25 Years of Ed Tech

Our historical review of education technology begins in 1994 with Bulletin Board Systems or BBS and looks at how BBS laid the groundwork for much of the networked communications we now use on a daily basis. The chapter looks at how the BBS changed the nature of distance in distance education, student resistance to this new form of communication in distance learning, and how the BBS surfaced early issues around copyright of digitized materials. The chapter is read by Bonni Stachowiak host of the Teaching in Higher Ed podcast.

11-09

11:45

In this episode, Laura Pasquini chats with Alan Levine about Bulletin Board Systems (BBS) and what was going on in the land of learning online in 1994. We reflect back to the time of dial-up internet, the start community interest groups, and the beginnings of how these technologies would have impacted educational technology. What we learned then, that maybe we could be reminded of nowadays.Jim Groom's recent seminar & chat on Digital Identity, Reclaim and DS106The Internet ArchiveBBS: The Documentary via Jason ScottAbout Jason Scott & his “Ultimate BBS List” Community of PracticeThe Community of Inquiry25 Years of EdTech – 1994: Bulletin Board Systems The Electronic Forum @ Maricopa CollegeDS106This American LifeWhat is ds106 Radio?Ungrading MovementSocial Network Sites: Public, Private, or What? - danah boyd [PDF]Check out Alan’s Flickr photos -- p.s. Hi MomQuestions from the chapter: What else is going on in this BBS space in the 1990s? What have we learned from these early days of BBS, for the things that came next?Connect to Alan: http://cog.dog/ Follow on Twitter: @YearsEdDo you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Laura Pasquini

11-12

49:00

Even though it was invented in the late 1980s by CERN researcher Time Berners-Lee, 1995 marks the year that the World Wide Web burst into wide public consciousness. Initially dismissed as a passing fade by many in education, the web more than any other technology has gone on to profoundly alter not only education but society as a whole. Chapter 2 is narrated by Jeffery Saddoris. 

11-16

11:26

In this episode, Laura Pasquini and Jim Groom reflect back to their OG Internet experiences as they get nostalgic about Chapter 2: The Web. The World Wide Web vs. the Internet as we know is discussed, specifically for what it means for learning, teaching, and more in higher education. The Web was a really powerful way to share educational resources, plus gave access and new avenues for how, where, and when people learn. We hope you enjoy this conversation as we talk about the affordances and tensions of the Web, and perhaps we will consider how this will impact education moving forward.“The realization that anyone in the world could now see their page was a revelation. This act now seems like the mythical mudskipper crawling from the sea to the land: a symbolic evolutionary moment.” ~@mweller, Chapter 2: The Web Here are a few of the many aspects of the Web threw back to in the episode:Netscape & Mosaic Web BrowsersTim Berners-LeeThe Internet Course by Jim Groom & Paul BondWhat is Geocities?Prof. Dr. Style Olia LialinaFYI: MySpace Still ExistsWordPressDrupalMediaWikiYou know HTML? You’ve Got a Job!Domains of One OwnReclaim Hosting - Take Control of Your Digital IdentityDeveloping digital literacies - what will we need to work on in the future?The Rabbit Hole podcast from NYTRemember the free AOL CDs? The AOL CD-ROM Collection Meadow Educates AJ About the Internet on the SopranosConnect to Jim: https://bavatuesdays.com/ Follow on Twitter: @YearsEdDo you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Katy Jordhal

11-19

31:55

Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini.

11-23

11:09

In this Between the Chapters episode, Laura is joined by Clare Thomson and Mark Brown to get nostalgic for the things we were building and working on back in the mid-90s with computer-mediated communication (CMC)... and then some for Chapter 3. We dig into the pioneering practices and “cottage innovations” that were groundbreaking at the time, and offer us some sound learned lessons for today. What we did then, may still be relevant now for how we are thinking about online learning. Here are a few things we mentioned during this episode:The Virtual Community by Harold RheingoldGlobal Networks: Computers and International Communication by Linda HarasimLearning Networks: A Field Guide to Teaching and Learning Online by Linda HarasimBoundary Breaking in Education [PDF] virtual student teaching between Canada & New ZealandTeaching is a Subversive Activity and book by Neil Postman & Charles WeingartnerxMOOC vs cMOOC? Defining Common MOOC TermsThe Medium is the Message ~ Marshall McLuhanThe Slow Movement“Ed tech is not a game for the impatient.” ~ @mweller How can we go back, to the things we learned then, to move us forward in the virtual learning environments?How will our community be dialoguing about these ideas and issues related to CMC for how we teach and learn now?Learn more about the guests in this episode:Clare: https://www.lostandfoundinedtech.org/ Mark: https://www.dcu.ie/nidl/director-nidl Follow on Twitter: @YearsEdDo you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ Podcast episode art:X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Clare Thomson.

