Nya verktyg och kommunikation
- 3. Men l?t oss starta med oss sj?lvaHur ser ditt teknologi anv?ndande ut??P? vilket s?tt g?rs teknologier en del av din undervisning??Vad i din undervisning skulle du vilja utveckla med hj?lp av teknologi?Vad ?r det som hindrar dig fr?n att g?ra detta?
- 4. LaurillardOur essentially nineteenth century model of educational institutions does not scale up to the requirements of a twenty-first centurysociety.Education is on the brink of being transformed through learning technologies;however, it has been on that brink for some decades now.Now we can ask ¡®So what can the technology do for us?¡¯ ¨C rather than the more typical question ¡®What can we use the technology for?¡¯ ¨C because we know what we want from it.Technology works best when it has to meet a challenge; and worst when it is a solution looking for a problem.
- 5. FrameworkThe radical shift in thinking about learning was not matched by a shift in the technologies of education.Education is a complex system of powerful driversTechnological change is very rapidLeaders who are not comfortable with technology potentialEducation is essentially a political activityEducation systems changeslowly
- 8. Kategorier f?r att klassificera media enligt Diana LaurillardDiskursiva processerSyftar till att beskriva och omformulera begrepp f?r att student och l?rare skall n?rma sig varandraAdaptiva processerL?rare och student anpassar uppgifter och respons efter uppfattningar och f?rst?elseInteraktiva processerMan interagerar kring den uppsatta aktiviteten och ger olika typer av feedbackReflektiva processerH?r reflekterar studenten ?ver sitt agerande f?r att ?ndra beskrivningen och l?raren f?r att utveckla milj?n och aktiviteterna.
- 9. Funderingar kring mediaThe lecture delivers just one element of the framework ¨C the presentation of the teacher¡¯s concept to the learner. What does a book do? ¨C the same. A website? ¨C the same. A podcast? ¨C the same. A blog? No, a blog delivers a different one
- 10. Connectivism och nya metoder
- 11. Traditioner och modeller f?r el?randeHermodstraditionen ¨C allt material finns fr?n b?rjan. Mycket kr?vande f?r l?raren. Planeringsfasen ser helt annorlunda ut.Kan jag bygga en kurs som v?xer efterhand- elevens distansm?jligheter begr?nsas?Kan jag bygga en kurs best?ende av moduler som kan ?teranv?ndasContent ¨C Support Wrap aroundIntegratedmodelMason
- 12. ?stlund 2008Avhandlingen visar s?ledes att det finns ett gap mellan l?rarnas ambitioner att skapa en interaktiv l?rmilj? och studenternas f?rdighet, inst?llning till samverkan och behov av att utnyttja tiden effektivt f?r att kunna kombinera studierna med f?rpliktelser i sitt ?vriga liv. Kanske ocks? mellan l?rarnas ambitioner att skapa interaktiva l?rmilj?er och deras begr?nsade f?rdigheterBerit ?stlund; Vuxnas l?rande p? n?tet
- 13. Internet explorersMailgenerationen? Bwana@flickr.comMessenger generationen? SyDraz@flickr.com
- 14. Living and Learning with New Media:Friendship drivenInterest driven?Rosiehardy, Stephen Poff, Cdovre @flickr.com
- 15. Interaction powerThe assumption that status characteristics observed in face-to-face situations are not present in on-line situations is, however, contradicted by most of the recent research. It is found that even in conditions of anonymity, participants who enjoy high status off-line dominate the interaction on-line. Most communication in groups seems to be characterized by expressions of power ¨C or lack of power.Johnsson 2009
- 16. Internet disinhibition effectK?nsla av anonymitetK?nsla av osynlighetAsynkronitetDet sker i mitt huvud ( jag kan s?ga det jag egentligen k?nner)Det ?r bara p? lekAuktoritetsnedbrytning Suler
- 17. Internet disinhibition effectHad we only had the Internet I could have put forward my knowledge in a completely different way. At home I was always the one discussing most loudly but that was because I felt safe. In the classroom one could get a comment that made one feel stupid in front of the others.(Informant Anette Jonsson Female student, 28 years old)
- 18. In terms of power, there is no straightforward answer to what a given person¡¯s tendency to ask questions or request for input actually indicates in a particular context. To pose a question is a potentially face-threatening action (Goffman, 1967); the questioner risks her own face at the same time as she is threatening the ¡®face¡¯ of the addressee. However, in a computer mediated context, where the interlocutors do not physically meet each other during the discussion, it is probably not as face-threatening to pose a question as in a face-to-face situation, since the question or request is usually not directed towards an individual.Johnsson 2009
- 19. P? vilken niv? sker interaktionen?Metaniv?uppl?ggetSj?lvreflektionHirumis frameworkHirumi, A. (2002). A framework for analyzing, designing and sequencing planned eLearning interactions (Vol. 3, pp. 141-160).
