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Old Wine in new Bottles final version

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lauren brumfield

on 14 May 2014

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Transcript of Old Wine in new Bottles final version

Old Wine in New Bottles: Theory and Practice in ICT

Here's the phygital..
So, what are other industries doing?...
...and other sectors of education?
How can we get there?
What might a phygital ELT class environment look (and sound) like?
Not forgetting
the old 'whine'
Phygital is an ecosystem: an intersection
Phygital is effortless
Heuristics = hacks and cheats
From life hacks to ed-hacks..
The old wine
New bottles
“Today there is no wall between the physical and digital worlds. What happens in one creates an echo in the other. With this in mind we make the digital world tangible and the physical world limitless. In doing so we add a new dimension, that creates greater value and engagement for our clients and consumers.”

3D Medialab
Brazil: Fashion chain links Facebook 'Likes' to their physical stores
Korea: commuters do their supermarket shopping by QR code at the train station
App companies create games around everyday activities.... Can you escape the zombies on your morning run?
Public schools are organising their teaching and learning in VLEs
Primary schools use tools like Edmodo to communicate beyond the classroom walls
At Lapstone Public School, year 5 projects are presented in multimedia format:
Schools and universities are connecting to create meaningful learning experiences
Universities are creating software to help lecturers design their optimum learning environments
Source: Open University Open Research Online
Some schools are being flexible with the learning environment and the class structure
'The Zone', Northern Beaches Christian School, Sydney
“Problem – how to get feedback from learners?
Solution – Google Forms. Brilliant, easy, useful.”

IH Barcelona

“What a student knows or 'can do’ is a more accurate reflection of what is learned than a focus on what a teacher does"

Biggs, 1999
“To develop a strong learning community program, you and your colleagues need to find some common intellectual ground which will also be of interest to your students”

Gillies Malnarich and Emily Decker Lardner

Engagement was never really an issue if I designed projects that catered to their interests and needs. My students were more engaged, more attuned to their English skills – and where they needed to improve – and had a sense of agency”

Greg Curran

I see freedom and creativity using free tools (if you know where to look)

(Michael Griffiths)
“Interaction and learning beyond the classroom is a big plus. Apps, social media (when used properly), and online tools”

Paul Forster @forstersensei

“When you first start planning, it is often very helpful to explore the issues, questions, ideas and problems that are on your minds…and…on the minds of your students”

Malnarich & Decker Lardner

“Found tech wonderful for real world communication tasks. Real, meaningful, purposeful tasks”

Greg Curran

“Think about your disciplines, your students, your life experiences, what larger interdisciplinary questions, issues, ideas and problems might be intriguing for you and students to explore"

Malnarich and Decker Lardner

“I find [tech] allows students to come together and solve problems. Fosters autonomy and builds a team.”

Christina Mullaney

“IWBs when managed correctly can mean less time spent at the board, more time with students”


“The skill is in the teacher using the book and tech to suit their learners needs and interests.”

Karen B.

“Tech can be used to facilitate feedback between students, eg. mobile phones to record and send speaking task, then other student gives feedback”


Good learning design is informed by:

"A deepened understanding of
A deepened understanding of
The recognition that the world has changed"
Next Generation Learning Challenges,
Educause 2013
allows input from students
makes use of continuous feedback (gamification principles)
continuous partial attention is accepted
‘trickle across not trickle down’ learning flows in both direction
Teacher responds to cues from students
many intersections of learning, not limited to the classroom and school
draws from many different sources globally
no fight for power: teachers give up traditional hierarchy between teacher and student
acceptance is ‘cork vs Stelvin’
acceptance is not hanging on to cassettes or realising that all your photocopiables are now on the IWB
Thank you
Gamification: http://www.cyberdrama.org/cleomissing-pg2404.html
Curate your learning resources
Learners increasingly have the ability to dip in and out of learning flows
Entice rather than assign content
Performance at task over academic qualifications
Continuous feedback mechanisms over grades
Collaborative spaces over lecture halls or classrooms
Co-design and create
So, what is in your toolbag?
Google Apps
QR code generators
Full transcript