About this course: For more than 3 decades we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many sites and many ways education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education. This course explores 7 affordances of e-learning ecologies, which open up genuine possibilities for what we call New Learning—transformative, 21st century learning: 1. Ubiquitous Learning 2. Active Knowledge Making 3. Multimodal Meaning 4. Recursive Feedback 5. Collaborative Intelligence 6. Metacognition 7. Differentiated Learning These affordances, if recognized and harnessed, will prepare learners for success in a world that is increasingly dominated by digital information flows and tools for communication in the workplace, public spaces, and personal life. This course offers a wide variety of examples of learning technologies and technology implementations that, to varying degrees, demonstrate these affordances in action. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in the future of education and the "learning society," including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative."
Created by: 伊利诺伊大学香槟分校
Taught by: Dr William Cope, Professor
Department of Education Policy, Organization & Leadership, College of Education
Taught by: Dr Mary Kalantzis, Dean
College of Education
| Commitment | 4 weeks, 12 hours per week. |
| Language | English |
| How To Pass | Pass all graded assignments to complete the course. |
| User Ratings |
Syllabus
WEEK 1
Module 1: Course Orientation + Ubiquitous Learning
We begin this module with an introduction to the idea of an "e-learning ecology" and the notion of "affordance." We use this idea to map the range of innovative activities that we may be able to use in e-learning environments – not that we necessarily do. Many e-learning environments simply reproduce the worst of old, didactic pedagogies. We then go on to explore the notion of "ubiquitous learning," the first of seven "affordances" in computer-mediated educational applications and environments that we examine in this course.
9 videos, 8 readings, 1 practice quiz
- Reading: Syllabus
- Reading: Task Overview: How to Pass This Course
- Reading: About the Discussion Forums
- Practice Quiz: Orientation Quiz
- Reading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!
- Discussion Prompt: Getting to Know Your Classmates
- Reading: Updating Your Profile
- Reading: Social Media
- Reading: Learning and New Media (Readings)
- Video: From Didactic Pedagogy to New Learning
- Video: What's the Use of Technology in Learning? Introducing Seven e-Affordances
- Video: Can Education Lead Technology? The PLATO Story
- Video: New Technologies, New Social Relationships and Learning
- Video: Society or School: What Determines Educational Outcomes?
- Video: Ubiquitous Learning, Part 1A: Learning in Space and Time
- Video: Ubiquitous Learning, Part 1B: Personal and Interpersonal Computing
- Video: Ubiquitous Learning, Part 1C: Transparency or Surveillance?
- Reading: Spatio-Temporal Dimensions of Learning
- Discussion Prompt: Discussion Forum: Essential Update #1
Graded: Essential Peer Reviewed Update #1
WEEK 2
Module 2: Active Knowledge Making + Multimodal Meaning
This module examines two more e-learning affordances: "active knowledge making," or the right and responsibility of learners to take a degree of control over their own knowledge making; and "multimodal meaning-making," or the tools learners now have at hand to support their thinking and to represent the knowledge they have gained – including, for instance, text, image, diagram, animation, simulation, dataset, video, audio, or embedded web media.
6 videos, 2 readings
- Video: Active Knowledge Making, Part 2B: Hierarchical or Horizontal Knowledge Relations
- Video: Active Knowledge Making, Part 2C: Memory Work in Learning
- Video: Active Knowledge Making, Part 2D: Changing the Balance of Agency
- Reading: Epistemic Dimensions of Learning
- Discussion Prompt: Discussion Forum: Optional Update #2
- Peer Review: Optional Peer Reviewed Update #2
- Video: Multimodal Meaning, Part 3A: What’s New About Digital Technologies?
- Video: Multimodal Meaning, Part 3B: Multiliteracies and Synesthesia
- Reading: Discursive Dimensions of Learning
- Discussion Prompt: Discussion Forum: Essential Update #3
Graded: Essential Peer Reviewed Update #3
WEEK 3
Module 3: Recursive Feedback + Collaborative Intelligence
Two further e-learning affordances are explored in this module: "recursive feedback," or the rapid and repeatable cycles of feedback or formative assessment now available, including machine feedback and machine-mediated human feedback; and the "collaborative intelligence" fostered by the very social nature of Web 2.0 and contemporary e-learning environments.
9 videos, 2 readings
- Video: Recursive Feedback, Part 4B: Summative Assessment vs. Formative Assessment
- Video: Recursive Feedback, Part 4C: Crowdsourcing Prospective or Constitutive Assessment
- Video: Recursive Feedback, Part 4D: Socratic Dialogue Finds a Home in the 21st Century
- Video: Recursive Feedback, Part 4E: What Are We Assessing Now?
- Reading: Evaluative Dimensions of Learning
- Discussion Prompt: Discussion Forum: Optional Update #4
- Peer Review: Optional Peer Reviewed Update #4
- Video: Collaborative Intelligence, Part 5A: Social Learning
- Video: Collaborative Intelligence, Part 5B: Collaborative Learning Dynamics
- Video: Collaborative Intelligence, Part 5C: Extrinsic and Extrinsic Motivation
- Video: Collaborative Intelligence, Part 5D: Success and Failure in Performance Based Assessments
- Reading: Social Dimensions of Learning
- Discussion Prompt: Discussion Forum: Essential Update #5
Graded: Essential Peer Reviewed Update #5
WEEK 4
Module 4: Metacogniton + Differentiated Learning
We come now to the last two of our seven e-learning affordances: "metacognition," or the process of thinking about thinking – a second order, more abstract, theoretical, and generalizable way of thinking; and "differentiated learning," addressing learners' different needs and interests. Together, these seven affordances become a tool with which to evaluate the scope of an e-learning technology and its application.
4 videos, 2 readings
- Video: Metacognition, Part 6B: Metacognition in e-Learning Ecologies
- Reading: Cognitive Dimensions of Learning
- Discussion Prompt: Discussion Forum: Optional Update # 6
- Peer Review: Optional Peer Reviewed Update #6
- Video: Differentiated Learning, Part 7A: Learner Differences in Old Classrooms and New
- Video: Differentiated Learning, Part 7B: Personalized Learning
- Reading: Comparative Dimensions of Learning
- Discussion Prompt: Discussion Forum: Essential Update #7
- Peer Review: Optional Work 1: Educational Theory
- Peer Review: Optional Work 2A: Learning Practice Case Study
- Peer Review: Optional Work 2B: Design a Learning Module
Graded: Essential Peer Reviewed Update #7
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伊利诺伊大学香槟分校
The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs.
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| Access to course materials | Available |
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Ratings and Reviews
Great framework for thinking about the types of educational experiences that technology enables.
Eye opener for any teacher!!
This course is fantastic! I started with a level of expectation that was quickly overwhelmed and I finished got achieving much more. This extens content gave me valuable insights and a large spectrum of issues to research and learn about from now. I'm thankful to Prof. Bill Cope and Prof. Mary Kalantzis for this great course that I certainly recommend.
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Curso bem estruturado. A integração com o Scholar proporciona conhecer um ambiente feito exclusivamente para o contexto educacional. O curso proporciona recursos para repensar a prática docente na cultura digital.