Good afternoon! In just a few hours, Dr. Doug and myself will be recording a brand new episode of the EnT… Tech Gods and/or Goblins willing…
Please click on the links below for your viewing and/or listening pleasure… and/or displeasure!
Matt’s notes
This set-up for this episode was the same as previously:
- Skype call initiated by Matt.
- Skype recording downloaded to Matt’s computer.
- Edited in Camtasia, along with updates to slides… additional images… and music…
- Export the Camtasia MP4 to YouTube.
- Export the “Audio only” file to WordPress via my laptop computer.
- Show notes updated as needed.
- Published pending Doug’s review.
- “Promotion” via social media… LMAO, ROTFL, FML, LOLOLOL…
As always, images are from Unsplash.com and music clips from Pixabay.
Since upgrading to the highest possible network speed for his area, Matt has ordered a desktop with significantly more RAM… which, according to the Internet, means that my computer should, at least in theory… go faster… looking at you, Camtasia…
After that’s all loaded… we may look at doing the next episode in Zencastr… in terms of getting the pod onto Spotify and whatnot… this, I think, is a capability of that platform…
Getting the pod file onto the mainstream providers is totally, 100% a holiday break project…
As has been the case lately, Doug chose the topic, the day and time… weekly seems OK so far! These notes are represented below… any formatting issues, etc. are with me…
As always, these notes provided me a good roadmap for MY notes and planning and such… So, on behalf of everybody else with awesome colleagues… Thanks, Doug!
Matt also wants everybody to know that “All Through a Life” is the title of both a song and an EP by DC hardcore punk band Rites of Spring… featuring Guy Picciotto and Brendan Canty pre-Fugazi…
Resources
Doug requested an update to the wording for where he is located… on Epekwitk island, within Mi’kma’ki, the ancestral and unceded territory of the Mi’kmaq People… this is now reflected in our site’s Land Acknowledgment. In searching for preferred wording, Matt located this significant Epekwitk Place Names page within a substantial, recent, and multi-faceted L’nuey website…
Established in 2019, L’nuey is an initiative that focuses on the advancement, implementation, and protection of the constitutionally entrenched rights of the Epekwitnewaq Mi’kmaq (Mi’kmaq of PEI).
L’nuey, n.d.
This, in turn, led Matt to the excellent First Voices site… because there are some significant Secwepemctsin resources there… and I wanted to learn the word for autumn… sllwélsten
This all struck Matt as pretty significant, given that last week we talked a lot about names and naming…
And in that regard, Matt is pinning the excellent Metaphors in Ed Tech (Weller, 2022), and Tony Bates blogs… on Tony’s blog, there is a recent post… which is well worth your time… Exams and online courses: why proctoring is the wrong issue… for further discussion…
Doug’s Notes
Why do people participate in lifelong learning? Why do people participate in learning at all?
My bias: Learning just for financial or economic gain is not why I engage in learning activities. This is at odds with many people, organizations, and governments.
Technology can make LLL a reality. With electronic tools, people can learn virtually anytime and anyplace they choose without obstacles .Technology makes learning a private and personal experience and seems to motivate learners.
Edwards, R. (1997). Changing places? Flexibility, lifelong learning and a learning society. London, Routledge publishing.
LLL literally means that learning should take place at all stages of life cycle (from the cradle to the grave) and, in more recent versions that it should be life-wide; that is embedded in all life contexts from the school to the workplace, the home and the community. The learning society therefore, is the vision of a society where there are recognized opportunities for learning for every person wherever they are and however old they should be.
Green, A. (2002). The many faces of lifelong learning: recent education policy trends in Europe. J. of Education Policy, 17 (6), 611-626.
Technology assisted LLL aims to harness technology to support excellence in teaching, learning and research. Research and consultancy are undertaken on e-learning and technical projects, and high quality learning solutions are developed. Knowledge transfer challenges in teaching and learning, collaboration, dissemination of information, and beyond can be solved by the Internet.
Tindall, S. (2005). Technology-Assisted Lifelong Learning, Department for Continuing Education, University of Oxford, United Kingdom.
According to the European Commission, LLL contains: all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective.
Laal, M. (2011). Impact of Technology on lifelong learning. Procedia-Social and Behavioral Sciences, 28, 439-443.
Adults’ lifelong learning and personal learning environments are highly influenced and expanded by technological developments
Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology‐enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487–504 DOI: 10.1111/jcal.12007
(Adult LLL and TRE) increasingly present them with opportunities to develop their skills and actively engage in lifelong learning
Van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior 72, = 577–588. DOI: 10.1016/j.chb.2017.03.010
Interesting term: technology rich environments (TRE)
… suggest that adults’ learning ecologies are a combination of formal, non-formal, and informal learning, of which the latter was most associated with sufficient problem-solving skills in TRE.
Nygren, H., Nissinen, K., Hämäläinen, R., & De Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759-1770.
(So the trend is not just informal LLL) The number of lifelong learning institutes serving older adults in the U.S. has increased in the last few decades.
Hansen, R. J., Talmage, C. A., Thaxton, S. P., & Knopf, R. C. (2020). Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report. Gerontology & geriatrics education, 41(3), 342-351.
We suggest that countries such as the UK, which have become overly focused on individual solutions, such as digital skills, to promote the use of the Internet for lifelong learning are going in the wrong direction. Interventions built around the “responsibilization of the individual” that ignore structural inequalities have failed in the past, and the data presented here suggests that they will continue to do so if they do not take into account wider social structures.
There is a need to reframe the way lifelong learning via the Internet is conceptualised and supported, to account for a more personal and democratic view, where individuals are supported to learn things that matter to them, and connects individuals with their local communities to support social change.
Eynon, R., & Malmberg, L. E. (2021). Lifelong learning and the Internet: Who benefits most from learning online?. British Journal of Educational Technology, 52(2), 569-583.
Thank you so much for checking out the latest episode! We will probably be sending out another one within the week…
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