11-26

32:37

Chapter 4 1997 looks at, not a specific technology, but at the learning theory Constructivism and a number of different pedagogical models that the increased use of technology in education inspired including Problem Based Learning (PBL), Resource-Based Learning (RBL), and Communities of Practice (COP). Read by Tim Carson, host of the Praxis Pedagogy podcast

11-30

21:38

In this Between the Chapters episode, Laura chats with Jesse Stommel about constructivism (Chapter 4) and everything in the universe of education. We work through Jesse’s detest of “scaffolding” and praise for the Dewey’s ideas from over a hundred years ago. You’ll hear what we’re thinking about being more student-centered to move us outside of current learning panopticons -- by actually talking to students to figure out how we can learn today. We bat around ideas for a more nuanced conversation of what ed tech can look like now during a pandemic, and perhaps in the future if we think more critically about our digital pedagogy and listen to one another. Imagine that! “In higher education, pedagogical thought just isn’t a thing -- it doesn’t even actually exist as a thing.” ~ @jessiferHere are a few things we discuss, rant, and praise in this episode of the pod:Audrey WattersHASTAC: Humanities, Arts, Science, and Technology Alliances and CollaboratoryDigital Pedagogy + Follow on Twitter: #DigPedCritical PedagogyUngrading MovementSchools of To-Morrow by John Dewey and Evelyn DeweyCritical Digital Pedagogy: a DefinitionWhat Is Critical Digital Pedagogy, and Why Does Higher Ed Need It?Book: Critical Digital Pedagogy: A CollectionZone of Proximal Development (ZPD) ... apparently not another virusOnline Teaching with the most basic of tools – email by Tanis MorganConstructivism 3: Bruner and ScaffoldingPrinciples of Student-Centeredness vs. Student Contributions Introduction to Communities of Practice by Etienne & Beverly Wenger-Trayner BONUS: The Human Work of Higher Education Pedagogy by Jesse Stommel [RE: Brunner Scaffolding Quote]Community Challenge: Let’s ask ourselves hard questions about what does and doesn’t work in our online learning spaces and places.Question: How does Papert’s Constructionism learning theory fit in with constructivism and what is discussed in Chapter 4 and our conversation?Connect with and learn more about Jesse’s work at: https://www.jessestommel.com/ @HybridPed@DigPedLabhttps://urgencyofteachers.com/---Tell your friends/colleagues to subscribe to the podcast & connect to @YearsEd on Twitter. Do you have thoughts, comments, or questions about this podcast? Contact us! Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Rajiv Jhangiani.

12-03

35:51

1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the development of one of the most popular collaborative websites in the world in Wikipedia. This chapter is read by Ken Bauer. 

12-07

13:38

This episode is targeted at Chapter 5: Wikis, but really we talk even more about how we create collaborative learning experiences, empower learners to contribute to their own courses, and how knowledge can be co-created in our educational spaces. Here are a few things we mentioned in the episode - enjoy:Squeak/SmalltalkRecognizing and supporting roles in CSCW (Guzdial, Rick, & Kerimbaev, 2000)Ward Cunningham developed the first wiki WikiWikiWeb: https://wiki.c2.com/ Piazza - platform for open Q&A with a wiki-style formatSituating CoWeb: A scholarship of applicationFERPA … changed the use of wikis in learningProtecting Student Privacy (in the US)No More Swikis: End of the Constructionist Web at Georgia TechSmallish Portable Lexical Outrageous Techniques (SPLOT)SPLOT ToolsConstructionism (learning theory) by Seymour PapertBeyond Adoption to Invention: Teacher-Created Collaborative Activities in Higher Education (Guzdial, Rick & Kehoe, 2009)MOOSE Crossing via Amy BruckmannWhy do people write for Wikipedia? Incentives to contribute to open–content publishing [PDF] (Forte & Bruckmann, 2005)Failure to Disrupt: Why Technology Alone Can’t Transform Education by Justin ReichQuestions:How do you create a culture of collaborative learning that is valued by your students?How can we better meet teaching and student needs with the ed tech tools, platforms, and spaces? (Imagine!) Martin: How is the Open U using some of these technologies, and what can other institutions learn from your institution's experiments and innovations?Connect to Mark’s work at: https://computinged.wordpress.com/ Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ Podcast episode art:X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by texto digital.

