Narrowing in on the interest areas on the way to discovering our research strength.
Education futures
Multi modal learning (although I only speculate that I know what this means in academic speak),
Education processes in times of constant change (how do schools make the decision in a rigorous manner about what to implement 'at the coal face' in terms of new tech/new apps/new media; how do they introduce it (identifying what are the Positives/Minuses/Interesting aspects?; training it to ICT staff then further, to teaching staff in a rigorous, relevant and timely way?)
Follow this thread of thinking towards my concept of a collaborative funded research project....
I attended the Digital Literacies conference at UTas and learned about plenty of new media applications that I spoke of on my reflection (iPhone recording). There are amazing, rich content and process possibilities for ways of engaging learners through online tools.
The National Broadband Network (NBN) is coming right? Bringing high speed broadband to Australia's cities, regions and remote areas. Does this present opportunities for funding for us to research rich educational possibilities which will be enabled for children's learning in remote and regional areas through blogs, twitter, animoto, celtx, kahootz, inanimate Alice, prometheun planet, virtual Macbeth etc which become realities through the NBN?
Perhaps we begin with a literature review of Educational benefits of web 2.0 learning processes (reflection via blogs, building content collaboratively via wikis, creating connected stories via web apps).
This may involve exploring roles for unis and Educational systems and schools in terms of commitment to continuous innovation (training remote staff in web 2.0 apps for education)
Consider the role for universities in taking a leadership position 'in servicing' teachers/researchers and school administrators in new applications and how to use them - offer the case study of the recent digital literacies conference at UTas as an example of this.
Taking the idea of that conference further, UTas' leadership position wouldn't end with the conference. The next step in keeping the learning that occurred at that conference alive would be creating an online meeting place for:
The ideas/apps/content put forward by the conference presenters;
Creating somethng accessible to schools that would house the content (Placing the keynotes/PowerPoint/links to the apps taught say on a blog or wiki.
Then getting the participants to share into that their own learning - in this way it would be built for continual innovation. So this collaborative resource would be (like wikiversity) built by its community for its community. Perhaps it's initially housed on the staff intranet?
Continual innovation is invited - what have you discovered that's new and worth watching? Share it here... ie. "Try this new app. Instructions are here. Tell us what you think."
Perhaps we become a circle of learners on g+ and we share our findings therein...
HIT Lab/Ed faculty collaborative funded research project
Visions for what the NBN will enable in education
It's topical and timely.
Could access funding both from government sources relating to NBN; from technology service providers such as Telstra; from the technology producers (such as Apple or Microsoft); and from end users such as schools.
This would celebrate academic expertise of key staff and establish UTas as expert innovators in the post NBN environment.
Make it a project that presents multiple points of view and is cross disciplinary.
For example: Di Nailon could collaborate on this project by researching from an ECE perspective
Suggested research theme: Multi modal learning platforms from the early childhood age - it's a contentious and newsworthy area/ important to take a critical approach; address tensions surrounding fears/potential dangers. This is a highly emotive area and one where parents seem somewhat confused. That represents and opportunity to explore and demystify.
Build some research include accessing brain research from Sydney brain research institute about what happens to young kids brains when they interact with technology. No mstter how many people tut tut about it and warn of its perils, what we see in the real world is (like the video clip bill Boyd showed during his keynote of 3 yr old manipulating an iPhone adeptly) kids are taking up the tech from a very early age.
Draw upon the case study presented by the teacher from uk who told about web2.0 in his classroom. Situate that within the perspectives offered by theories of ec l and drawing upon brain research.
The 'way of the web' is changing into web2.0 and already web3.0 futures - no doubt web6.0 will be informed by and created by these same 3 yr olds before their 10th birthdays because increasingly web now is being built by its user base.
As a case study, look at the Google + experiment now in beta phase. Some have turned their noses up at it saying FB has so much traction they can't see people crossing over. Well G+'s user base has gone from 0 to ? in no time (and it's still just in trial phase). So despite people saying it won't happen, others seem willing to give it a go and are endeavouring to find new uses for this potential new sharing tool.
It has certainly been embraced by the photography community. And it has potential for emergent visual artists. Writers seem a little unsure of it. Nevertheless as a case study of seismic shifts in ways of the web it will be an interesting one to watch. Right now G+ seems to be verging on breaking into the bigtime, sitting where FB sat maybe 5 yrs ago and it seems to exist with out all the 'friending' hangups of FB... Watch this space....
Draw on Lotus' blog post about how googlers are interacting with their users like at the Berkeley photowalk. Her point about 'use the send feedback button they are listening'. More than listening it would seem. They're walking the walk. Meeting G+ers in hangouts, joining them on photowalks (are they uploading their own photos too?)
Add in Thomas Hawks view on this - how G+ for instance is going where flickr has not ventured in terms of collaborating with its user base.
This is big business offering itself up as a malleable tool (playdough if you like) for its users to model in ways that best work for them.
ends.
Professor Unsworth said it's important to not just have a single small research area in mind, but to have a trajectory (a career path of research/publication projects etc). The above are a range of themes I'm interested in and would like to do some collaborative research on. Are these relevant projects? Are they valued? How could we collaborate on these types of projects?
Older thoughts:
Online Pedagogies and Learning
My questions centre around things like:
New media and elearning: how it moves faster than clunky university structures.
'Institutionalised' uni students take their own learning outside of the uni box'
They use fb, g+, rss feeds, iPhones, iPads
the uni is the dyke
the students are like the water breaking holes in it
the lecturers are like the boys plugging fingers in the walls of the dyke ("no, no you can't do that. you have to work within the structure of the dyke (uni))
the water is rising up and over the edge whether or not the dyke is prepared to allow it.
