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H800 WK24 Technology-mediated learning contexts

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Edited by Jonathan Vernon, Wednesday, 31 Aug 2011, 04:08

I am three weeks behind on loading content to any blog sadthese are insights from external and internal workshops, two last week, two this, plus a long weekend in Brussels interiewing MBA students.

I get anxious if I don't expel this stuff and share it somewhere online.

I'm programmed this way, keeping a diary since 1975 and a blog since 1999. It is a daily thing, like prayers, meditation or a shower.

What others pick up as I off-load is anyone's guess; there is a theme to it though - LEARNING ONLINE. 

Try Stumbleupon, also Zite which I have set up as my personal copy taster (content aggregator). 

Meanwhile on the third reading I am starting to see the two case studies and understand what was going on in the Mary Thorpe chapter (2009) I am used to seeing communications like this better expressed and communicated with animations, movies, the author talking it through. Randy Pausch in his TED 'last lecture' says how he causes a stir by getting a single colour photo above the abstract of a paperhe wrote on 3d technology. The academic community must move on from paper and thinking like we did on paper; paper is over. Enter my head insted. Dee what I think. Know if my opinions are credible, you can followmy every thought with few smart searches.

When, oh when will the dry academic paper be replaced by something equally scholarly, but far more easily read, shared and understood?

A load of photos would be a good start. A podcast from the author in place of the abstract. Video clips. Comments. Links that never die. Content and references that up date themselves.

2009 research from the IET (Richardson) shows that where students have a choice between working online or off, that they are equally satisfied with the outcome. This says to me the debate over face to face and online is over. It had might as well be on whether you have a seminar indoors or out, or whether you have sherry with your tutorial or not.

Differences are reduced as we become familiar with the technology and what to expect from it. We must accept that those amongst us are at different stages of this familiarity process. 

The NCSL experience might be familiar to many of us. In H807 I was part of a tutor sub-group that generated 109 responses over 14 days between six of us. This, with participants in Hong Kong, Germany and various parts of the UK would have been impossible face to face. The conversations, and responsibilities for the ; were picked up around the clock. I don't see this as a hybrid of face2face, but rather a disctint entity in its own write born from a different seed, as it were. The hybridisation occurs as online and offline activities cross-fertilise, like augmented reality.

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