See also: Archives
Jasperson, Carter & Zmud (2005)...more...
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 and effort developing yet another you beaut website or booklet that provides everything one would want to know about a topic. There's also the broader trope developing about academics/teachers being digitally illiterate, which I'm increasingly seeing as unhelpful and perhaps even damaging....more...
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 the 2015 K-12 Horizon Report has "Integrating Technology in Teacher Education" as the #2 significant challenge....more...
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....more...
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"....more...
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....more...
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)...more...
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 contributions discussing "teacher as a design professional"....more...
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). As a result institutional e-learning has a tendency to remove considerations of context, which in turn reduces/removes any chance of learners and teachers perceiving any usefulness or ease-of-use from the provided systems and processes....more...