5.1: Reflections on Structuring With Steph...

Strange Electrical Diagram Has Relevance, Somehow, To The Topic At Hand..

A hash of reflections: Working with the Google docs was fun; it seemed a very 'brainstorming' mode of operation. Surprisingly, by working on different bits simultaneously, we came up with a reasonable coverage of aspects/ideas, inevitably with some duplication. Of course later editing sorts that out.

We experienced problems; some of the messaging didn't seem to be working as anticipated; I wasn't altogether sure what the value of the headphones was in that (class) context; some of the people at home found it hard to get a handle on the process.

I was actually surprised at the decent result we came up with together, even working straight off the bat under considerable time pressure; it seemed we managed to flesh out a learning prototype which at least covered several of the key bases (naturally, there was a great deal of refinement to be done).

Another factor was: not being personally acquainted with the people with whom one was working - yet it worked quite harmoniously.

It was interesting doing an 'off the cuff' presentation of the model at the end. I guess I got across the gist of what we had assembled. It was good to do a 'non-digital' presentation of ideas too.

Using the O.T.A.R.A. model, we employed some of the structural basis already fleshed in in the document itself. I think this helped to stimulate our structural thinking and enabled us to 'knock our ideas into shape' quite rapidly.

In total, the session probably exemplified some of the potential pluses and minuses of such processes in a very live, experiential way.

6.1.3 - My PLN 'Edge?'

Note: A double dosage of The Wisdom Of Love...

One point is, I am learning many things at once: Technology oriented, musical, political, spiritual, etc; each of these has its own unique constellation of sources and materials.

As far as E.I.T. goes, my resources are present and adequate to occupy me; direct interaction with tutors helps. Books and static or interactive electronic resources abound; then there is free-wheeling 'real-world' investigation, general conversation, interaction online, relevant magazines, libraries; madness, really, but all grist for the mill.

My own PLN is basically conditioned by the  principles already enumerated in the post directly prior to this; it suits me so far and emerges as I improve. As a general rule of thumb, I think to have any valid kind of 'edge,' you need to actually like what you're doing (at least to some degree).

6.11 Reflections Surrounding Joyce Seitzinger & More...

I found Joyce's PLN presentation interesting generally, but several things 'emerged' to me personally:

• The idea of personal learning as an individually structured and sourced activity existing substantially outside traditional institutional environments
• The pace of change, as knowledge and technology develop
• The sheer variety of learning styles/sources (one would be almost tempted to say "infinite")
• The 'uncertainty' with regard to future developments (traditional and rather static approaches are being swept away in many areas).

"Personal" Personal Learning Network Challenges and Considerations 

As regards my own learning, the following are among the factors important to me:

• Generally knowing why I'm learning something in the first place (having an integral or positive relationship to the subject area)
• De-prioritizing superfluous or superficial aspects of a subject in favour of getting at 'what matters' or is practically consequential
• Not trying (or being expected) to assimilate too much sheer 'information' too fast
• Accessing relevant, quality streams of information (appropriate content and depth)
• Controlling time resourcefully relative to tasks (not always easy)
• Maintaining orderly access to learning materials and work accomplished

Naturally the above list is not exhaustive. In the present E.I.T. experiential context, the main thrust is upon (quite rapidly) absorbing a specific range of information from largely 'at hand' sources and translating that learning into action (a 'demonstration' of what has been gleaned, and its creative applications). 

Importantly, I like to maintain a balance between 'assimilation' and expression - using what has been absorbed in an outward, creative manner.

Reflections For 4.3: A Cautionary Realization...

"Danger, Will Robinson, Danger!"

The other day in class, while engaged in brainstorming structural facets of a Twitter usage mini-course, a thought from a rather odd angle came to me, specifically: might the involvement with and emphasis upon digital learning technologies contain serious (even terminal) occupational hazards for teachers?

I am not referring to the risk of being electrocuted or going blind staring at screens all day; could the emphasis on 'what the technology can do' de-emphasize the teacher's involvement and input to the point that he or she might become merely a sort of 'facilitator' - at worst a kind of 'push the play button and vegetate,' nominal position?

If digital courses and materials generally are developed which cover subjects quite comprehensively, how much does the 'teacher' need to contribute anymore? Even when, inevitably, questions arise, maybe these too will be ultimately relegated to a digital response, another form of "Google it."

What happens to the teacher (used to verbally and actively delivering and redelivering material to a succession of classes over time) who is made redundant by an infinitely replayable holographic 'teacher' or similar resource? People are increasingly made redundant by machines in many walks of life, and employers, generally, don't want to pay one more person than necessary...

If teachers input, involvement and enthusiasm (and even competence in a given subject) is increasingly (seemingly) rendered superfluous by technology where does that leave us? Where does it leave teachING, specifically?

Are we becoming so 'wowed' by technology that we, ourselves are beginning to disappear?

Three D.L.T. Examples From E.I.T.

Three examples of Digital learning technologies from E.I.T:

1. The VMV Wiki. Ever being incrementally updated, this is used as a resource for the students. Because it can grow and adapt through continuous modification, ideally it should be able to maintain some kind of pace with continuous change.
2. Adobe Connect. This system enables students to 'attend' lectures and workshops while lying on their beds at home indulging in bowls of custard (no I don't, I'm referring to others). It also provides a recording functionality. See: http://eitconnect.eit.ac.nz/p9rmuifzsei/ 
3. The Uniserver distribution for the W.A.D. course which transfers via stick to one's personal computer or laptop. This establishes a server and w.w.w. environment for PHP and Wordpress development.

Digital Learning Technologies E.I.T. Relationships Diagram

The following chart, though not comprehensive, is suggestive of some of the connections which comprise the E.I.T. system (shift and "+" to enlarge).

Effects Of Digital Learning Technologies On Various Organizations

I will consider the effects of DLT (Digital Learning Technologies) as they might relate to various situations.

Schools

• Less inhalation of chalk dust! (marginalization of the blackboard)
• Increasing use of electronically displayed multimedia materials
• Increase in tuition of skills directly involving software (eg: Image manipulation software)

Polytechnics

• As above, but more intensively used and on a more extensive scale
• Course and course-related materials accessible remotely (and on internet from class locale)
• Live events (lectures, workshops, etc) viewable remotely and storable for later viewing
• Extensive use of software for tasks; computers available on individual basis

Universities

• High level, high quality academic database and resources
• High degree of cross-referencing, connections to other academic institutions
• Enhanced libraries functionality/access
• High-level applications taught (corresponding software, etc)

Private Organizations

• Enhanced training functionality, materials also potentially accessible outside normal hours
• Ability to track and monitor employee's development, task statuses, etc
• Capacity to access and update standard training materials in cloud from any branch
• Enhanced organization-wide intelligence as to employee challenges and solutions

Applicability And Integration Of DLT...

"To kick off a knowledge building discussion, the teacher typically would post an opening note to ask a broad question, or post a problem to be solved by the class. Students are also encouraged to post questions that are relevant to the topic under investigation" (Kwok Wing Lai, 2012).

And does the following sound futuristic enough for you? "The majority of the learning objects are held in Te Pātaka Matihiko - Digistore.  To access these objects you will need to be signed in with your Education Sector Logon.  Click for more information on accessing Digistore" (N.Z. Maths, 2010).

References:

Kwok Wing Lai, (2012). Knowledge Building With Senior Secondary Sciences Students: The Ouassa Project. Retrieved from http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=405

N.Z. Maths, (2010). Digital Learning Objects. Retrieved from: http://nzmaths.co.nz/digital-learning-objects