12-10

36:51

It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution and connective network. E-Learning is read by Angela Gunder.

12-14

13:37

In this week’s Between the Chapters episode, Laura chats with Kelvin Bentley about all things e-Learning based on Martin’s Chapter 6: e-Learning. These reflections discuss how far e-Learning has and hasn’t come now that many higher ed institutions are being challenged during the pandemic, and what distance education will continue to look like post-COVID-19. More importantly, we discuss what we can learn from 1999 and take these building blocks for how we want learning to look like in the future at our colleges and universities.What is e-Learning?All the “Categories of E-Learning” on WikipediaThe Evolution of Distance LearningThe Foundations of Learning & Instructional Design Technology TimelineDoctor Who from the BBCDigital Diploma MillsQuality Matters - 2003 start; learn more about QMRecognizing “Open” in Tenure and Promotion at UBCMetaphor of Holding onto the E-Learning Past Fact Check: It is Linus’ Security BlanketReimagining higher education in the United States McKinsey Report (2020)The Shift to Remote Learning: The Human ElementMajor Companies Partner with Colleges for Education Opportunities in Emerging TechWhat are Microcredentials?Why Companies and Universities Should Forge Long-Term CollaborationsWhat Will Learning Look Like In A Post Pandemic World? Do you agree?Faculty Success course (free) via Six Red MarblesQuestions for the community:What skills are you putting into your own practice or toolkit to support online learning now and for the future?How are we preparing ourselves for this evolving future for digital learning?What are people thinking about the future of professional organizations? Can we stay engaged in an “unconference” way to stay engaged with our colleagues/peers/professionals in the field? How will we chart the future of our own professional development?What ways are you planning post-pandemic learning at your university or college?Connect with Kelvin and follow his work on Twitter & LinkedIn.Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Dr Maren Deepwell.

12-17

37:43

Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb.

12-21

13:21

In this Between the Chapters episode Laura talks with Brian Lamb, D’Arcy Norman, and John Robertson about Chapter 7: Learning Objects. We learn about Brian and D’Arcy’s “meet cute” over moveable objects requests for repositories, and how John and others see learning objects as OERs with an open license. And see how some of these early tools, platforms, and ideas from learning objects helped to evolve into other useful learning spaces (e.g. blogs and wikis), attribution + open licensing (Creative Commons), and more! What exactly are Learning Objects?The Diamond Age by Neal StephensonSemantic Modelling ofLearning Objects and Instruction [PDF] (Pahl & Melia)Planning to Share versus Just Sharing by Scott LeslieShout out to Josie FraserLearning object standardLearning object repository and a list of a few LO favsPreservation of Learning Objects in Digital Repositories [PDF] (Boté & Minguillón, 2010)eduSource Canada http://www.edusource.ca/Dublin Core™ Metadata InitiativeCanCore http://cancore.athabascau.ca/en/ CanCore: Metadata for Learning ObjectsSearch MERLOT! Learning Objects [NMC archive now at Educause]A Traveler's Guide to the Learning Object Landscape. April 2003Elusive Vision: Challenges Impeding the Learning Object Economy. June 2003Metadata hat tip to Stephen DownesThe Revisability Paradox [with Learning Objects] from David WileyCreative CommonsStill A Thing: UBC Blogs & UBC WikisAre OERs just Re-usable Learning Objects with an open license?“What do people do with all this stuff?... And, what do you actually do with all these things?” D’Arcy Norman, digital hoarding and reusability of the Learning ObjectsQuestions for Martin & Friends:Do you think that, in terms of the time, money, and effort spent on repositories and learning objects, we are having better conversations about our teaching and learning? How would we approach a similar type of project now with cross-institutional sharing? What would have we learned from learning objects from the past that can apply to a project like this in the future?Connect and learn with these lads at:Brian Lamb: https://abject.ca/ D’Arcy Norman: https://darcynorman.net/ John Robertson: http://kavubob.com/ Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by KevinHodgson.

Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged.