why
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challenging some assumptions about learning technologies and education and offering some solutionsTRANSCRIPT
WHAT AND WHY?Questioning some assumptions about technology and education
Jon Dron, Athabasca [email protected]
Massey University, June 2010
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PEDAGOGY FIRST?
TECHNOLOGY FIRST?
SOMETHING ELSE?
2
GRAND THEMES
• How the crowd can teach
• Giving learners control
• Structures and behaviours
http://www.flickr.com/photos/nationallibrarynz_commons/3326203787/sizes/o/
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WHY DO WE NEED TEACHERS? CLASSES? COURSES? SCHOOLS? UNIVERSITIES?
WHAT IS A LEARNING TECHNOLOGY?
http://upload.wikimedia.org/wikipedia/commons/1/1e/Torvisen_kansakoulu_1924-26.jpg
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WHY?(type your suggestions)
• Teachers?
• Courses?
• Classes?
• Schools and universities?
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TEACHERS
Stimulate interest
Know more than students
Organise learning resources
Explain clearlyAdapt to student needs
Give feedback
Encourage dialogue
Manage classes
Structure and pace learning
Care for students
Locate learning resources
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INSTITUTIONS
Accreditation
Efficiency
Community
Consistency
AcculturationSocial control
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COURSES
Simplifying administration
Simplifying choices
Accreditation equivalence
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CLASSES
Efficiency
Community
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A LEARNING TECHNOLOGY?
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A LEARNING TECHNOLOGY?
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A LEARNING TECHNOLOGY?
http://expositions.bnf.fr/utopie/grand/3_95b1.htm
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“Orchestration of phenomena to our use”
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What is a technology?
“The way things are done around here” (Ursula Franklin)
“A combination of artefacts and what you do with them”
“A phenomenon captured and put to use”
“Programming of phenomena to our purposes ”
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A way of doing things
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What is a pedagogy?
Methods and procedures
A learning design
A technology
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AN OLD IDEA...
• Instructional technology is
“a field involved in the facilitation of human learning through the systematic identification, development, organization, and utilization of
learning resources and through the management of these processes” (AECT, 1972)
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TECHNOLOGICAL ASSEMBLIES
Government policies and regulations
University policies, processes and regulations
Learning management systems
Classrooms
Pedagogies and learning designsTimetabling systems
Professional frameworks, standards and accreditation
Network infrastructures
Subject-level technologies
Computers
WhiteboardsBooks
Chairs and desks
ScreensCPUs
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STRUCTURE AND BEHAVIOUR
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STRUCTURE AND BEHAVIOUR
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We shape our dwellings and afterwards our dwellings
shape our lives
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SOFT AND HARD THINGS
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Connectivism not the whole answer
choice ≠ control
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CHOICE AND CONTROL
0%
25%
50%
75%
100%
Control
Choices
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MAKING ASSEMBLIES THAT WORK
http://www.flickr.com/photos/nationaalarchief/2948560477/sizes/o/
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Social software
teacher
learner contentMany
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group
network collective
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Social view of distance learning
Learner control
Teacher control
Negotiated control
structuredialogueautonomy
Collective control
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MOBS VS CROWDS
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AUTO-MATION: MAKING SOFT THINGS HARD
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INFORM-ATION: MAKING HARD THINGS SOFT
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