on education and, in particular, how these new technologies are changing learning and teaching practices. It considers their fundamental characteristics and looks at the implications for learners, teachers, and institutions. It argues that the impact on practice can be both positive and negative, and that as a consequence, educational institutions need to develop new policies and strategies. The chapter concludes with two approaches to making sense of and harnessing these new technologies. The first is an example of applying Web 2.0 approaches to facilitating greater dialogue and sharing of learning and teaching ideas, through a social networking site for design. The second argues for greater use of metaphors and other forms of meaning making as a mechanism for understanding Web 2.0 technologies in an educational context.

scholarly journals Cloudworks: Social networking for learning design

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Gráinne Conole ◽  
Juliette Culver
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Teaching Practice ◽  
Social Networking Site ◽  
Learning Design ◽  
Educational Context ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
The Future ◽  
Teaching Ideas

<span>Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs? This paper describes a new social networking site, </span><em>Cloudworks</em><span>, which aims to provide a mechanism for sharing, discussing and finding learning and teaching ideas and designs. We describe the development of the site and the key associated concepts, 'clouds' and 'cloudscapes'. We provide a summary of recent activities and plans for the future. We conclude by describing the underpinning theoretical perspectives we have drawn on in the development of the site and in particular the notion of 'social objects' in social networking and a framework for 'sociality' for transforming user practice online.</span>

Stepping over the Edge

2010 ◽  
pp. 394-415 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
New Technologies ◽  
Meaning Making ◽  
Social Networking Site ◽  
Educational Institutions ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Making Sense ◽  
New Policies ◽  
The Impact

This chapter considers the impact of Web 2.0 technologies on education and, in particular, how these new technologies are changing learning and teaching practices. It considers their fundamental characteristics and looks at the implications for learners, teachers, and institutions. It argues that the impact on practice can be both positive and negative, and that as a consequence, educational institutions need to develop new policies and strategies. The chapter concludes with two approaches to making sense of and harnessing these new technologies. The first is an example of applying Web 2.0 approaches to facilitating greater dialogue and sharing of learning and teaching ideas, through a social networking site for design. The second argues for greater use of metaphors and other forms of meaning making as a mechanism for understanding Web 2.0 technologies in an educational context.

scholarly journals An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Az-eddine Khaloufi ◽  
Hicham Laabidi
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Computer Technology ◽  
Technology Use ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Computer Skills ◽  
Learning And Teaching ◽  
Effective Use ◽  
The Impact

The purpose of this paper is to examine the effect of computer skills on the successful integration of Information and Communication Technologies (ICTs) in Moroccan higher education institutions. Actually, the survival of these institutions in the expansion of modern technologies depends on their readiness to qualify professors and students to implement ICTs for educational objectives. Because of the significant role that computer technologies play in today’s job markets, higher education institutions are required to provide the most appropriate learning and teaching conditions for both professors and students to make effective use of these new technologies within classroom practices. The findings revealed that teachers consider ICTs very essential in their teaching. However, there are low levels of computer technology integration in teaching processes.  This lack of computer technology use in instruction is attributed to several factors. One of these various factors is teachers’ computer skills. It has been found that there are statistically significant differences between professors’ use of ICT with respect to their computer skills, F (4,158) = 32.776, p<0.05.

scholarly journals Effective use of communication and information technology: bridging the skills gap

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Allison H. Littlejohn ◽  
Lorraine A.J. Stefani
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Staff Members ◽  
Constructive Dialogue ◽  
Raising Awareness ◽  
Effective Use

In the context of academic induction courses, exploring conceptions of teaching and learning with new staff members confirms the notion that many academic staff want to teach as they have been taught. To encourage the adoption of new instructional strategies requires raising awareness of how students learn and supporting efforts to teach differently. Creative and flexible teaching requires an awareness of different methodologies, developing new skills with these methodologies and knowing when to apply these methods to optimize students' learning. The process of managing teaching for effective learning is further complicated when staff are expected to use new technologies. Some staff members show an added level of reluctance to engage in constructive dialogue about changes in frameworks for learning and teaching when the potential of communications and information technology (C&IT) is discussed.DOI: 10.1080/0968776990070208

scholarly journals The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction

2018 ◽  
Vol 15 (1) ◽  
pp. 80-97
Author(s):  
Thomas Kehoe ◽  
◽  
Penelope Schofield ◽  
Elizabeth Branigan ◽  
Michael Wilmore ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Curriculum Design ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Change Resistance ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Psychology Course ◽  
Effective Use

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from “sage on the stage” to “guide on the side,” through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.

