It is a very nice piece of work and well worth discussion. Go HERE to download a copy of the current iteration of the Padagogy Wheel or HERE to read more about Allan's work if you haven't already come across his work. Enjoy.
Showing posts with label iPad. Show all posts
Showing posts with label iPad. Show all posts
Thursday, 20 June 2013
Padagogy
This is a repost of some excellent work of a friend, Allan Carrington, who is also an Apple Distinguished Scholar and has considerable experience with integrating technologies into classrooms and lecture theatres. His work blends Bloom's taxonomy with the verbs needed to articulate the specific learning outcomes desired for a course of study, the activities you might engage in with students to support the learning outcomes, and ultimately, some of the tools available on the iPad to help support those activities.
It is a very nice piece of work and well worth discussion. Go HERE to download a copy of the current iteration of the Padagogy Wheel or HERE to read more about Allan's work if you haven't already come across his work. Enjoy.
It is a very nice piece of work and well worth discussion. Go HERE to download a copy of the current iteration of the Padagogy Wheel or HERE to read more about Allan's work if you haven't already come across his work. Enjoy.
Saturday, 11 May 2013
Technology-assisted Language Learning
Technology-assisted Language Learning (TALL), Computer-assisted Language Learning (CALL) have been part of the tool set for language learning for over 50 years, with one of the very early innovations created at the University of Illinois in the form of the PLATO project in 1960.
Fast forward 50 years and The new generation of learning tools includes smart phones and tablets, and phablets (devices that are somewhere between a phone and a tablet in size), with more computing power, memory and connectivity than could be imagined even just a decade ago. Then you can add to the mix cloud computing and cloud-based applications that are all accessible through wireless and 3G and 4G networks, and the opportunities for language learning are almost endless.
However, putting the pieces together remains a non-trivial task particularly when you move from content delivery to students, to content creation and reflection by students. In some of the work undertaken with colleagues, we have combined cloud-based applications, mobile technologies and ePortfolios to create learning environments where the place of the teacher is important in order to develop and support (modelling and feedback) the learning framework and learning goals, While simultaneously providing an environment that is implicitly student centred and controlled, allowing students to present artefacts (in a coherent and creative manner) they have created to provide evidence of their development of language skills and proficiencies (in this example, English). The figure below shows the structure of the learning environment, indicating which parts of the environment are entirely student controlled and centred, which parts are shared between students and students (and students and teachers), and which parts are teacher designed and organised. Feedback welcomed. Please note, the graphic is released under a Creative Commons license and may be reused in not-for-profit contexts and it would be appreciated if the author (Professor David M. Kennedy) was acknowledged, should someone wish to reuse or repurpose the image. We are also looking for collaborators interested in language learning research.
Fast forward 50 years and The new generation of learning tools includes smart phones and tablets, and phablets (devices that are somewhere between a phone and a tablet in size), with more computing power, memory and connectivity than could be imagined even just a decade ago. Then you can add to the mix cloud computing and cloud-based applications that are all accessible through wireless and 3G and 4G networks, and the opportunities for language learning are almost endless.
However, putting the pieces together remains a non-trivial task particularly when you move from content delivery to students, to content creation and reflection by students. In some of the work undertaken with colleagues, we have combined cloud-based applications, mobile technologies and ePortfolios to create learning environments where the place of the teacher is important in order to develop and support (modelling and feedback) the learning framework and learning goals, While simultaneously providing an environment that is implicitly student centred and controlled, allowing students to present artefacts (in a coherent and creative manner) they have created to provide evidence of their development of language skills and proficiencies (in this example, English). The figure below shows the structure of the learning environment, indicating which parts of the environment are entirely student controlled and centred, which parts are shared between students and students (and students and teachers), and which parts are teacher designed and organised. Feedback welcomed. Please note, the graphic is released under a Creative Commons license and may be reused in not-for-profit contexts and it would be appreciated if the author (Professor David M. Kennedy) was acknowledged, should someone wish to reuse or repurpose the image. We are also looking for collaborators interested in language learning research.
Wednesday, 14 April 2010
To iPad or not to iPad: That is the question
iPad fever has reached its peak with opinions, first-impressions, hands-on reviews for the select few appearing everywhere, even making it to the front pages of national newspapers! Click HERE, and HERE and even more HERE from Engadget. The pundits are suggesting that it will revolutionize the personal computing experience and maybe, just maybe, kill off the mouse.
What does this mean for education? A large number of educators are scrambling to see if this (what looks like) persuasive, sexy and cool-looking device will really assist student learning. At least one (rich) institution has already indicated a very large commitment to developing iPad applications. And that is where the serious question resides: what affordances does the iPad offer that will make it the killer-product for education in addition to the rest? Read any number of writers on the use of technology in the classroom and they will talk about communication, student engagement (and not just with content), social networking and the like. Apple, however, talks about access to content via iTunes such as iBooks, movies, games and music. That is, consumption of content rather that creation of knowledge from the plethora of information that will now be available in a lightweight, attractive package. The latter is no where better exemplified by the comments by Rupert Murdoch, touting the iPad as the saviour of newpapers!
It is the work of app developers and maybe the next version of the iPad with camera (still and video), USB, and access to external media that may answer the questions and opportunities for education.
What does this mean for education? A large number of educators are scrambling to see if this (what looks like) persuasive, sexy and cool-looking device will really assist student learning. At least one (rich) institution has already indicated a very large commitment to developing iPad applications. And that is where the serious question resides: what affordances does the iPad offer that will make it the killer-product for education in addition to the rest? Read any number of writers on the use of technology in the classroom and they will talk about communication, student engagement (and not just with content), social networking and the like. Apple, however, talks about access to content via iTunes such as iBooks, movies, games and music. That is, consumption of content rather that creation of knowledge from the plethora of information that will now be available in a lightweight, attractive package. The latter is no where better exemplified by the comments by Rupert Murdoch, touting the iPad as the saviour of newpapers!
It is the work of app developers and maybe the next version of the iPad with camera (still and video), USB, and access to external media that may answer the questions and opportunities for education.
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