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teaching and learning
            in the digital age
Melbourne University Graduate School of Education
                                Master of Teaching
                        Sylvia Guidara 01.08.2011
why english matters



  “It's hard to imagine what other department is better
  suited to helping us prepare, in practical and profound
  ways, for our future, for the highly unpredictable changes
  in how we read, write, and communicate that are
  reshaping school and work in the Information Age.”
  Cathy Davidson, Duke University

  https://www.hastac.org/
essential questions



   • What does literacy look like in the digital age?
   • How would you define digital age learning?
   • What are the implications for what and how we teach /
    engage students?
   • If digital age students were asked to define essential
    literacies for a teacher, what would they include?
the internet landscape | key concepts


                     media

                     social

                     mobile

                   real time

                 convergence
Buzzwords



  Social Media


gather, communicate,
  share, collaborate



     Web 2.0


 social media tools
What would education look like if it resembled
              the culture?
The death of ‘they’
the internet landscape matters in education




 what’s important: the properties and dynamics of the internet
  landscape – not the tools – and how to evolve with them
Interacting effectively with online information:
Shifts in Learning   find | sort | navigate | synthesise | critically analyse |
                     create | participate | interact safely & ethically
pedagogy | shifts in learning
21st Century Education
                         Rethinking the who, what,
                         where & when of learning.


                            From prescriptive to
                           connective practices.


                         The delivery & distribution
                                of learning.


                            Who participates in
                           the learning process.
21st Century Education
                         Diverse learning spaces.
pedagogy | learning networks




      Beyond the institutionalised logic of the school towards the
      network logic of the learning community.

      Learning institutions rethinking the possibilities around what
      can be learnt, where learning can happen and who is
      involved in the learning process.
reflect



 • Are students equipped with competencies to communicate
   effectively in digital spaces?
 • Can students argue, inform, instruct, analyse etc for digital
   spaces?
 • How would you teach students to write for (and with!)
   mobile devices?
Responding to opportunities & challenges


Trying to protect students and instructional time by banning
Web 2.0 or setting policies to keep it “safe.”



Preserving existing programmes and practices by using
technology in a way that ‘fits’ into what is already in place.


Taking a progressive approach by allowing technology to
transform the organisation rather than moving it faster and
further on its existing path.
Current technology demands a totally different
approach to instructional design and also teaching
methodology. It requires new skills from both teacher
and student.
Teachers are the learning professionals and catalysts.
 When you put them in the mix with new technology,
            you get powerful outcomes.
Sylvia Guidara

www.digimuve.com
twitter.com/digimuve
sguidara@me.com

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Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08.2011

  • 1. teaching and learning in the digital age Melbourne University Graduate School of Education Master of Teaching Sylvia Guidara 01.08.2011
  • 2. why english matters “It's hard to imagine what other department is better suited to helping us prepare, in practical and profound ways, for our future, for the highly unpredictable changes in how we read, write, and communicate that are reshaping school and work in the Information Age.” Cathy Davidson, Duke University https://www.hastac.org/
  • 3. essential questions • What does literacy look like in the digital age? • How would you define digital age learning? • What are the implications for what and how we teach / engage students? • If digital age students were asked to define essential literacies for a teacher, what would they include?
  • 4. the internet landscape | key concepts media social mobile real time convergence
  • 5. Buzzwords Social Media gather, communicate, share, collaborate Web 2.0 social media tools
  • 6. What would education look like if it resembled the culture?
  • 7. The death of ‘they’
  • 8. the internet landscape matters in education what’s important: the properties and dynamics of the internet landscape – not the tools – and how to evolve with them
  • 9. Interacting effectively with online information: Shifts in Learning find | sort | navigate | synthesise | critically analyse | create | participate | interact safely & ethically
  • 10. pedagogy | shifts in learning
  • 11. 21st Century Education Rethinking the who, what, where & when of learning. From prescriptive to connective practices. The delivery & distribution of learning. Who participates in the learning process. 21st Century Education Diverse learning spaces.
  • 12. pedagogy | learning networks Beyond the institutionalised logic of the school towards the network logic of the learning community. Learning institutions rethinking the possibilities around what can be learnt, where learning can happen and who is involved in the learning process.
  • 13. reflect • Are students equipped with competencies to communicate effectively in digital spaces? • Can students argue, inform, instruct, analyse etc for digital spaces? • How would you teach students to write for (and with!) mobile devices?
  • 14. Responding to opportunities & challenges Trying to protect students and instructional time by banning Web 2.0 or setting policies to keep it “safe.” Preserving existing programmes and practices by using technology in a way that ‘fits’ into what is already in place. Taking a progressive approach by allowing technology to transform the organisation rather than moving it faster and further on its existing path.
  • 15. Current technology demands a totally different approach to instructional design and also teaching methodology. It requires new skills from both teacher and student.
  • 16. Teachers are the learning professionals and catalysts. When you put them in the mix with new technology, you get powerful outcomes.