Tools for the development of innovative entrepreneurship in the region

2019 ◽  
pp. 66-72
Author(s):  
V. P. Basenko ◽  
V. A. Dianova
Keyword(s):  
New Technologies ◽  
High Tech ◽  
Organizational Forms ◽  
Public And Private ◽  
Economic Agents ◽  
Russian Economy ◽  
New Organizational Forms ◽  
Innovative Solution ◽  
Public And Private Cooperation ◽  
Effective Use

The article is devoted to the problems of innovative enterprise development. Since the Russian economy is in a state of financial and economic stagnation, there is a need to apply radically new innovative directions of business activities that ensure the effective use of financial potential within the framework of national projects. Practice shows that today the business sector in Russia is not able to provide a full-fledged demand for new technologies. Therefore, there is a need for substantial state support to provide centralized orders for high-tech industries. There are already examples of combining the efforts of a number of Autonomous economic entities to implement innovative reforms, new organizational forms of interaction have been formed, such as: centers for the implementation of innovative ideas; centers for engineering services; business incubators, etc. The subjects of these organizational forms of cooperation developed and proposed measures aimed at innovative solution of technological problems relevant to the regional economy, as well as for the country as a whole. Link for the efficient interaction of economic agents becomes an inherent characteristic, is the need of implementation of mechanisms of coordination with “network interaction”. It is important to note the fact that the existing relations and forms of regulation of various systems are not permanent, there are no strategic concepts aimed at long-term public and private cooperation.

Envisioning Pedagogical Possibilities of Social Media and Sonic Participatory Cultures

2020 ◽  
pp. 39-63
Author(s):  
Evan S. Tobias
Keyword(s):  
Social Media ◽  
Music Educators ◽  
Participatory Culture ◽  
Music Pedagogy ◽  
Music Learning ◽  
Media Arts ◽  
Learning And Teaching ◽  
Musical Engagement ◽  
Musical Practices ◽  
Pedagogy And Curriculum

Contemporary society is rich with diverse musics and musical practices, many of which are supported or shared via digital and social media. Music educators might address such forms of musical engagement to diversify what occurs in music programs. Realizing the possibilities of social media and addressing issues that might be problematic for music learning and teaching calls for conceptualizing social media in a more expansive manner than focusing on the technology itself. Situating people’s social media use and musical engagement in a larger context of participatory culture that involves music and media may be fruitful in this regard. We might then consider the potential of social media and musical engagement in participatory cultures for music learning and teaching. This chapter offers an overview of how people are applying aspects of participatory culture and social media in educational contexts. Building on work in media studies, media arts, education, and curricular theory, the chapter develops a framework for translating and recontextualizing participatory culture, musical engagement, and social media in ways that might inform music pedagogy and curriculum. In this way, it may help music educators move from an awareness of how people engage with and through music and social media in participatory culture to an orientation of developing related praxis.

Innovations in Learning and Teaching for Manufacturing Engineering under Ubiquitous Computing and Distributed on Mobile Devices Smartphones and Tablets

2017 ◽  
Vol 903 ◽  
pp. 84-91
Author(s):  
Carlos Pazo Martín ◽  
Francisco Aguayo González ◽  
María Estela Peralta Álvarez ◽  
Mariano Marcos Bárcena ◽  
María Jesús Ávila Gutiérrez
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Information Technologies ◽  
New Technologies ◽  
Educational Innovation ◽  
Information And Communications Technology ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Engineering Information ◽  
Manufacturing Engineering

The new technologies of information and communication have opened up new possibilities for training in the field of manufacturing engineering. Information and communications technology contribute to flexible process of teaching and learning thanks to the ease of creating, processing and dissemination of content. They are also an opportunity to improve new learning environments, closer to actual production contexts. But to achieve an efficient process of learning, methodologies (that are based on ICT) should be adapted to the students’ characteristics, the contents and the context. This paper aims to design a model of teaching and learning from educational innovation with the use of information technologies applied to training Manufacturing Engineer using mobile devices as a teaching resource. The tool will be designed to self-education situated in learning contexts and incorporates different instructional strategies for student learning and teacher monitoring.

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