Whether it be global tech businesses being grilled by the Public Accounts Committee; the launch of 4G networks or the adverts vying for pre-Christmas attention, digital technologies: computers, mobile phones, the internet, have been in the public eye quite a lot recently.
Bran Ferren (somewhat) famously said that technology is ‘stuff that doesn’t work yet’ – we don’t think of biros or belts as ‘technologies’ (that is purposefully designed and made tools), because they’re woven into everyday life and work as we’d expect. But how about ‘digital technologies’ – when will they stop being ‘technologies’ and start, simply, being the internet, apps or micro-processors? The answer, is when they become more trivial, when we recognise the implicit value in them and understand how they are constructed and work.
Last blog I talked about Linked Data in relation to OER – linking the OER together. One aspect of this was personalisation – being able to see where gaps in a students learning were, and plugging them dynamically though linked OER.
How do we track the impact of data and documents once we’ve “let it out” into the wild for anyone to use, reuse, reappropriate, and open up for re-downloading? That’s the question I’m looking at this week, and that I’ve been thinking about for the last couple of days. more >
The Open University’s Institute of Educational Technology recently released a fantastic report – “Innovating Pedagogy 2012” (pdf) (Creative Commons licenced too). The report offers 10 innovations with the potential to change education in the short to medium term. It starts with a two page executive summary – so if you don’t read anything else, take a look at that!