freedoms

“The final freedom I want to address today flows from the four I’ve already mentioned: the freedom to connect – the idea that governments should not prevent people from connecting to the internet, to websites, or to each other. The freedom to connect is like the freedom of assembly in cyber space. It allows individuals to get online, come together, and hopefully cooperate in the name of progress. Once you’re on the internet, you don’t need to be a tycoon or a rock star to have a huge impact on society.” -

Hillary Clinton on internet freedom

www.elearnspace.org

Time series fxn of the brain
Learner skills 4 21st century

EDUCATIONAL FUTURES

welcome
research discussion of trends in the developments and applications of ICTs in Education

b4 we begin todays, recap of last session

talked of ICT USE IN EDUCATION,

TRENDS AND DEVELOPMENT

AND THE CASE FOR DISTANCE EDUCATION

we are looking at these in the broader contexts of

The Dakar Educational Goals
and

The Millennium Development Goals

so to progress,

Hindsight, Insight, Foresight, Oversight : A Call for Learning Futures
What we need to know is changing rapidly and with it, what we need to learn. The key question is how to teach a new generation of learners.

credit: www.oeb2009.com

Traditional colleges
and universities build online course content according to the organizational and financial logic
of what Tony Bates once called the ‘cottage model’.

http://highereducationmanagement.wordpress.com/2009/10/08/500-million-digital-media-for-online-higher-ed/

what is the relevance for our academic communities? :

analyse blog

…

Research and Education Networking Unit
Introduction
The integration of ICT into teaching, learning, research, information dissemination and management activities has been a priority issue in African higher education for many years. Among the many initiatives in this regard, the AAU initiated an ICT project in 2001 under the title, ‘Study on the Use and Application of Information and Communication Technologies in Higher Education Institutions in Africa’ , with the limited objective of creating a toolkit for the institutional self-assessment of ICT maturity.
Under its Strategic Plan 2003-10 and following a very strong mandate issued by the 11th General Conference of the AAU held in Cape Town, South Africa, in February 2005, AAU had to establish role as coordinator of the many ICT initiatives currently underway. Matters were taken a step further at the 3rd International Workshop on Open Access which was sponsored by the Swedish International Cooperation Agency, the International Development Research Centre and the United Nations’ ICT Task Force, in Maputo, Mozambique in May 2005, when participants as well as donor agencies active in ICT initiatives in Africa agreed on the need for coordination and the role of the AAU at the continental level.
The Association formed an Research and Education Networking Unit to act as a focal point in relation to the many initiatives in relation to Information and Communications Technologies (ICT) in education and research networking, currently under way in Africa.
The principal role of the Education and Research Networking Unit will be to:

* facilitate national research and education networking

credit:

http://www.aau.org/renu/index.htm

for the big picture blog post on UNIVERSALITY OF ACCESS , 2009 LIFELONG LEARNERS

HENCE THE NEED FOR LIFE-LONG EDUCATORS (HOW IS the educational system PREPARING STUDENTS TO BECOME LIFELONG LEARNERS)

( QA in ICT EDUCATION)

join in the discussion, contribute

ICTs in education
ICTs IN the community
ICTs IN Governance

The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programm
Consortium supported by the UK Department for International Development (DFID). Its purpose is to
undertake research designed to improve access to basic education in developing countries. It seeks to achieve
this through generating new knowledge and encouraging its application through effective communication and
dissemination to national and international development agencies, national governments, education and
development professionals, non-government organisations and other interested stakeholders.

book review , Knowing Knowledge BY GEORGE SIEMENS

welcome

research discussion of trends in the development and applications of ICTs in Education

I am an ICT instructor at the University of Education, Winneba, Ghana.

ALL stakeholders welcome to join

TODAY’S session is a book review , knowing knowledge BY GEORGE SIEMENS

THE BACKGROUND TO THIS BOOK REVIEW IS THAT UP UNTIL NOW, WE’VE BEEN ANALYSING AMONG OTHER THINGS,

new media studies: new media literacies for tech. assisted learning

quality assurance, whose business?

MIT OPEN COURSEWARE : pace setters, worthy of emulation

case in point: skoool.com.gh

life long learning

archives electronic

facilitator roles

we are doing a review of
knowing knowledge, a book by an ardent educationist, mr George Siemens of the univ. of Manitoba

176 pages long and sells for $34 on Amazon A Creative Commons licensed version is available online
at www.knowingknowledge.com DISCIPLINE: KNOWLEDGE MANAGEMENT

relevant for academic communities

we would analyse portions of the book, peruse for sake of time

Section 1
An Exploration of Theoretical Views of Knowing and Learning. p1

Knowledge has broken free from its
moorings, its shackles. Those, like
Francis Bacon, who equate knowledge
with power, find that the masses
are flooding the pools and reservoirs
of the elite. The filters, gatekeepers,
and organizers are awakening to a
sea of change that leaves them adrift,
clinging to their old methods of creating,
controlling, and distributing
knowledge.

credit: knowing knowledge

how do you evaluate the impact of wikis on learning? CONSTRUCTIVISM AS A PRINCIPLE

” We live as an integrated experience; we see, know, and function i n
connections. Life, like knowing, is not an isolated activity; it is a rich,
interconnected part of who we are. We cannot stop the desire to know. The desire to know is
balanced with our desire to communicate, to share,
to connect, and our desire to make sense, to understand, to know the meaning. In an effort to make ourselves understood, we create structures
to hold our knowledge: hierarchies, books, libraries, encyclopedias, the
internet, search engines. We create spaces where we can dialogue about
and enact knowledge: corporations, organizations, schools, universities,
societies. And we create tools to disseminate knowledge: peer-review
journals, discussion panels, conferences.

credit: knowing knowledge

Section 2
Changes and Implication?Moving toward Application p67

As Richard Restak states,
Yesterday’s predictions have become today’s reality. And in
the course of that makeover, we have become more frenetic,
more distracted, more fragmented,in a word, more hyperactive.

credit: knowing knowledge

for the big picture LIFELONG LEARNERS

p30 join in the discussion, contribute PROPOSALS

RE:The rise of the individual. (FOR CONTEXT, SEE MY BLOG POST ON THE PERSONIFICATION OF INVENTION )

Change is shaping a new reality under the fabric of our daily lives. Seven
broad societal trends are changing the environment in which knowledge
exists:
1. The rise of the individual
2. Increased connectedness
3. Immediacy and now
4. Breakdown and repackaging
5. Prominence of the conduit
6. Socialization
7. Blurring worlds of physical and virtual

credit: knowing knowledge

so model of asynchronuous comm, NMM comes in by the use of threaded conversations
for student assessment and evaluation

The conduit is king. p75 CONTEXT TIES IN WITH THE PHENOMENON OF TECHNOLOGICAL CONVERGENCE)

Content. Context. Conduit: These shape the meaning of knowledge. Content. begins the knowledge cycle.
Context. makes it meaningful
Conduit . makes it relevant, current, and available

credit: knowing knowledge

Changed Characteristics and Flow of Knowledge. p79

Decentralization of knowledge. p92

“Decentralization of Knowledge
Things fall apart; the Center cannot hold.
William Butler Yeats85
Pieces are held everywhere, stitching together; reality is in the hands of
many.
Marvin Minsky presents intelligence as the function of many little
parts, each mindless by itself. p86
When these parts connect or join, they
create i ntelligence. The decentralization of knowledge reverses the
joining formed by others (experts, editors) and permits individuals the
capacity to connect knowledge in a manner they find useful”.

credit: knowing knowledge

Learners’ skills. p113 (THE CASE FOR NEW MEDIA LITERACIES)

” What types of skills do our learners need? pg.103
Anchoring.

Filtering.

Connecting with . . . Building networks

Being Human . . .

Creating and . . . Understanding implications, comprehending
Deriving Meaning meaning and impact.

Evaluation

Authentication and ensuring authenticity.

Altered Processes . . . Validating people and ideas

Critical and Creative . . . Question and dreaming.

Thinking

Pattern Recognition.

