Jasperson, Carter & Zmud (2005) advocate that organizations strongly consider capturing users’ post-adoptive behaviors, overtime, at a feature level of analysis (as well as the outcomes associated with these behaviors). It is only through analyzing a community’s usage patterns at a level of detail sufficient to enable individual learning (regarding both the IT application and
Earlier this week I attended a session given by the research ethics folk at my institution. One of the observations was that they’d run training sessions but almost no-one came. I’ve heard similar observations from L&T folk, librarians, and just about anyone else aiming to help academics develop new skills. Especially when people spend time
Why? Apparently there is a digital literacy/fluency problem with teachers. The 2014 Horizon Report for Higher Education identified the “Low Digital Fluency of Faculty” as the number 1 “significant challenge impeding higher education technology adoption”. In the 2015 Horizon Report for Higher Education this morphs into “Improving Digital Literacy” being the #2 significant challenge. While
As it happens, we’ve been talking and thinking about the Visitor/Resident typology (White & Cornu, 2011) that last couple of weeks. The network gods have been kind, because over night a post titled “The resident web and its impact on the academy” (Lanclos & White, 2015) floats across my Twitter stream. Much food for thought.
At least a couple of the students in a course I help out with are struggling a little with Assignment 2 which asks them “to develop a theory-informed plan for using NGL to transform your teaching (very broadly defined) practice”. The following is a collection of bits of advice that will hopefully help. Littered throughout
The following is an edited version of something used in a course I teach that’s currently hidden away in the LMS. I’m adding it here because I’m using it with another group of students. It’s a quick attempt to cover what I perceive to be a reasonable whole for many education students. i.e. what exactly
This is the 2nd post (first here) looking at Instructional Science 43(2) on the topic of “Teachers as designers of technology enhanced learning”. This post looks at Matuk et al (2015) In summary The claim is that the ability for teachers to customise is positive for learning. Teachers’ involvement in curriculum design is essential for
Some colleagues and I are starting to wonder about what type of “digital knowledge” teachers might need. This is occurring in the context of a re-design of a Bachelor of Education. This particular post is a summary of reading and thinking about ideas outlined in Kirschner (2015) and related writings. Apparently Instructional Science 43(2) feature
The following is the outlines the core of the argument used in a talk to folk at UniSA today titled “The perceived uselessness of the Technology Acceptance Model (TAM) for e-learning”. The argument is that the mindset underpinning the implementation of institutional e-learning within Universities focuses on widespread reuse across an institution (and sometimes beyond).