Posts Tagged ‘EDUCAUSE’

The following list was primarily derived from EDUCAUSE.  They produce a monthly publication that seeks to identify, compile, and review new technologies that show promise in education.  Below, I describe the emerging technologies that began to gain prominence in 2006.

  • Virtual meetings (aka, Virtual classrooms).  Virtual meetings are synchronous interactions that use the Internet as the medium to communicate through chat tools, application sharing, audio, and video.  In a virtual classroom, learners can encounter interactive discussions and  lectures as well as classmate and teacher interaction.  Virtual classrooms can also be woven into a LMS (EDUCAUSE, 2006a).  One of the most prominent examples of virtual classrooms is Second Life, which is the Web’s biggest “user-created, 3D virtual world community” (Linden Research, 2011, p. 1).  Another option for delivering course content in this manner is virtual conferencing.  In a virtual conference, students can learn from any location in a synchronous format or anywhere, anytime in an asynchronous format  (Beldarrain, 2006).
  • Screencasting.  A screencast allows users to record the actions taking place on a computer screen, and this recording occurs as a video accompanied by audio.  Screencasts allow users to access in-depth course material even when they may not be present in class.  They can distribute this technology as a Vodcast (EDUCAUSE, 2006b).
  • Remote Instrumentation.  Remote instrumentation allows individuals to control scientific equipment from a remote location.  Some examples of this type of equipment include spectrometers, astronomical tools, and other electronic instruments.  Educators can use remote instrumentation to provide authentic experiences to a large audience.  This initiative helps to move students beyond a textbook knowledge and offer real experience (EDUCAUSE, 2006c).
  • Google jockeying.  A Google jockey is a contributor to a class who searches the Internet for Web sites, ideas, resources, or terms that are presented during a given class.  The jockey’s role coincides real-time with the presentation in order to expand learning opportunities and refine the core topics (EDUCAUSE, 2006d).
  • Virtual worlds.  “Residents” of a virtual world immerse themselves in an online environment through avatars, which represent individuals.  Several educational institutions are implementing and experimenting with virtual worlds as a platform in which to conduct class.  This environment is poised to cultivate constructivist learning by positioning students in a learning environment without overt learning objectives (EDUCAUSE, 2006e).
  • Facebook.  Facebook is a major Website for social networking.  This site is a prime example of the challenges associated with information literacy (i.e., one’s ability to deal with the risks and opportunities the Internet age creates).  Facebook gives users the ability to create profiles that represent their individuality and post any materials or links they wish (EDUCAUSE, 2006f).
  • YouTube.  Users of this video-sharing service have the ability to share, upload, and store professional or personal videos.  In addition, users control who may view their videos by allowing anyone to access the content or to form communities.  Viewers can comment and rate videos if they wish (EDUCAUSE, 2006g).
  • Google Earth.  This interactive mapping technology permits consumers to virtually navigate the entire earth by viewing landscapes, mountains, buildings, roads, and similar structures.  Visual literacy can be improved and assessed using this application.  In addition, this tool can aid students’ awareness of cultural differences (EDUCAUSE, 2006h).
  • E-books.  E-books discard the belief that books should always be read from cover to cover.  This tool encourages readers to employ a self-directed and interactive role in how they learn.  E-books support new approaches to interact with the content of books.  Various learning styles can be accomodated by incorporating simulations, movies, or audio files (EDUCAUSE, 2006i).

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498

EDUCAUSE Learning Initiative. (2006a, February). 7 things you should know about virtual meetings. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7011.pdf

EDUCAUSE Learning Initiative. (2006b, March). 7 things you should know about screencasting. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7012.pdf

EDUCAUSE Learning Initiative. (2006c, April). 7 things you should know about remote instrumentation. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7013.pdf

EDUCAUSE Learning Initiative. (2006d, May). 7 things you should know about Google jockeying. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7014.pdf

EDUCAUSE Learning Initiative. (2006e, June). 7 things you should know about virtual worlds. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7015.pdf

EDUCAUSE Learning Initiative. (2006f, September). 7 things you should know about Facebook. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7017.pdf

EDUCAUSE Learning Initiative. (2006g, September). 7 things you should know about YouTube. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7018.pdf

EDUCAUSE Learning Initiative. (2006h, October). 7 things you should know about Google Earth. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7019.pdf

EDUCAUSE Learning Initiative. (2006i, December). 7 things you should know about e-books. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7020.pdf

Linden Research, I. (2011). Second Life Homepage. Retrieved from http://secondlife.com/

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EDUCAUSE produces a monthly publication that seeks to identify, compile, and review new technologies that show promise in education.  I describe the emerging technologies showing the most potential for education below in chronological order by year; the year 2005 through the present is covered in successive blogs.  The years do not necessarily represent the year of creation but of emergence.

