Tag: #LRNT523

LRNT523: Activity 5
Written by Kirsten & Kym

The media debate between Richard Clark (Yoda) and Robert Kozma (Elon Musk) is as hot as ever in today’s EdTech-saturated world. Clark famously argues that media is just a tool for delivery, like receiving from DoorDash—it doesn’t influence how we learn. Kozma fires back, claiming that the media does much more, actually transforming the learning experience.

Aligned with this debate is a recent conversation between one of ed-tech’s darlings MagicTech and Adam Spencer of AbleDocs (now GrackleDocs) on pandemic-driven tech in education. During the lockdown, accessibility tools like AI captions and digital learning platforms were hailed as breakthroughs, particularly for students with disabilities. But did these innovations actually improve learning, or just change the way it’s delivered? Clark would say that while these tools improved access, they didn’t improve the learning process itself—good instruction could happen with or without them. Kozma, on the other hand, would argue that such tools expand how students can interact with content, creating genuinely new educational experiences.

In “Technology Gives K–12 Teachers the Power to Teach from Anywhere” (EdTech Magazine, 2023) the author explores how advancements in educational technology allow teachers to adapt lessons and instruct from various locations, making the teaching process more flexible and inclusive. Cloud platforms, virtual learning environments, and collaboration tools like Google Classroom and Microsoft Teams are central to this transformation allowing real-time communication, remote lesson planning, and assessment. Kozma would argue these tools reshape traditional teaching approaches, promoting accessibility and equity in education. Clark would contend that interactive learning experiences can be achieved just as effectively without technology.

By revisiting this debate, it reminds us to always critically examine the EdTech industry’s bold claims. Clark encourages us to question Kozma’s optimism and ask whether these technologies are truly enhancing student learning. So, when researching new tech in education, the question we need to ask is: should we meet Yoda in the swamp or fly to Mars with Elon?

References

Buck, T. E. (2024, January 18). Technology Gives K–12 Teachers the Power to Teach from Anywhere. Technology Solutions That Drive Education. https://edtechmagazine.com/k12/article/2023/11/technology-gives-k-12-teachers-power-teach-anywhere

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. https://doi.org/10.3102/00346543053004445

Ideogram.ai. (2024). Photographic image for blog post: Yoda vs. Elon Musk: Does EdTech really teach, or just deliver. https://ideogram.ai/explore

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. https://doi.org/10.3102/00346543061002179

Magic EdTech. (2024, June 12). Preparing Learners with Disabilities for the Workforce of Tomorrow [Video]. YouTube. https://www.youtube.com/watch?v=rfdhmL5qcuw

LRNT523: Activity 3

As a management consultant guiding organizations through AI adoption, one thing is clear: how people share and acquire knowledge is changing as fast as the technology they’re trying to adopt. Weller’s insights (2020) from 2002-2011 still ring true, offering lessons that are more relevant than ever. Let’s jump into two that stood out to me.

Curate, Don’t Create

Remember when everyone was obsessed with creating content? Blogging, vlogging, and yes, a bit of oversharing. But then came a revelation: why create when you can curate? Tools like RSS feeds and wikis taught us that the real power lies in gathering and curating content from existing sources. For organizations, this is a goldmine—stop writing long, outdated manuals and start curating the best resources from across the web. It’s faster, stays fresher, and it’s a whole lot less painful.

Connectivism vs. Corporate Control

Now here’s a challenge we still face: connectivism. This theory suggests that learning happens through networks—connections between people, resources, and information. Sounds great, right? Enter corporate control. Most organizations are still clinging to rigid, top-down learning models while touting learning frameworks like the 70-20-10 model (70% on-the-job, 20% social learning, 10% formal training). But in reality, it’s all formal training! Employees need space to explore, innovate, and connect freely—or else, they’re learning at a 1990s pace in a 5G world.

Takeaway: The future of learning is decentralized. Stop controlling—start curating and connecting.

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References

Jasper Art. (2024). Photographic image for blog post: From Control to Curate: The Decentralized Learning Revolution. https://app.jasper.ai/art

Weller, M. (2020). 25 years of ed tech. Athabasca University Press. https://read.aupress.ca/read/25-years-of-ed-tech/section/e69021f2-91b6-4ca4-9d0b-81d3e9748707