emerging technologies for teaching and learning

FSAS Teaching Talks Series, Victoria, BC, April 2014

Emerging Technologies for Teaching and Learning

George Veletsianos, PhD Canada Research Chair

Associate Professor School of Education and Technology

19th & 20th Century instructional charts

Why are instructional charts significant?

Historical insight on how

•  technology impacts and does not impact education

•  newer technologies replace old technologies

•  educators adopt and creatively repurpose worthwhile

technologies and pedagogies/approaches

Instructional charts

•  Solutions to problems

•  Aesthetic appeal

•  Tools of scholarship (not just instruction)

•  Technology allowed mass reproduction at low cost

•  Created by industry, but also by individuals

Today’s “Emerging Technologies?”

The Horizon Reports present one perspective

The 2014 HE Horizon Report

2004-2012 Horizon Reports

My perspective

Technologies or “approaches”

•  May or may not be new technologies

•  Evolving, “coming into being”

•  Go through “hype cycles”

•  Not yet fully understood

•  Not yet fully researched

•  Potentially disruptive (but potential is unfulfilled)

(Veletsianos, 2010)

Emerging Technologies

Technologies

•  Learning Analytics

•  Social Media

•  Artificial Intelligence

technologies

•  Technologies to

capture, categorize,

decipher data trails

Examples of Emerging…

Approaches

•  Openness

•  Competency-based edu

•  Outsourcing

•  Learning in Networks

•  Micro-credentialing

•  Data-driven, where “data”

are quantitative/logs

The MOOC phenomenon

What’s emerging in Higher Ed, might not

be in K-12 (e.g., whiteboards)

What’s emerging in one country might

not be emerging in another (e.g., cell

phones as learning devices)

Context matters

What are some of the “emerging” approaches at the RRU School of Education?

Approaches that

•  engage students in knowledge-production

•  capitalize on contemporary web technologies

•  are diverse, social, and open

Examples

Approaches that engage students in knowledge-production

•  Creation of worthwhile digital artifacts – E.g., E-books and online textbooks

Approaches that engage students in knowledge-production

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy: Madison, WI. Retrieved from http://learnerexperiences.hybridpedagogy.com

Approaches that capitalize on contemporary web technologies

Approaches that are diverse

Student introductions.

What is your standard practice?


One of my favorites: Superhero Students

“In this activity you are to create a drawing of yourself to share with the rest of the class. Your drawing should portray you as a superhero and include your superhero name. You don't need any artistic abilities for this task, as I won't be evaluating you on your drawing abilities. The goal is to use your creativity to create a representation of yourself so that we learn more about each other. You can use pen/pencils/crayons and paper, or a graphics program to do this.”

Adapted from Dunlap & Lowenthal: http://bit.ly/1nHE6w2


•  This is me.

•  Why?

Approaches that are social

Approaches that are open

Open as an ethos

Open as an approach to teaching, research,

knowledge creation, dissemination, participation


School of Education and Technology to offer RRU’s

first Open Course

•  Open to anyone at RRU

•  Free to anyone and everyone

•  Why?

•  To share our knowledge and expertise

•  To prepare future students and faculty

•  To develop resources reusable in & beneficial to

RRU courses


Course: Digital, Networked, Open, and other Emergent Forms of Scholarship

Audience: Graduate Students, Faculty members, Community Groups

Openly licensed content which can be used within RRU research courses & Intro to Research Methods courses worldwide.

Thank you

www.veletsianos.com

@veletsianos on Twitter veletsianos at gmail.com

This presentation: www.slideshare.com/veletsianos