Next Generation Teaching and Learning — Technologies and Trends

Knight, Erin Beth; Gandomi, Nathan; Severance, Charles; Borgman, Christine L.; Kroner, George

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https://hdl.handle.net/2142/14984 Copy

Description

Title

Next Generation Teaching and Learning — Technologies and Trends

Author(s)

• Knight, Erin Beth
• Gandomi, Nathan
• Severance, Charles
• Borgman, Christine L.
• Kroner, George

Issue Date

2010-02-03

Keyword(s)

• Teaching and learning
• education technology
• social media
• participatory media

Abstract

The landscape of teaching and learning has been radically shifted in the last 15 years by the advent of web technologies, which enabled the emergence of Learning Management Systems (LMS). These systems changed the educational paradigm by extending the classroom borders, capturing and persisting course content and giving instructors more flexibility and access to students and other resources. However, they also constrained and limited the evolution of teaching and learning by imposing a traditional, instructional framework. With the advent of Web 2.0 technologies, participation and collaboration have become predominant experiences on the Web. The teaching and learning community, as a whole, has been late to capitalize on these technologies in the classroom. Part of this trend is due to constraints in the technology (LMS), and part is due to the fact that participatory media tools require an additional shift in educational paradigms, from instructional, on-the-pulpit type of teaching, to a student-centered, adaptive environment where students can contribute to the course material and learn from one another. This panel will discuss the next generation of teaching and learning, involving more lightweight, modular systems to empower instructors to be flexible, explore new student-centered paradigms, and plug and play tools as needed. We will also discuss how the iSchools are and should be increasingly involved in studying these new forms, formulating best practices and supporting the needs of teachers as they move toward more collaborative learning environments.

Type of Resource

text

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http://hdl.handle.net/2142/14984

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