Navigate Knowledge.

Landscape technology

Acceptance . . . Balancing what is known with the unknown?
of Uncertainty to see how existing knowledge relates to what .
we do not know.

Contextualizing . . . Understanding the prominence of context
(understanding seeing continuums; ensuring key contextual
(context games) issues are not overlooked in context-games.
Now that we have seen things break apart,
we need better ways of putting them back together.”

credit: Knowing Knowledge

“We are able to describe, not define knowledge…All Knowledge is Information,
but Not all Information is Knowledge.”

credit: knowing knowledge (book)

QUES: What is different tomorrow?

the case for Quality Assurance in Higher Education

Welcome

Research discussion of trends in the development and applications of ICTs in Education

Before we begin today’s, recap of last 2 weeks,

“It’s one thing to encourage providers to develop ?open source? wares and to promote measures
that encourage publishers, colleges and universities to reduce costs and save students money.
But it’s another thing entirely for the federal government to use taxpayer dollars to provide
services that will undercut those offered by self-sustaining private enterprises.
. . . More than half a dozen major textbook publishers, including Pearson,
McGraw-Hill, Cengage, W.W. Norton & Co., and John Wiley & Sons, as well as hundreds of
smaller providers, develop and distribute online educational content.”

“Traditional colleges
and universities build online course content according to the organizational and financial logic
of what Tony Bates once called the cottage model?. “

credit: http://highereducationmanagement.wordpress.com/

Today’s session titled QA in ICT Education
relevance for our academic communities

References:

ICT in Education by Victoria L. Tinio

p12
How can ICTs help transform the learning environment into one that is
learner-centered?

Creative Learning: ICT-supported learning promotes the manipulation of existing information
and the creation of real-world products rather than the regurgitation of received information.

Integrative learning: ICT-enhanced learning promotes a thematic, integrative approach to
teaching and learning.This approach eliminates the artificial separation between the different
disciplines and between theory and practice that characterizes the traditional classroom
approach.

We are looking at these in the broader contexts of

The Dakar Educational Goals
and

The Millennium Development Goals

For the big picture blog post on UNIVERSALITY OF ACCESS, 2009 LIFELONG LEARNERS

HENCE THE NEED FOR LIFE-LONG EDUCATORS (HOW are HIGHER EDUCATIONAL INSTITUTIONS (HEIs) PREPARING
STUDENTS TO BECOME LIFELONG LEARNERS/EDUCATORS)

(QUALITY ASSURANCE in ICT EDUCATION)

WELCOME TO join in the discussion, contribute

George Siemens of the univ. of manitoba records September 11, 2009 address by John Hagel talking about Passionate Creatives

QUESTION: how do you evaluate the impact of wikis on learning?

KEYWORDS: edits, co-authorship, article/page connectedness

So model of asynchronuous comm, NEW MEDIA MODEL comes in by the use of threaded conversations
for student assessment and evaluation

(Might invite Dr Yidana, to talk more on project based pedagogies, A PARADIGM SHIFT)

Discuss:
a. The use of ICT to run instructional delivery systems:

The (COL) plan TO INCLUDE

Open educational resources herald
the emergence of a global intellectual
commons.
CREDIT: WWW.COL.ORG

Proposals, all stakeholders welcome

SOME QUALITY ASSURANCE METRICS (ICT EDUCATION IN HEIs)

1. How the ICT course can be made to revolve instead on and around principles and applications
of ICTs, e.g. the phenomenon of technological convergence; the fact that university education demands computer psychology, new media literacies etc.

2. How the student is being taught to appreciate the fact that ICT course lecturers and instructors
now assume facilitator roles and the supply of e-Resources to document this e.g. UNESCO publications etc.

3. Revisions and enhancements of ICT course content.

4. The inclusion of a Radio lecture series on ICT phenomena (for all ICT course students).

5. The use of the internet by lecturers and instructors for ICT course instruction e.g. blogging,
WikiEducator.org, ICT4D.org and other web 2.0 tools.

References (cont’d)

Blurton, C., New Directions of ICT-Use in Education?. Available online.