- 21. RollerFree ridersSocial loafersThe succer effectJohn Seeley Brown
- 23. SamtalskulturerDen uppgiftsinriktadeAuktoriteter viktigaLyssnar inte p? varandraCooperation i st?llet f?r kollaboration Recieved knowersDiskussionsklubbenSpontan vardaglig kommunikationAnv?nder g?rna synkrona kommunikationsformerKorta direkta responserTrygghetSubjective knowersDen KunskapsbildandeEgna och auktoritativa r?ster
- 24. L?ngre och mer reflekterande inl?gg
- 26. HandledningsprocesserTeknikrelaterad ProcessDeltagarnas v?gmot att hanterateknikenMellanm?nsklig ProcessDeltagarnas v?gmot en gemensamkunskapKunskapsbildande ProcessDeltagarnas v?gmot f?rdjupad kunskap(Gillberg: Att f?rst? l?rgemenskaper)
- 27. important aspects of asynchronous net based group workLess channels. Single words become more significant in net based than in face-to-face communicationIt changes the discussion from oral to written. There are various aspects of spoken language that have no counterpart in writing: rhythm, intonation, degrees of loudness, variation in voice quality (¡®timbre¡¯), pausing, and phrasing. Net based asynchronous communication makes the dialogue proceed on a slower path than the usual rapid-fire mode in an oral situation, which gives students time to formulate their contributionsJohnsson 2009
- 28. Handledaren i diskussionenP?drivarenKommentatorn(Bj?rk Patterns of facilitation)
- 29. This strategy was chosen in line with Anderson et al. (2000), who claim that the absence of a tutor is important, since his or her presence may suppress cognitive effort and inhibit self-expression. It also gives the students greater responsibility for their own learning, meaning that ¡®deep¡¯ learning is encouraged. Malmberg (2003) shows in his study of the same course, but a previous year, that involvement in the group discussion by the group tutor hampered the discussion, making students cautious about what to say and what not to say. Bloomfield (2000) found that her own presence and remarks during the chats seemed to stop the discussion.Johnsson 2009
- 30. Samspelet med plattformenHandledningen p?verkas av teknikenF?rberedelse och studiehandledningVad kan It¡¯s learning erbjudaVad kan First Class erbjudaIt¡¯s learningFilmer och ljudMin kunskap om och f?rm?ga att utnyttja de m?jligheter som plattformen erbjuder ?r av avg?rande betydelse. G? p? kurserna!
