Peter Copeman is facilitating a Teaching and Learning workshop (eBreakthrough – Expanding Your eLearning Horizons) on Thursday, 28 May at the University of Canberra.
The workshop description is intended for members of staff who want to discover more ways to help students learn more effectively through the use of e-learning tools and platforms.
The workshop will provide exposure to a range of ideas and tools intended to extend pedagogical and technological horizons.
It will include sharing examples of practice from University staff involved in eLearning. Peter has asked if I would contribute to the workshop. I am delighted to do so and am really pleased to be invited.
I have prepared a Google Slides presentation for the workshop. It is available here. There are some speaker notes with the slides. I am hopeful that the images I am using from the Nationaal Archief will stimulate discussion.
These include:
How I felt after participating in CCK08
What it feels like to plan and lead an open online course
And the joy of working together to transform obstacles into opportunities.
The introductory picture to this post is meant to convey the delight at the end of an open course.
My approach to ePedagogy has been defined by my participation in CCK08 and subsequent opportunities to learn from many of those involved in that course.
It has been transformed too by my interest in correspondence as an essential component of shared learning environments. I was particularly interested in the way Stanford’s Republic of Letters project affirmed that:
The fundamentals of innovative thought haven’t changed since the 18th Century – it’s always been aggregate, filter and connect.
The great thinkers of earlier times corresponded extensively because it helped them aggregate information from a wide variety of disciplines and sources.
Once they did this, they had to be skilled at filtering the data to figure out what was useful, and then they had to connect up the filtered data to create innovative ideas.
And, of course, once they had the great ideas, they had to execute them, and then get them to spread. Even though the media that transmits the data to us are different now, aside from that, not much has changed.
I am hopeful that the point about the execution of ideas will link with Peter’s plans for the workshop. He has suggested to participants:
Exactly what else is explored will be driven as far as possible by the participants (surveyed on registration), but could include: effective online discussions; diagnostic, formative and summative assessment; alternative writing and media formats; group and peer-to peer collaborative opportunities; simulations; and peer feedback.
I will conclude my presentation with my thoughts on the concierge role we can play in supporting personal learning journeys … inspired by developments at the Tsutaya Bookstore in Tokyo.
I am looking forward to the conversations we might have about these images as triggers for eMerging pedagogy reflections and prospects.
Photo Credits
The first tour of France (Nationaal Archief, no known copyright restriction)
No help for Giusto Cerutti (Nationaal Archief, no known copyright restriction)
Buysse passing a cow (Nationaal Archief, no known copyright restriction)
Cyclists climbing over closed railway crossing (Nationaal Archief, no known copyright restriction)
The Tsutaya Experience (Indesignlive Singapore)