Evaluative learning

The role of ICT in higher education for the 21st century: ICT as
a change agent for education
Ron Oliver
Edith Cowan University, Perth, Western Australia

“Until computers are available at home, a nationwide network of Community
Learning Centres should be set up stocked with computer laboratories with broad
band access and trained staff to access online distance learning courses. “

Credit: Bikas C. Sanyal
International Institute for Educational Planning, UNESCO

TRANSCRIPT (EPISODE 3)

welcome

research discussion of trends in the development and applications of ICT and Education

I am an ICT instructor at the University of Education, Winneba, Ghana.

comments contributions suggestions questions welcome

b4 we begin todays, recap of last 2 weeks,

talked of shift in presentation, asynch model of recording and availability of transcript

(infusions of energies, model of asynchronuous comm, New Media Model)

that said, i would wanna begin by some illustrations/explanations on URLs: A typical URL is of the form:
Protocol://host/path/filename
For example the URL on the hompage of NUNet at University of Jos is:

http://www.unijos.edu.ng/nunet/index.htm

This means:
i. protocol is: HTTP
ii. host computer name: WWW
iii. second level domain name: unijos
iv. Top level domaian name: edu
v. CC Top level domain name: ng
vi. Directory name: nunet
vii. Filename: index.htm

services limit themselves to deep Web content.
Example of these are CompletePlanet (www.completeplanet.com), ProFusion
(www.profusion.com) and Invisible-we.net, search.com e.t.c.

credit: http://www.unijos.edu.ng

today’s session titled Quality Assurance IN ICT EDUC, A PERSPECTIVE

what is the relevance for academic communities? : teachers are now facilitators

ICT in Education by Victoria L. Tinio

p12
How can ICTs help transform the learning environment into one that is
learner-centered?

? Creative Learning. ICT-supported learning promotes the manipulation of existing information
and the creation of real-world products rather than the regurgitation of received information.

? Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach to
teaching and learning.This approach eliminates the artificial separation between the different
disciplines and between theory and practice that characterizes the traditional classroom
approach.

webCOL p9

continuing expansion of connectivity
is enabling much greater access to
technology-mediated learning;
? new social software is transforming
the Web into a vast space for online
collaboration; and
? open educational resources herald
the emergence of a global intellectual
commons.

credit: www.col.org

we are looking at these in the broader contexts of

The Dakar Educational Goals
and

The Millennium Development Goals

COL is an intergovernmental organisation created by Commonwealth
Heads of Government to encourage the development and sharing
of open learning and distance education knowledge, resources and
technologies.
Vision:
Access to learning is the key to development
Mission:
To help governments and institutions expand the scope, scale and
quality of learning by using new approaches and technologies, especially
those subsumed under the general term of open and distance learning
(ODL).
Programme sectors and initiatives:
Education:
Open schooling
Teacher education
Higher education
Virtual University for Small States of the Commonwealth

credit: www.col.org

for the big picture blog post on UNIVERSALITY OF ACCESS , 2009 LIFELONG LEARNERS

HENCE THE NEED FOR LIFE-LONG EDUCATORS (HOW are Universities PREPARING STUDENTS TO BECOME LIFELONG EDUCATORS)

welcome to join in the discussion, contribute

(PROPOSALs TO SET UP QA UNIT AT university DEPARTMENTS and RUN WORKSHOPS FOR LECTURERS/INSTRUCTORS)

hence the need for a comparison: educational psychology vrs computer psychology…

AFRICAN institutions need these concepts e.g. computer architecture and design issues (software)

AN ANALYSIS OF why the carnegie mellon university runs a cse. in human-computer interaction

George Siemens of the univ. of manitoba
records September 11, 2009 address by John Hagel talking about Passionate Creatives

how do you evaluate the impact of wikis on learning?

edits, co-authorship, article/page connectedness

credit: www.elearnspace.org

so model of asynchronuous comm, NMM comes in by the use of threaded conversations
for student assessment and evaluation

(might invite Dr Yidana, to talk more on project based pedagogies)

discuss:
a. The use of ICT to run instructional delivery systems:

philosophy of investigitating the use of ICTs in education

COL P9 3YP_09-12_webCOL

The plan TO 3 INCL.

