The Not-So-New School

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Do curso por University of Illinois at Urbana-Champaign

Ubiquitous Learning and Instructional Technologies

2 classificações

University of Illinois at Urbana-Champaign

Ubiquitous Learning and Instructional Technologies

2 classificações

This course will analyze currently available technologies for learning. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usability and accessibility, and critical analysis of the benefits of technologies in education.

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Course Orientation

With presentations by leading researchers on technology innovation at the University of Illinois, this learning module explores the future of learning in an environment of ubiquitous technology-mediated communication. Bill Cope pushes the boundaries of possibility with his five propositions about the future of learning. Cris Mayo explores the gendered aspects of technology and ways in which we can critically engage with technologies in education. H Chad Lane explores the dynamics of technology-mediated learning in games and museums. Maya Israel introduces the challenges and opportunities of teaching computer science.

Pushing the Boundaries of Possibility1:58

The Old School5:26

The Not-So-New School2:56

The New School2:56

Introducing the Scholar Environment4:58

Classroom Discourse in Scholar5:17

Classroom Discourse Transformed9:43

Conheça os instrutores

Dr William Cope
Professor
Department of Education Policy, Organization & Leadership, College of Education
Dr Mary Kalantzis
Professor
College of Education

What happens with e-learning?

And this is what I'm going to call The Not-So-New-School.

And now I'm going to do a comparison with The Not-So-New-School.

And this is an example here of my Moodle course.

So we had the cells in the time table

that structured the learning in the conventional classroom.

And here we have this syllabus which goes on relentlessly,

week by week, topic by topic, with things that are to be rated.

Might be a link to an e-textbook, for example.

So what we've done with a classical learning management system, and

by the way, this applies to all of them.

It applies to even the ones that have fancy fonts, the newest ones,

which look like they're different but they're actually not different at all.

It's an unfolding over a series of time,

chunks of content which are like the chunks of content in a textbook.

There's also not much dialogue.

Yeah, sure, there's a discussion area here in the corner of the thing and yes,

we might have the odd synchronous session.

But essentially, the architecture of it as a knowledge architecture,

is about delivering content.

So here we have a number of things which are in these e-learning environments,

which essentially replicate the historical architectures of the old school,

if you want to put it that way.

Learning management systems flipped classrooms.

I mean, there isn't a lot of difference between that teacher sitting at the front

of the room, or sitting up on their little desk and

speaking to that exophoric content that they're bringing into the classroom and

a video which also speaks in the same kind of way.

In both cases, the teacher speaks while the students listen.

It's the same kind of architecture.

The e-textbook, what's the difference between a print textbook and

an e-textbook not matched.

They both summarize the world.

They're both written by a single author.

And essentially the architecture is much the same.

There's a little bit of difference.

A few things might move and I can flip over the page and

have a little quiz at the end.

But I mean, we could do that in print textbooks as well.

We might have clickers, which are things where the kids put up their hands and

answer a question.

And instead of putting up the hands and answering a question, they click and

they give an answer, which is right or wrong.

The same way that those Q and

A sessions would have been in the traditional classroom.

Or we might have the electronic whiteboard.

Remember one of the other artifacts of these classrooms

is the teacher's at the front, they can write things on the board.

Well, electronic whiteboard, again, directs the attention of

the students in the classroom to a single point which is not each other.

It's actually at the same point in the classroom to which they were

directed with the traditional blackboard at the front of the room.

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