Education futures
Multi modal learning (although I only speculate that I know what this means in academic speak),
Education processes in times of constant change (how do schools make the decision in a rigorous manner about what to implement 'at the coal face' in terms of new tech/new apps/new media; how do they introduce it (identifying what are the Positives/Minuses/Interesting aspects?; training it to ICT staff then further, to teaching staff in a rigorous, relevant and timely way?)
Follow this thread of thinking towards my concept of a collaborative funded research project....
I attended the Digital Literacies conference at UTas and learned about plenty of new media applications that I spoke of on my reflection (iPhone recording). There are amazing, rich content and process possibilities for ways of engaging learners through online tools.
The National Broadband Network (NBN) is coming right? Bringing high speed broadband to Australia's cities, regions and remote areas. Does this present opportunities for funding for us to research rich educational possibilities which will be enabled for children's learning in remote and regional areas through blogs, twitter, animoto, celtx, kahootz, inanimate Alice, prometheun planet, virtual Macbeth etc which become realities through the NBN?
Perhaps we begin with a literature review of Educational benefits of web 2.0 learning processes (reflection via blogs, building content collaboratively via wikis, creating connected stories via web apps).
This may involve exploring roles for unis and Educational systems and schools in terms of commitment to continuous innovation (training remote staff in web 2.0 apps for education)
Consider the role for universities in taking a leadership position 'in servicing' teachers/researchers and school administrators in new applications and how to use them - offer the case study of the recent digital literacies conference at UTas as an example of this.
Taking the idea of that conference further, UTas' leadership position wouldn't end with the conference. The next step in keeping the learning that occurred at that conference alive would be creating an online meeting place for:
The ideas/apps/content put forward by the conference presenters;
Creating somethng accessible to schools that would house the content (Placing the keynotes/PowerPoint/links to the apps taught say on a blog or wiki.
Then getting the participants to share into that their own learning - in this way it would be built for continual innovation. So this collaborative resource would be (like wikiversity) built by its community for its community. Perhaps it's initially housed on the staff intranet?
Continual innovation is invited - what have you discovered that's new and worth watching? Share it here... ie. "Try this new app. Instructions are here. Tell us what you think."
Perhaps we become a circle of learners on g+ and we share our findings therein...
HIT Lab/Ed faculty collaborative funded research project
Visions for what the NBN will enable in education
It's topical and timely.
Could access funding both from government sources relating to NBN; from technology service providers such as Telstra; from the technology producers (such as Apple or Microsoft); and from end users such as schools.
This would celebrate academic expertise of key staff and establish UTas as expert innovators in the post NBN environment.
Make it a project that presents multiple points of view and is cross disciplinary.
For example: Di Nailon could collaborate on this project by researching from an ECE perspective
Suggested research theme: Multi modal learning platforms from the early childhood age - it's a contentious and newsworthy area/ important to take a critical approach; address tensions surrounding fears/potential dangers. This is a highly emotive area and one where parents seem somewhat confused. That represents and opportunity to explore and demystify.
Build some research include accessing brain research from Sydney brain research institute about what happens to young kids brains when they interact with technology. No mstter how many people tut tut about it and warn of its perils, what we see in the real world is (like the video clip bill Boyd showed during his keynote of 3 yr old manipulating an iPhone adeptly) kids are taking up the tech from a very early age.
Draw upon the case study presented by the teacher from uk who told about web2.0 in his classroom. Situate that within the perspectives offered by theories of ec l and drawing upon brain research.
The 'way of the web' is changing into web2.0 and already web3.0 futures - no doubt web6.0 will be informed by and created by these same 3 yr olds before their 10th birthdays because increasingly web now is being built by its user base.
As a case study, look at the Google + experiment now in beta phase. Some have turned their noses up at it saying FB has so much traction they can't see people crossing over. Well G+'s user base has gone from 0 to ? in no time (and it's still just in trial phase). So despite people saying it won't happen, others seem willing to give it a go and are endeavouring to find new uses for this potential new sharing tool.
It has certainly been embraced by the photography community. And it has potential for emergent visual artists. Writers seem a little unsure of it. Nevertheless as a case study of seismic shifts in ways of the web it will be an interesting one to watch. Right now G+ seems to be verging on breaking into the bigtime, sitting where FB sat maybe 5 yrs ago and it seems to exist with out all the 'friending' hangups of FB... Watch this space....
Draw on Lotus' blog post about how googlers are interacting with their users like at the Berkeley photowalk. Her point about 'use the send feedback button they are listening'. More than listening it would seem. They're walking the walk. Meeting G+ers in hangouts, joining them on photowalks (are they uploading their own photos too?)
Add in Thomas Hawks view on this - how G+ for instance is going where flickr has not ventured in terms of collaborating with its user base.
This is big business offering itself up as a malleable tool (playdough if you like) for its users to model in ways that best work for them.
ends.
Professor Unsworth said it's important to not just have a single small research area in mind, but to have a trajectory (a career path of research/publication projects etc). The above are a range of themes I'm interested in and would like to do some collaborative research on. Are these relevant projects? Are they valued? How could we collaborate on these types of projects?
Older thoughts:
Online Pedagogies and Learning
My questions centre around things like:
New media and elearning: how it moves faster than clunky university structures.
'Institutionalised' uni students take their own learning outside of the uni box'
They use fb, g+, rss feeds, iPhones, iPads
the uni is the dyke
the students are like the water breaking holes in it
the lecturers are like the boys plugging fingers in the walls of the dyke ("no, no you can't do that. you have to work within the structure of the dyke (uni))
the water is rising up and over the edge whether or not the dyke is prepared to allow it.
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