This is the 2nd year I have participated as a researcher presenting my working papers or finished paper. I personally really like this and CITE (short for Centre of Information Technology in Education) has been really generous and often invite scholars and world renowned experts from around the world in E-learning, MLEAR, Educational Research, Social Media, Digital Literacy and even privacy. I have seen first hand academics right here in HK and understand their research, giving me new perspective and an rare moment of opportunity to network. These opportunities if you join enough is almost equivalent to attending 3-4 conferences in a year.
Anyway, my paper(s), two of them has been accepted. One of them is what I have submitted previously for assessment at the program that I am enrolled in. Another paper is something I am working on for my doctoral thesis and this year I have also proposed a workshop in using OpenClass for managing all kinds of flipped learning activities.
Paper # 1
“Service Learning with the use of mobile technologies in Higher Education”
Paper # 2
“A study of awarding credits for completing pre-class activities in flipped learning model at City University of Hong Kong ”
Workshop – A 50 Minute workshop
“Using OpenClass to manage flipped classroom activity, data collection and other activities”
After a lot of hard work, the project that I found is inching slowly towards traction, cutting all possible costs, scrambling jobs of all kinds and only maintaining a talent technical person. We are now ranking at 4,198. Soon we will be top 1,000 http://OpenClass.hk a search, review, booking management portal and it follows my original published work of ClassBooking.com framework (click here to see) . ClassBooking.com is a SaaS based platform.
This is way better than other websites that are consumer-friendly, well funded.
Peegaboo.com 8,754 ( a media company that runs online digital and shuts down their magazine empire)
Finddoc.com 9,161 (a well funded startup in HK in finding doctors / booking)
Lovemy3.com 5,807 (a local fashion retail commerce site started by Angel)
Hohojo.com 4,779 ( a fellow Cyberport Incubatee that received HKICT award)
Mybb.com.hk 13,396 ( a baby / parenting digital portal)
Festivalwalk.com.hk 5,320 (a shopping mall in HK)
Harbourcity.com.hk 2,405 (a shopping mall in HK)
Kijiji.com.hk 1,246 (an ebay classified for locals)
#the rankings changed everyday of the week and I keep track of this important KPIs from time to time to understand and communicate to others about the importance of actual utility value of an online product (learning category) !!
Activity 1: Teaching and learning with networked technology: theoretical perspectices and epistemologies
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017–1054.
Derry, J. (2007). Epistemology and conceptual resources for the development of learning technologies. Journal of Computer Assisted Learning, 23 (6), 503-510.
Activity 2: Methodologies for researching TEL/networked learning
Learning Set i: Action Research
Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14 (4), 459-476.
Levy, P. (2003). A methodological framework for practice-based research in networked learning. Instructional Science, 31 (1-2), 87-109.
Learning Set ii: Case Study
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: a case study of peer facilitation. Computers & Education, 51 (3), 1111–1124.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin and Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research(pp. 443-466). Thousand Oaks, CA: Sage Publications
Learning Set iii: Phenomenography
Jones, C., & Asensio, M. (2001). Experiences of assessment: using phenomenography for evaluation. Journal of Computer AssistedLearning, 17 (3), 314-321.
Richardson, J. T. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69 (1), 53-82.
Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative Learning Through Computer Conferencing: Tha Najaden Papers, (pp. 117-136). London: Springer-Verlag.
Enriquez, J. G. (2009). Discontent with content analysis of online transcripts. ALT-J, 17 (2), 101 -113.
Activity 3: Assessment practices in technology enhanced learning
Lin, J.-W., & Lai, Y.-C. (2013). Harnessing Collaborative Annotations on Online Formative Assessments. Educational Technology & Society, 16 (1), 263–274.
Olofsson, A. D., Lindberg, J. O., & Hauge, T. E. (2011). Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment. Campus-Wide Information Systems, 28 (3), 183-194.
Activity 4: Substantive issues in technology enhanced learning/ networked learning
Learning Set i: Knowledge creation in learning communities
Arvaja, M., Salovaara, H., Häkkinen, P., & Järvela, S. (2007). Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning and Instruction, 17, 448-459.
Zenios, M. (2011). Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. Journal of Computer-Assisted Learning, 27 (3), 259-268.
Learning Set ii: Networked learning, collaboration and networked identities
Jones C., Dirckinck-Holmfeld L., & Lindström B. (2006). A relational, indirect, meso-level approach to CSCL design in the next decade.International Journal of Computer-Supported Collaborative Learning, 1, 35–56.
Ryberg, T., & Larsen, M. C. (2008). Networked identities: understanding relationships between strong and weak ties in networked environments. Journal of Computer Assisted Learning, 24 (2), 103-115.
Learning Set iii: Evaluating technology enhanced learning initiatives
Saunders, M., Bonamy, J., & Charlier, B. (2005). Using evaluation to create provisional stabilities: bridging innovation in Higher Education change processes. Evaluation: the International Journal of Theory, Research and Practice, 11 (1), 37-54.
