I was thinking over the weekend about a story I was told last week where an academic, highly trained and educated as well as with diverse workplace experience, couldn’t put a photo of her children as the wallpaper on her smart phone. She tried for a while and then gave up. More important things to do.

Later, her 9 year old daughter took up the phone. She thought it would be nice to have a photo of the youngest for her mum on the phone so she went through the process and put the image up as wallpaper. When asked how she did it, the response was a shrug and “I just did”.

On this occasion, it is irrelevant if she understands what she did. She played with the technology and met with the success.

Students I’ve taught do this. Except they do it with gaming code. There is so much available they can copy, paste and make things work. The trouble arises when they want to change the code. They can consume the technology but not understand. They are impatient to make the game work and are resistant to reverse engineering the code to work out what makes it tick so they can change and adapt.

I think this issue is a key point in relation to eLearning. So key, I think it needs a research page. This page is it. I don’t have any research yet, but this page is going to remind me to do it. If you’ve got research already I’d appreciate the direction!

UNESCO has put together an really interesting framework. While it does apply more for secondary education it is highly applicable for my work at the moment. It’s an exploration of the growth of technology literacy to knowledge deepening to knowledge creation. Combined with the bell curve of technology understanding this is all beginning to make more sense in my head. Providing a framework for people to understand how and why ICT learning is important is something I haven’t done yet. While the overall project has to a certain degree, I think I could do more to explain the educational outcomes. The wonderful people I’ve spoken to so far are passionate educators. Maybe I have failed them by not providing a clear educational context and framework in which to operate. ACTION: Use this as a basis for a framework to support the exploration of ideas for uptake of eLearning

American in focus, there is some interesting statistics on business focus and requirements for ICT skills. This page shows me how important it is to have an eye on the end process. Students benefit from eLearning simply because they build ICT skills in students which they in turn will use in their workplace. Given the project I’m working on is in a university with a career focus remembering the benefits of using ICT for learning are more than just a new way to present content. This could be an area of research focus for me in relation to Australian statistics. ACTION: Find information about Australian business.

This research has a really interesting perspective:

“Conventional teaching has emphasized content. For many years course have been written around textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and learning activities designed to consolidate and rehearse the content. Contemporary settings are now favouring curricula that promote competency and performance. Curricula are starting to emphasize capabilities and to be concerned more with how the information will be used than with what the information is.”

And it includes this:

“According to Zhao and Cziko (2001) three conditions are necessary for teachers to introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology.”

And:

“ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner centered environment. ICTs, especially computers and Internet technologies, enable new ways of teaching and learning rather than simply allow teachers and students to do what they have done before in a better way.”

This is an interesting article on applications of the Flipped Classroom in higher education.

Research to follow up on (I’ve not looked at these in detail – just putting a list together):

http://www.tandfonline.com/doi/abs/10.1080/17439880500093810#.Ul0Pa2T08Vk

http://eltj.oxfordjournals.org/content/67/4/510.short

https://mospace.umsystem.edu/xmlui/handle/10355/15373

Very cool article to follow up: http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery/?_r=0

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