What’s the matter with ‘technology-enhanced learning’?
Mindmap of Sian Baynes’ paper
Sian Bayne (2015) What’s the matter with ‘technology-enhanced learning’?,
Learning, Media and Technology, 40:1, 5-20, DOI: 10.1080/17439884.2014.915851
Haven’t figured out yet why my links aren’t pulling though from Twitter with IFTTT.
I’m manually adding them for now, which rather defeats the object. That and my smart watch telling me I just need to do another 26 steps makes me wonder about the whole idea of technology being subservient to humans.
https://www.google.co.uk/trends/explore?geo=GB&q=technology%20enhanced%20learning,e-learning,online%20learning
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Edit 1st April 2017 and explanation of why I posted…
Google Trend comparison of search term "technology enhanced learning" v "e-learning" v "online learning" https://t.co/pPRccbd4hd #mscedc
— Nigel Painting (@nigelchpainting) January 24, 2017
This trend analysis seems to be at odds with Bayne’s (2015) paper:
“A rapid analysis of search frequency on these terms, using Google Trends, shows a steady decline of searches on ‘learning technology’ and ‘e-learning’ since 2004, and a rise in the new terminology of ‘technology-enhanced learning’ (TEL) which is specific to the UK. ”
Looking at the analysis since 2004 there was a decline in searches for ‘Online learning’ although the trend appears to be increasing again now. Searches for e-learning have declined but searches for ‘technology enhanced learning’ have been very low throughout that period and certainly don’t appear to have increased.
However, this doesn’t in any way detract from Bayne’s arguments as to whether education is ‘enhanced’ by technology.
Reference
Bayne, S. (2015) What’s the matter with ‘technology-enhanced learning’?, Learning, Media and Technology, 40:1, 5-20, DOI: 10.1080/17439884.2014.915851
https://www.sciencedaily.com/releases/2017/01/170123151411.htm
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“Professor Robert Plomin, senior author from the IoPPN at King’s College London, said: ‘The key component of this gene-environment correlation is choice, such that individuals are not simply passive recipients of their environment but instead actively select their experiences and these selections are correlated with their genetic propensities.'”
As Knox, J, outlined in the pre-reading for this course “The humanist foundation of education severely limits our understanding of technology, precisely because the essence of the human subject is preserved as a bounded entity, entirely separate from the outside world of objects: technologies, environments,and other “nonhuman” things.” This news story brings an interesting dimension to the dichotomy between whether “human agency drives technological change” (social determinism) or “digital devices define and govern how people use them” (technological determinism). It suggests that the former is more likely and is, at least in part, due to genetic predisposition.
Given the prevalence of digital and digital social interaction in education this research could have wider implications for those of use working in this field.
Also available here in pdf format
9 classic movies about memory manipulation, and how they inspired real neuroscience
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A Gentle Introduction to Structuralism, Postmodernism And All That
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It’s good to be back after a year away from the MSc. This is my 4th course having completed IDEL, ‘Games’ and ULOE.
I manage and develop a digital academy for a multi-national pharmacy-led retailer, focusing (forgive the pun) on the Opticians part of the business in the UK. I’m a qualified optician but have not worked in professional practice for many years, having spent over a decade leading internal communications and moving across to learning and development about four years ago.
I seem to remember that our tutor Jeremy Knox isn’t at all fond of the type of corporate mugshots I’ve included here, so there you go Jeremy, just for you 🙂