? open educational resources herald
the emergence of a global intellectual
commons.

proposals, all stakeholders welcome

1. How the ICT course can be made to revolve instead on and around principles and
applications of ICTs, e.g. the phenomenon of technological convergence; the fact that university
education demands computer psychology, new media literacies etc.

2. How the student is being taught to appreciate the fact that ICT course lecturers and instructors
now assume facilitator roles and the supply of e-Resources to document this e.g. UNESCO publications etc.

3. Revisions and enhancements of ICT course content.

4. The inclusion of a Radio lecture series on ICT phenomena (for all ICT course students).

5. The use of the internet by lecturers and instructors for ICT course instruction e.g. blogging,
WikiEducator.org, ICT4D.org and other web 2.0 tools.

? Evaluative learning

The role of ICT in higher education for the 21st century: ICT as
a change agent for education
Ron Oliver
Edith Cowan University, Perth, Western Australia

Until computers are available at home, a nationwide network of Community
Learning Centres should be set up stocked with computer laboratories with broad
band access and trained staff to access online distance learning courses.
Bikas C. Sanyal
International Institute for Educational Planning, UNESCO

i-Advance Project: An initiative with Intel Corporation and local computer assembly
firms (Ghana) to provide affordable computers for students, teachers and government employees.

ICTs in educ
ICTs IN the community
Gov. admin

Would you like to share with me what you think Academic Quality
Assurance�s Unit Core Business should be in HEIs (HIGHER EDUCATIONAL INSTITUTIONS)?

TRANSCRIPT (EPISODE 2)

welcome

this is a research discussion of trends in the development and applications of New Media forms to societal needs esp. education

(internet technologies)

covering a range of key topics of special interest to ICTs and Education

comments suggestions questions highly welcome

first of all, i would want to sound a note of caution on the phenomenon of information persistence: blog entry jun 21, 2009
and i would review the Changing Stakeholders in the New Media Model (blog post of may 15, 2009)
and the relevance to academic communities

references to the Horizon Report

The 2009 Horizon Report is
a collaboration between
The New Media Consortium
and the
EDUCAUSE Learning Initiative
An EDUCAUSEAUSE Program
2009

p5 talks about the phenomenon of Collective Intelligence

p6 MENTIONS
information literacy, Students are different, but a lot of educational material is not. Significant shifts are taking place in the ways scholarship and
research are conducted, and there is a need for innovation and leadership at all levels of the academy.

convergence has brought about another phenomenon. personalisation rights

p19 SAYS that
Collaborative work, too, is easier than ever before. Joint authoring of novels, comics, white papers,
and even textbooks is supported by tools designed for that purpose. Some of these have a specifically
educational focus, like Flat World Knowledge (http://www.flatworldknowledge.com), which aims to provide
free, peer-reviewed textbooks online.

you are welcome to join in to discuss strategies that will be used to bring about new or improved ways of teaching, learning for example,
The use of ICT to run instructional delivery systems:

( relevance to academic communities : teachers are now facilitators )

(continue this debate on coll. intelligence and how it ties in with the philosophy of constructivist learning
by alluding to submissions in a paper titled
The role of ICT in higher education for the 21st century: ICT as a change agent for education
by Ron Oliver of the
Edith Cowan University, Perth, Western Australia)

Contextual guides are

1. The Dakar Educational Goals

Improving all aspects of the quality of education and ensuring excellence for all
so that recognized measurable learning outcomes are achieved by all especially in
literacy and essential life skills.

2. The Millennium Development Goals

3. President s Committee on Review of Educational Reform in Ghana (2002) equal access to education;
life-long education; call for open college system (DE), utilization of ICT and the Establishment of National Distance Education Council (1997)

additional references:
ICT in Education
by Victoria L. Tinio

p12 asks
How ICTs can help transform the learning environment into one that is
learner-centered?

Creative Learning. ICT-supported learning promotes the manipulation of existing information
and the creation of real-world products rather than the regurgitation of received information.

Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach to
teaching and learning.This approach eliminates the artificial separation between the different
disciplines and between theory and practice that characterizes the traditional classroom
approach.

Evaluative learning

many thanks to God Almighty, J Sackey, Wisdom, Bright et al

TRANSCRIPT (EPISODE 1)

research of trends in the development and applications of New Media forms
especially the internet. Mode of discussion would employ everyday english
primary interest in digital media matters. appropriate tagging are information research, tech enhanced learning, data mining and internet
technologies. it is going to be in serial format with discussions and fora.
major areas of interest are:

the New Media ethos
Taxonomies of data and internet technologies ( new media forms)
new media adaptations to industry and education
digital infrastructures and economic development

cover a range of key topics of special interest to the ICT for Development
field. contain information
and examples which pertain universally to:
• The Information Age
• Nets,Webs and the Information Infrastructure
• E-commerce and E-business
• Legal and Regulatory Issues for the Information Economy
• E-government
• ICT and Education
• ICT for Poverty Alleviation among others

universities in Africa that would want to be the major stakeholders in this program that wants to change with the innovations in learning globally that have come to stay can partner with us. I am an ICT instructor at the University of Education, Winneba, Ghana. comments and suggestions are highly welcome

to begin, i start with some news local or continental of interest to academic communities

September 17, 2009, Software Freedom Day, the Open Education
Resources Foundation (OER Foundation), WikiEducator’s new home, will
have an official launch. As part of this launch it will sign the Cape
Town Open Education Declaration. It would also like to get as many
WikiEducator members as possible to sign up on the same day.

http://wikieducator.org/Cape_Town_Open_Education_Declaration/WE_Sign_Up

the internet : the cosmic compendium of knowledge (source unknown)
“if God made man in his own image,then man also made the computer in his own image…” (source unknown)
my definition: if traditional media is a mirror for societal reflection, then new Media forms collectively is that glass prism that refocuses all divergent rays of society’s externals onto the cosmic planes of revolution and advancement
technological convergence: wikipedia
some resultant phenomena:
the new media model as a phenomenon of tech convergence blog post jun 4, 2009
changing stakeholders of the new media model blog may 15, 2009
new media Rights: blog post aug 17, 2009

Access- this i see to superexist in these dimensions: universality, participatory, opportuned
rights to a voice, digital rights
info persistence: blog entry jun 21, 2009
convergence has brought about another phenomenon. personalisation rights
u r welcome to join in the discussion, contribute
a reaction to a GNA news report (blog entry, September 2009)

many thanks to God Almighty, j Sackey, Wisdom, Bright et al

the personification of invention

the story begins or continues rather with computer A reaching out to computer B and this partnership or network exploding into what we call the internet which spins off the phenomenon of technological convergence. the latter cocoons the concept of new media into existence and this in turn spins into existence the phenomenon of collective intelligence which then means that the next big invention on the hotlist is now not just you but perhaps the aggregate you or rather just YOU.

(in line with Time magazine’s culture of pronouncing annually, the Man of the Year Award)

telecom companies and high speed internet 4 Africa

a reaction to a GNA news report in the D Graphic of september 4, 2009 that there were high levels of illiteracy in Africa
is that this is unfounded. the levels of expressionism found among the African user of the internet especially on
platforms as facebook.com, twitter.com among others can attest to a growing trend of literacy on this
continent. in fact there may be a rebellion not only of the robots, but also the average user of voice technologies
which sends shivers down the spine of the less innovative telcos. thus the news article itself bears witness in saying that
that the more consumption of high speed internet for the African would be in the data and internet technology dimensions.

(eFax, torrents)

so what should be the response of policy makers in this regard? because of the likely event of a drop in the profit margins of
some industry players, should the development of high speed fiber optic internet be left to the whims and caprices of profit-
oriented telcos or should the new media model for societal grassroots action come onto the scene; which is not a new phenomenon
in the internet age as we have experienced the Open Source Community competing very well with the mainstream, a quintessence of
people-power and the strengths of person-person networking…