Presented by: Ashley Breton & Sam Kirk Robots and the Future of Learning Debate Participants: Hiroshi Kobayashi, Professor of Mechanical Engineering, University of Tokyo If you have any questions or comments for us, please write them in the comments section below.  Links to the references used to make this video can be found at the end of this description box.  Thank you for sharing your time with us. Want to learn more?  Check out these emerging companies in the educational robot market: Emotix (India), FANUC (Japan), Hanson Robotics (China), Photon Entertainment (Poland), Robolink (US), ROBOTIS (South Korea), and SoftBank Robotics Group (Japan). And, don’t forget to take a look at the Civil Law Rules of Robotics proposed by the European parliament to regulate the use of robots and their employment (see “License for Designers” and “License for Users” section located at the end of...

with Image courtesy of larrycuban.wordpress.com Co-authored by Ashley Breton & Sam Kirk The Great Media Debate on the link between media and learning has been going on for decades. This now-famous feud started with an article written by Richard Clark in the early ’80s titled Reconsidering Research on Learning from Media (1983), where he argues “that media do not influence learning under any conditions” (p. 445). Instead, “media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” (Clark, 1983, p. 445). Several years later, Robert Kozma, with his Learning with Media (1991) article, challenged Clark’s claim that only instructional methods affect learning and not the medium, stating that “learning with media is a continuous, reciprocal interaction” (p. 182), between the...

  Jesse Stommel is a documentary filmmaker, professor, and founder of the Digital Pedagogy Lab and Hybrid Pedagogy. Stommel’s background in English lends itself to his teaching and research interests of higher education pedagogy, critical digital pedagogy, ungrading and assessment, composition, new media, public humanities, scholarly publishing, games and game-making, horror, science fiction, and queer theory. You can find his website here.  Stommel’s work is about open education, open pedagogy, critical pedagogy , and radical pedagogy. He insists that issues of social justice and democracy are not distinct from the act of teaching and learning. His contributions shine a light on compassion and inclusion in education. He is not a fan of “best practice” or “scaffolding”. You can find some of his keynotes and lectures here.  Stommel states that ...

The last two weeks has been perfect for me to better understand the history of education and technology. This week, reading chapter 11 Connectivism, framed many changes our organization went through in the 2010’s and provided a richer context and a wider view of what was happening in the field of ESL and education. In Canada, many language schools started to see much more regulation through TESL Canada, the Centre for Canadian Language Benchmarks, and the Private Career Training Institutions Agency which later became the Private Training Institutions Branch under the provincial government. This meant that more stringent regulations regarding lesson delivery, content, assessment, and teacher qualifications were implemented. Looking back now it does look a little like the wild west. I was witness to the introduction of innovative technology such as smartboards as well as a push for more...

From the outset of this book, I have tried to take my time and imagine myself as an experienced teacher working in 1995. How would I have tried to experience the innovative technology of the time and incorporate it in my classes in a meaningful way? Would I have clung to the idea that I was a sage on a stage, or would I have relinquished some of the control gracefully for a more student-centered approach to my lessons?  “Use the things you know and use them well.” stated Clare Thomson in Between the Chapters episode 3. To paraphrase, if you try to use technology that you are not confident with, the students will notice that, and it will not turn out as successfully as you had hoped. These ideas resonated with me during this time of crisis learning. Moving from face-to-face lessons to online learning and then finally to hybrid learning, I have realized that I need to take it...

As LRNT 522 draws to a close, our MALAT cohort of 2021 has many things to think about and reflect on. This month we were asked to create some questions regarding research for Dr. George Veletsianos, full Professor in the School of Education and Technology at Royal Roads University. Veletsianos has provided his answers via podcast, and we have been asked to reflect on them and post our responses. There were two questions that I was particularly interested in. First, “In respect to learning and teaching online, lots of research has been done, resulting in the models we have been learning about through LRNT521 and LRNT 522. Has any research been done to dive deeper and look at generational adaptability in digital learning environments?” and second, “How do you determine the scope and depth of literature to focus on when approaching a literature review related to your research...

  Upon reading The Internet and Higher Thinking by Garrison, Anderson and Archer, I reflected on the collaborative constructivist perspectives mentioned and that teaching and learning transactions should incorporate a learner’s personal sphere into consideration for meaningful knowledge. That was something that I knew instinctively but had never read, written or spoke about in all of my years teaching and that cognition and cognitive development ought not to be divided from social circumstance (Garrison et al., 2000). “The educational process has two sides, one psychological and one social and that neither can be subordinated to the other or neglected without evil results following”. (Dewey 1959). From my own personal limited experiences with online learning many years ago, I realized that my limited success in class was due to the missing elements that Garrison mentioned above...