Reaching For The Stars

This document discusses the changing nature of education and literacy in the digital age. It notes that students today, known as "digital natives," have grown up with technology and process information differently than previous generations. Their brains have physically changed as a result of new technologies. The document also discusses the rise of participatory culture online and new forms of literacy, like collaboration and networking, that are important for students to learn. It argues that education must change to communicate in students' language and leverage new technologies and literacies to better engage and prepare students for the future.

The document provides an overview of a presentation on distributed learning spaces in higher education. The presentation covers trends in learning spaces, a framework for designing learning environments that includes distributed learning spaces and seamless learning. It also explores seven principles of learning space design and different types of learning spaces including physical, blended, virtual, academic, outdoor and mobile spaces. The presentation schedule includes discussing personal learning spaces and the affordances of different learning environments.

This document discusses e-learning at Pukekohe Valley School from 2010-2012 and beyond. It highlights the importance of developing students' information gathering and processing skills in a digital age. It also acknowledges that the Ministry of Education has been working on e-learning and sees it as key to developing competencies. The document then discusses challenges of implementing e-learning including limited equipment, managing resources, online safety, and the need for innovation and risk-taking. It provides examples of e-learning tools and strategies for managing bottlenecks to help envision what e-learning could look like in classrooms.

The document discusses the digital and technological lifeworld of students in the 21st century. It explores how technologies like mobile phones, computers, virtual reality, robotics, and online learning platforms mediate students' experiences and shape their digital lifeworlds. These technologies are ubiquitous in students' lives both in and out of school. The document also examines how access to different technologies can impact social advantages and disadvantages, and how developing technological literacy is important for students to become creators rather than just consumers in a world increasingly embedded with technology.

My keynote presentation to the AADES conference in Melbourne 2013. Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers? In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.

Toolbelt Theory, how to give every student the tools they need for success. Traverse City, 23 June 2009

The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.

This document discusses transforming learning environments to meet the needs of modern education. It begins by looking at how education is at a crossroads, needing to either stick with traditional models or undergo radical changes. It then examines how the nature of learning has changed from pre-industrial to industrial to knowledge-based eras. Key drivers for new learning environment designs include preparing students for uncertainty and rapid change. The document advocates for settings that inspire creativity, investigation and self-expression over traditional classrooms. It provides examples of innovative learning space designs.

Online learning is being transformed by new technologies and social connections. [1] Tools like YouTube and social media allow learning to occur anywhere and be shared widely. [2] Networks provide opportunities for inspiration, collaboration, and crowdsourcing knowledge. [3] Visible, open learning helps develop strong connections and communities for sharing ideas.

The document discusses the importance of literacy and technology in education. It argues that students should graduate with technological familiarity, literacy skills, and the ability to learn how to learn. The library plays a key role in developing these skills in information-rich environments. Additionally, libraries should be designed to encourage literacy and discovery for both kids and teens, incorporating new technologies that motivate students.

This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.

Keynote presentation given at the Regina Teacher's Convention in Regina, Saskatchewan on March 8, 2013

Ubiquitous learning, ubiquitous computing, and lived experience Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece

This document summarizes a 3-year research project that explored how virtual worlds could be used to engage disadvantaged youth. The project worked with 44 students from a culturally diverse, low-income high school in Melbourne, Australia. Students were introduced to the virtual world Second Life, where they could customize avatars, explore the environment, and participate in activities. However, students faced barriers like limited technology access at home and a digital divide. While the virtual world offered new opportunities, it did not mitigate the layers of disadvantage students experienced in their everyday lives.

"It's 2010: 20 Technologies to Watch, and How to Cope" for SLA's Click University. The real secret is that the best way to cope is to remain positive and reframe our perception of the changes. They don't happen to us. We make them happen. Create the future. Who is better qualified to help invent the information and knowledge based economy than us?

This document discusses the use of technology to enhance teaching and learning. It introduces concepts like digital natives, digital immigrants, and the flipped classroom. It also discusses challenges around integrating new technologies without proper pedagogical guidance. Key terms related to e-learning and web tools are defined. Throughout, it emphasizes the importance of pedagogy over technology when incorporating new tools into teaching.

PowerPoint on the basics of digital storytelling, shared on August 16, 2010, at the CLEF Networking Conference

The document discusses how communication technologies have changed rapidly and will continue to change, shaping new literacies students need to be fluent in to not be disadvantaged. It argues students need multimedia literacy in addition to traditional reading and writing. It outlines key competencies needed for students' future, including thinking skills, using language and tools, self-management, relationships, participation and lifelong learning. Educators must prepare students for massive changes in human capabilities through emerging technologies over the next decade.

Keynote Address, 4 July 2013, South African Association for Science and Technology Education (SAASTE). Rethinking learning: Learning technologies in a networked society.

The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.

The document discusses the vision for the "Illuminating Learners District" focus for 2010-2011 on getting students and staff "plugged into" learning. It notes that today's learners have access to greater information resources, can create and share digital content, and want to contribute to collective knowledge. The document advocates connecting learners both inside and outside of classrooms through various technologies and establishing personal learning networks to support learners as creators, remixers, collaborators, and owners of their own learning.