Tagged: W5A13

Week 5 – Activity 13: Significant new technologies

Timing: 4 hours

Technology How long used for educational purposes
by my organisation by me
Social media
Learning analytics
Flipped classroom
Online learning
Data-driven assessment
Games and gamification
  • From the table above, decide which three technologies (that are not already being used) you would like your organisation to adopt, and justify your suggestions. If you are working for an organisation that already uses all the technologies listed, suggest other new technologies that would be useful. If you are not currently working for an organisation, think of an organisation you know well and choose three technologies you would like them to adopt, justifying your choices.
  • Record your thoughts in your learning journal/blog. Remember to include the justification for your decision.
  • Discuss your views in the appropriate thread in your tutor group forum.

Answer:

 

How long used for educational purposes

Technology By my organization By me Chosen three technologies
Social media No Yes
Learning analytics No No  Expansion of tools already in place.
Flipped classroom No No Fous on mobile too and formal/informal learning. 
Online learning No Yes
Data-driven assessment Yes Yes
Games and gamification No No
Discovery Learning No No Makerspaces type experience.

Three technologies for my organisation:

Flipped Classroom/Blending Formal and Informal Learning – focused on mobile tools:

Pro: Students in my organisation use a multitude of personal tools, from their own technology (electronic dictionaries and mobiles in the classroom) to variety of online tools from Twitter (word a day type bots), to internationally lesser known services such as Yahoo Japan English and plenty of mobile apps. Bringing these tools into the classroom (crossover to BYOD) and encouraging their use beyond through curriculum can assist in making inroads in my organisation to “acknowledge and qualify learning that happens beyond the classroom” (Johnson, 2015:23). This could be aimed at the creation of “learning teams” online, beyond the classroom, for students to share this knowledge. Further advice and the creation is a device directory (Johnson, 2015:26) could assist other through harnessing group suggestions based on which is the best way to enhance their learning outside of the classroom. As such, students will learn how to use their devices to “facilitate the exploration of new subjects at a pace that is unique to teach learner.” (Johnson, 2015:36)

Con: Some students might not have the correct technologies; A change in pedagogical practice for some instructors to be more inclusive of tools beyond the classroom; Alterations of curricula; staff training of a wide variety of technologies.

 

Discovery Learning – based on Makerspaces:

Pro: With the main goal of makerspaces being ‘a place where people are free to experiment and make things, on their own, as part of a productive community’ (Johnson, 2015:40) we can address the often mundanity of language learning, as their language skill becomes a key component in following instructions, asking for assistance, and sharing their work.  As such, their language skill has become crucial in creating something of interest to them and a sign of achievement for their progress.

Con: Project selection; initial cost; staff training.

Learning analytics:

Pro: Currently much of this information is recorded through an online tool created for our organisation. However, it only allows normal comment reporting and without the analytical framework and insights, and with a longer interval (one term) of use. Providing more up to date and details learning analytics can provide greater insight into how students are progressing week by week, by providing “insights into student progress and interaction with online texts, courseware, and learning environments” (Johnson, 2015: 12). Used with the above mentioned technologies, these analytics can assist in providing us greater information to personalise the learning materials and objectives for classes. Giving students access to their own ‘dashboard’ can provide them “with the means of understanding their progress” which is often not appreciated by instructors as we assume students can understand course progression as well as we can.

Con: purchasing of dashboard tools.