#25YearsOfEdTech @YearsEd
25 Years of Ed Tech: The Audio Version of the book by Martin Weller
25 Years of Ed Tech: The Audio Version of the book by Martin Weller
Read the full chapter text and find the book references on the Athabasca University Press site.
Read the book chapter & view all book references at the AU Press site.
Read the chapter online or view the book references.
Read the chapter online or view the book references.
If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani.
Read the book chapter online & see the complete book reference list.
Data, data, data. Itâs the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray.
Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff.
Read the chapter online or view the book references.
Read by: Martin Weller
Read by Bonni Stachowiak host of the Teaching in Higher Ed podcast.
Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali.
Read the chapter and see a list of all the book references on the Athabasca Press site.
Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn.
For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of educationâs problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott.
Read by Jeffery Saddoris
We want to hear from YOU, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections
Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.
Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller.
We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 15th to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. If/When we receive these audio reflections, you might see a few extra episodes in this podcast feed. đ
Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
Read by Laura Pasquini.
How did the 25 Years & Between the Chapters audio projects come about? Host Laura Pasquini talks with book author Martin Weller and project coordinator Clint Lalonde to find out in this bonus episode.
With author Martin Weller and host Laura Pasquini
Read by Tim Carson, host of the Praxis Pedagogy podcast
Read by Ken Bauer
Read by Angela Gunder
Read by Brian Lamb
Read by Lorna Campbell and Phil Barker
Read by Tom Farrelly
Read by Lee Skallerup Bassette
Read by Catherine Cronin
Read by Chad Flinn
In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly “2.0” to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a joke. So, for something that has become something of a joke, what lessons can educators take away from the time of Web 2.0? And how did the culture of Web 2.0 influence and change both technology and our institutions? This chapter is read by Sukaina Walji.
While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recreate existing structures and pedagogies that occurred in the “real world”, Second Life has paved the way for larger social acceptance and use of augmented reality platforms and may still see a number of applications for education emerge in the future. The chapter is read by Grant Potter.