Exploring knowledge reuse in design for digital learning

This post continues an on-going exploration of knowledge reuse in design for digital learning. Previous posts (one and two) started the exploration in the context of developing an assemblage to help designers of web-based learning environments create a card interface (see Figure 1). Implementing such a design from scratch requires a diverse collection of knowledge that is beyond most individuals. […]

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 and effective change in learning […]

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 is also thinking out loud […]

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 work system) to be exposed, […]

The CSCW view of Knowledge Management

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 […]

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 the 2015 K-12 Horizon Report […]

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 sustaining the relevance of technology-enhanced […]

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). As a result institutional e-learning […]

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 the observation Investing heavily in […]

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) face when trying to “know […]

Exploring Moodle's API

   by  CRC, University of Edinburgh  API centric architecture is a coming thing in technology circles. It’s the way vendors and central IT folk will build systems. It is also going to be manna from heaven for institutionalised people who are breaking a little BAD. Moodle has a growing web services API. The following documents some initial exploration of how and […]

What type of "digital knowledge" does a teacher need?

Apparently teacher education has a technology knowledge problem. The 2015 Horizon Report for K-12 lists as it’s second “Solvable Challenge” (defined as “Those that we understand and know how to solve”) the problem of “Integrating Technology in Teacher Education“. It includes statements such as Teacher training still does not acknowledge the fact that digital media literacy continues its rise in […]

How NGL can inform my role as teacher

The students in a course I’m teaching are asked to reflect on their own work and respond to the question embedded in the title to this post. What follows is mostly a test post to illustrate how it will all work, but also captures some of my views. My own learning outside of the institution. This is currently the primary […]