- 31. Grupper och grupphandledningGrupper och grupprocesser liknar IRLSkapandet av det personliga m?tetMan har r?tt att ha en (levande) l?rareAnd in the end, the love you take is equal to the love you make Lennon,McCartney)
- 32. K?n och social bakgrundJohnsson 2009
- 33. Interaktionen tid och m?nsterAnalys av diskussionerTiden oerh?rt betydelsefull ca en vecka optimaltFaran med ?veraktivitetMetanalysen som en del i handledningen(Anette Johnsson)Densitet ¨C Centralitet -TimingMalmberg
- 34. Meta information i dialogenI Anette Johnsons forskning byggdes en funktion in i plattformen med vilken studenterna kunde kategorisera sina egna inl?gg enligt f?ljande Nytt inl?gg (ny tr?d) Inst?mmerIfr?gas?tterBygger p?Drar slutsatserOrganiserar
- 43. Handledningsformer Kurs/grupp/individniv?Rss- Rich Site Summary B?de bloggar och podkasting kan sedan s?ndas ut och h?mtas Ner till en rss l?sare och eller en mobiltelefon
- 45. Handledningsformer Kurs/grupp/individniv?Handledning med sp?ra ?ndringar och kommentarer
- 46. Handledningsformer Kurs/grupp/individniv?Handledningar med inbakade ljudfilerFranska p? CFL
- 47. Handledningsformer Kurs/grupp/individniv?Handledningar med sk?rmdumpar
- 49. Handledningsformer Kurs/grupp/individniv?Inbakade filmer i dokument
- 52. Helt nya handledningsformer bakom v?gkr?ken
- 54. Diskussionsfr?gorKommer vi att ha andra typer av studenter p? v?ra distanskurser och hur skall vi kunna m?ta deras behov?Vilka st?dstrukturer beh?ver h?gskolan bygga upp f?r att tekniken skall fungera?Hur ser ni p? faktumet att m?nga utv?rderingar av distanskurser tyder p? att studenterna k?nner att de har en djupare kontakt med sin handledare?Hur hanterar vi fr?gan med den ?kade arbetsbelastning som en distanskurs kan komma/kommer att inneb?ra f?r l?raren?Inneb?r den ?kade transparensen n?got problem? Hur skall vi hantera detta i s? fall?Vilka skillnader ser ni i handledarrollen om man j?mf?r n?tburen distansundervisning med on campus undervisning?
- 55. ReferenserJonsson 2009 Dialogues on the netSuler 2007 Psychology of the internet Hirumi, A. (2002). A framework for analyzing, designing and sequencing planned eLearning interactions (Vol. 3, pp. 141-160). Resources for Moderators and Facilitators of Online Discussion http://www.emoderators.com/moderators.shtmlGrowing Knowledge How to Support Collaborative Learning & discussions in Forum Systems http://people.dsv.su.se/~evafaahr/lic/lic.html Online Tutoring e-book editor Carol A. Higgison http://web.archive.org/web/20040402033835/otis.scotcit.ac.uk/onlinebook/Connectivism:A Learning Theory for the Digital Age http://www.elearnspace.org/Articles/connectivism.htmF?hraeus, E. & Jonsson, L-E. Distansundervisning: mode eller m?jlighet f?r ungdomsgymnasiet: en forsknings?versikt. http://www.distans.hkr.se/ped1400/texter/distansundervisning_mode.pdf?k=1047Berit ?stlund 2008 Vuxnas l?rande p? n?tet: Betingelser f?r distansstudier och interaktivt l?rande ur ett studentperspektiv http://www.skolporten.com/art.aspx?typ=art&id=a0A20000002342qEAAJobring 2005 Att f?rst? l?rgemenskaper och m?tesplatser p? n?tetJobring 2004 L?rgemenskaper p? n?tetMalmberg, C?(2006)Kunskapsbygge p? n?tet. ISBN 91-85042-19-6 Kan h?mtas p? n?tet viahttp://dspace.mah.se:8080/bitstream/2043/2432/1/MUEP.pdf?eller genom att?klicka h?rAnderson, Terry & Elloumi, Fathi. Theory and Practice of Online Learning. Athabasca University, 2004, http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdfB??th, J. A.?Handbok f?r distansutbildare. Bilda, 2001, 133 sid. ISBN 91-574-5010-2 Bj?rck, U., & Lindstr?m, B. (2002). Patterns of Facilitation in distributed Problem-Based Learning¨CPedagogical Approaches to Promote Active Student Participation. Mason, R. (1998). Models of Online Courses [Electronic Version]. ALN Magazine, 2, 201-207 from http://www.usdla.org/html/journal/JUL01_Issue/article02.html.