What if our digital technologies were protean? Implications for computational thinking, learning, and teaching

David Jones, Elke Schneider To be presented at  ACCE’2016 and an extension of Albion et al (2016). Abstract Not for the first time, the transformation of global society through digital technologies is driving an increased interest in the use of such technologies in both curriculum and pedagogy. Historically, the translation of such interest into widespread

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Exploring "post adoptive usage" of the #moodle Book module – a draft proposal

For quite some time I’ve experienced and believed that there how universities are implementing digital learning has some issues that contribute to perceived problems with the quality of such learning and its associated teaching. The following is an outline of an exploratory research project intended to confirm (or not) aspects of this belief. The following

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Anyone capturing users' post-adoptive behaviours for the LMS? Implications?

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

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Re-purposing V&R mapping to explore modification of digital learning spaces

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

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Technology required by teachers to customise technology-enhanced units

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

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University e-learning: Removing context and adding sediment

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).

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Computers 'do not improve' pupil results, just like wood 'does not improve' houses

Here we go again. There’s an OECD report on “Students, Computers and Learning” that is doing the rounds. @palbion points to one media report Computers 'do not improve' pupil results, says OECD – BBC News #edusummit2015 did they measure the right things? http://t.co/jzQAjrthpX — Peter Albion (@palbion) September 15, 2015 A report that starts with

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Helping teachers "know thy students"

The first key takeaway from Motz, Teague and Shepard (2015) is Learner-centered approaches to higher education require that instructors have insight into their students’ characteristics, but instructors often prepare their courses long before they have an opportunity to meet the students. The following illustrates one of the problems teaching staff (at least in my institution)

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