The first guest post I accepted on this site (nearly a decade ago!) was from Colin Latchem, a friend and colleague I’ve known for longer than either of us care to remember. So it was a pleasant surprise to see his name pop up in a Facebook posting as Editor of a new publication from the Commonwealth of Learning and UNESCO, Using ICTs and Blended Learning in Transforming TVET.
Specifically, the freely-available book focusses on “a series of case studies from around the world showcasing the use of information and communication technologies (ICT) and novel forms of open, flexible and technology-enhanced learning in Technical and Vocational Education and Training (TVET).”
As explained by Colin, the book is a response to the calls for transformation, the needs of youth, the needs in the informal sector, gender issues, and the issue of sustainable development.
One of the strengths of the publication is the range of countries that are represented: Germany, Australia, Sri Lanka, New Zealand, Jamaica, Finland, Africa, Cambodia and Canada. Interested readers will likely focus on the countries of most relevance to their needs and circumstances, though universally applicable ideas are found in most cases. Summaries of the nine cases are found on pages 57 and 58.
Colin does a lot more than simply edit the publication. He provides additional chapters that add substantially to its usefulness and applicability. For example, after the cases are presented, he not only presents ‘Conclusions and Recommendations’, but also contributes two excellent chapters, ‘Considerations in Costing ODL and ICTs in TVET’ and ‘Planning for the Use of ICTs at the National and Institutional Levels’ (yes, the good old ADDIE and SECTIONS models turn up again in this context).
In the final chapter (p. 221), Colin explains that:
The Qingdao Declaration (UNESCO, 2015) declares that to achieve the goals of inclusive, equitable and quality education and lifelong learning by 2030, ICT-based teaching and learning needs to be integrated in all sectors of education. However, it also observes that on their own, ICTs will not bring about the required transformation and that there is a need for well-informed, long-term policies and strategies, professional development and well-researched and innovative methodologies for educational technology to play a central role in building inclusive and sustainable knowledge societies.
This book is a worthy response that admonition.
We’re all now pretty familiar with online education, but there are still plenty of us out there who have yet to experience the challenges and joys of teaching online. You just might be in this position, and you may also have been asked (cajoled/bribed/ordered/…) to join in the fun. Continue reading
If you’re wondering how MOOCs are performing and evolving, a report has recently emerged that sheds light on one of the leaders in the field, the edX partnership between Harvard and MIT. Continue reading
Back in July 2012 I wrote a post about a new publication from the UKOU, Innovating Pedagogy. The plan was to make it an annual publication, and they haven’t failed yet (though sometimes it’s a bit late, especially the 2014 edition). Innovating Pedagogy 2016 has now been released. Continue reading
To make sense of our field, every now and then we need to step back and take an historical glimpse at how we’re going. If you don’t already do it, then when you scan the journal contents pages for historical contributions and meta analyses. In terms of the recent history of open education and the emergence of MOOCs, you won’t find a better summary than that by the inimitable Stephen Downes. Continue reading
No, it’s not a grammatical error: DOGS (Australian Council for the Defence of Government Schools) is alive and well, and still vigorously pursuing its objectives:
1. The promotion and protection of public education
2. The separation of Church and State and opposition to public funding of private religious schools
If you undertake an internet search for ‘Making sense of MOOCS’, you’ll find two main results. One is to a 2012 paper by Sir John Daniel, and the other is a recent (June, 2016) publication from the Commonwealth of Learning (CoL) and UNESCO. Continue reading
Keen observers will note a new link added to the list: Hack Education Weekly Newsletter (hence the HEWN). It’s the product of Audrey Watters, a ‘stirrer of the pot’ who appears to aim to keep the ed tech community on its toes (pardon the mixed metaphors). Continue reading
The title quote is the final sentence in the Introduction to The Academic Book of the Future, a compilation of contributions with messages for academics, publishers, librarians and booksellers. It’s an outcome of the machinations of a group devoted to a “two-year AHRC[Arts & Humanities Research Council]-funded research project exploring the future of the academic book.” Continue reading
Yes, a bold claim, I’ll admit. But not only did I work as an instructional designer (or whatever alternative title you want to use) but I also did my PhD on instructional designers. In essence, what I was investigated was the question of what instructional designers do. Continue reading