McCluskey, A. (2011). Evaluation as deep learning: a holistic perspective on evaluation in the PALETTE project. Chapter 12 In M. Saunders, P. Trowler and V. Bamber (Eds.), Reconceptualising Evaluative Practices in HE. Maidenhead: McGraw-Hill Education.
Starting a new term for my PhD – Researching Technology Enhanced/Networked Learning, Teaching and Assessment
Researching Technology Enhanced/Networked Learning, Teaching and Assessment
This module examines recent research and theorising about the nature of technology enhanced learning (TEL), teaching and assessment (LTA) in professional practice, in higher and further education (HE/FE). Its focus is on understanding and researching the relationship between learning, knowledge and pedagogy as part of TEL, including theories of learning and the ways in which participants learn in technology enhanced learning contexts and environments; assessment, including current understandings of the aims and purposes of assessment and the ways in which assessment is conceptualised and conducted in HE/FE and professional contexts generally, and specifically in TEL settings. The module covers a range of themes such as approaches in researching knowledge creation, online learning communities, networked learning and networked identities, exploration of the notions of collaboration and computer-supported collaborative learning (CSCL), and micro-aspects such as learning and teaching practices with learning technologies including e-learning design.
The aim of Module 3 is to enable you to gain knowledge and skills in TEL networked learning through reflecting on research advances in the field, with an emphasis on LTA issues and perspectives, and by undertaking small research projects in the field of TEL/networked learning. We aim to offer you a series of loosely structured collaborative activities to help you identify issues which you consider as relevant to your interests and needs. We aim towards getting a balance between your interests and professional concerns and our sense of “mapping out the territory”. Helping you weave your way through it is not an easy or simple task but we certainly think it is one worth striving for. We hope that we can collectively work towards that aim, through reviewing as a learning community where we are and what we are doing and why we are doing it.
We have mentioned before that OpenClass will implement and deliver the digital badges market during our ClassBooking.com – flipped class & activities management and this is now in Beta.
Kids4Kids – a charity in HK which delivers many literacy related program will be the first one to benefit from the use of digital badges for recognising volunteers’ contribution. (Kids4Kids – www.kids4kids.org.hk)
Check out the link to the badge, participants will be recognised through the SHOW OFF module (under development)
Battling a really bad cold over the weekend and has to settle with aspirin tynenol and the like.. Yikes and was comfortably finishing my paper on Mobile Learning and teacher’s roles & competency. What was interesting though was that there are increasing attention to MooC and Flipped, already lining up a co-author and we should be getting ready soon.
Taylor and Francice Journal has a CFP July 31st deadline for 2 page at http://www.tandf.co.uk/journals/cfp/cdiecfp.pdf
And then there is the
MoocResearch.com with funding from the Bill & Melinda Gates Foundation.
As I was researching about network learning communities, I had a good discussion with my cohort about “demographics” – Who are the students ? Are they real ? Digital identity issues surfaced about the participants data. A further dig into the discussion about xMOOC and cMOOC in student authentication will become important. The need for Heterogeneous E-Learning Portal (HELP) is becoming significant.
cMOOC is the Connectivist MOOC led by Siemens
xMOOC is the Instructivist MOOC
So far, I like this discussion from Gordon http://gbl55.wordpress.com/2013/01/27/why-cant-an-xmooc-be-more-like-a-cmooc/
I am so excited to see a post about my university for which I am completing my PhD in E-Learning is actually a forerunner in FutureLearn – Great stuff ! Lancaster University !
TechCrunch and FastCompany – these two media (Albeit US centric) has covered well about the trends in open learning and e-Learning platforms. and how disruptive innovation takes place in the Learning industry (particularly in Higher Education).
Traditionally, a university lecturer can only impact and deliver a lecture to a finite number of students at a given time, at a given place (synchronously), but with modern technology like whiteboards, video cameras, cloud storage, video servers, administrative interfaces and mobile devices, there are plenty of room for extending the “learning and teaching” outside of classroom or lecture theatres.
According to FutureLearn’s website, MOOC (Massive Open Online Course) will be taking off in UK as well since some of the leading .
and according to this recent report from FastCompany. http://www.fastcompany.com/most-innovative-companies/2013/industry/education
My next paper will be centered around Groups and Communities and Researching the Design of Technology Enhanced / Networked Learning Communities. This is a list of readings and some of these papers are in public domain and can be downloaded. (enjoy, it’s linked to a google doc that I keep).
Google Doc or now the Google Drive is still pretty much a tool for building my own knowledge base, but if I can make good use of the Google+ together, then the ability and chances to build a sustainable learning community is higher.
Found a tweet from Andre K. Fowlkes: Why not a ‘venture fund’ to support community initiatives? http://t.co/dh4aMVgI — djychun (@djychun)
Isn’t what Philanthropy Capital or Foundations like Gates Foundation does ? setup to provide funding to meaningful ventures with a cause ? This article presents some great notions but yet hasn’t left any pointers to how it can be executed.