  • Social Bookmarking.  Bookmarking occurs when a user saves the URL address of a Web site to a local computer.  Social bookmarking takes place when a user saves a bookmark to a public Web site and “tags” each location with keywords.  The ability to tag information resources with keywords and access these bookmarks through the Internet has the potential to alter how individuals find and store information.  Knowing where information is found may become less important than knowing how to retrieve information using a collaborative framework designed by colleagues (EDUCAUSE, 2005a).
  • Clickers.  Class size and human dynamics have traditionally restricted student engagement and feedback (e.g., a limited number of students dominate the interaction).  Clickers help to more efficiently facilitate engagement and interaction, which can be modified to any discipline and most teaching environments (e.g., small groups or partners).  A clicker is a small device that uses radio frequencies to communicate with a centralized computer in a classroom setting, such as the teacher’s or presenter’s computer (EDUCAUSE, 2005).
  • Podcasting/vodcasting.  Podcasting describes any hardware and software amalgamation that automatically allows audio files to download to an MP3 (i.e., Motion Photographic Experts Group Audio Layer 3) player.  This ability allows users to listen to or watch digital media content at their convenience.  Educators can use Podcasting as an asynchrounous learning tool that students can use anywhere, anytime.  If users add a video to a Podcast, then it becomes a Vodcast (EDUCAUSE, 2005c).
  • Wikis.  Wikis are powerful tools to promote collaboration.  The term “wikis” refers to Web pages that an individual can view and alter through Internet access and a Web browser.  This technology supports group collaboration and asychrounous communication (EDUCAUSE, 2005d).
  • Video blogging.  Similar to a blog, a video blog (vlog) employs video instead of text or audio.  Obviously, educators can use this technology to record lectures or special announcements.  In some instances, video blogs are used as an outlet for self expression or opinions (EDUCAUSE, 2005e).
  • Blogs.  A blog is simply an online journal, and viewers of a blog can respond.  The  technology is similar to e-mail.  Students usually employ blogs to complete assignments and for self expression.  Educators use blogs to support teaching and learning, promote dialogue, and express ideas or opinions (EDUCAUSE, 2005f).
  • Augmented reality.  Augmented Reality focuses on real space or objects and uses contextual data to expand students’ knowledge of that space or object.  It differs from virtual reality in that it does not generate a simulated reality (EDUCAUSE, 2005g).
  • Instant Messaging.  Instant Messaging (IM) allows for real-time communication through mobile computing devices or personal computers using the Internet.  IM now supports communication in the form of text, audio, video, images, and other attachments.  While IM has been around since the late 1990s, the functionality of IM is now ubiquitous with the advent of many new applications and mobility.  Learners using IM appear to feel connected with the faculty and peers in a way that is difficult using other multimedia.  Higher education has the opportunity to embrace this new medium of communication that requires little cost (EDUCAUSE, 2005h).
  • Collaborative Editing.  Collaborative editing allows several individuals to edit a document simultaneously.  In other words, this tool allows a user to edit a file or observe someone else editing the file in real time.  This technology is similar to instant messaging in that changes are seen instantly, and it resembles a wiki in that all participants can delete, change, or add content.  Collaborative editing provides a good platform for supporting groupwork in a distance learning environment; students can work together despite being separated by time and space (EDUCAUSE, 2005i).

EDUCAUSE Learning Initiative. (2005a, May) 7 things you should know about social bookmarking. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7001.pdf

EDUCAUSE Learning Initiative. (2005b, May) 7 things you should know about clickers. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7002.pdf

EDUCAUSE Learning Initiative. (2005c, June) 7 things you should know about podcasting. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7003.pdf

EDUCAUSE Learning Initiative. (2005d, July). 7 things you should know about wikis. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7004.pdf

EDUCAUSE Learning Initiative. (2005e, August). 7 things you should know about videoblogging. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7005.pdf

EDUCAUSE Learning Initiative. (2005f, September). 7 things you should know about blogs. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7006.pdf

EDUCAUSE Learning Initiative. (2005g, October). 7 things you should know about augmented reality. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7007.pdf

EDUCAUSE Learning Initiative. (2005h, November) 7 things you should know about instant messaging. Retrieved from  http://www.educause.edu/ir/library/pdf/ELI7008.pdf

EDUCAUSE Learning Initiative. (2005i, December) 7 things you should know about collaborative editing. Retrieved from http://www.educause.edu/ir/library/pdf/ELI7009.pdf

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