Topic 10

Technologies of the Future

Hardeep Kaur Darshan Singh
 Learning Outcomes:
• Identify the future technological trends in education
• Discuss the application of these technologies in education
• Analyse the strengths and weaknesses of these technologies
• Identify the evolving roles of students, instructors and institutions when
adopting these technologies
How future technologies may affect learning ?
(Downes 2003)
Challenges of Implementing
Future Technologies
Frequently used mobile activities in Malaysia
(Khalifeh 2016)
 Mobile Learning
Mobile learning can be defined to emphasise the ownership of the mobile device,
the context of the learning or the mobility of the learner (Traxler, 2009).
It can be considered as the process of acquiring and constructing knowledge
through interactions with content and other learners, where the content is
delivered in smaller chunks (DeWitt, Alias & Siraj, 2015).
M-learning differs from e-learning because of the ownership of the personalised
device, and the form of learning for the mobility of the learner, the process of
learning and the organisation of content materials (DeWitt et al., 2015).
Methods in Delivering Content for
Mobile Learning
 Mobigogy
Mobile Pedagogy
• Pedagogy, is the science and art of teaching children or university-age youth
• Andragogy is the science and art of teaching adults (Keough, 2005).
• In a mobile learning environment, the instructors’s role needs to change as the learner has
autonomy and is able to access knowledge anywhere and anytime.
• Hence, new instructional pedagogies that encourage personalised learning, situated learning and
authentic learning is required.
• Teachers do not seem to have the skill and pedagogies for this purpose (Faizah Abd Majid,
2013).
 Mobigogy
Application of Mobigogy
• The model for mobigogy takes into account the learners skills and access,
the
devices which will be used including its usability, social interaction, and
learning that takes place, technologies and tools for social interaction and
the mobile learning process (DeWitt et al., 2015).
 Comparison between Pedagogy, Andragogy and Mobigogy
Pedagogy Andragogy Mobigogy
Compulsory Voluntary Continuous
Teacher-centred Learner-oriented Leaner-directed
Minimal control by learner Education is freedom Education as democracy
Training for life Assimilation of learning with life Life experience is learning
experiences
Encourages convergent thinking Encourages divergent thinking Enables network thinking
Rote learning Active learning Dynamic learning
Dependency on educator’s Learning and teaching roles are Supported in learning communities
learning blurred
Imparting of information Opens vistas for continuing learning Seeking knowledge from shared life
and peer learning events acknowledging living as
learning
  Uncertainty about the outcome, Object-oriented recognition
whatever the curriculum content
 Search Technologies
• As a Google user, you may be familiar with the speed and accuracy of a
Google search.
• How exactly does Google manage to find the right results for every query as
quickly as it does?
• The heart of Google’s search technology is PigeonRank™, a system for
ranking web pages developed by Google founders Larry Page and Sergey
Brin at Stanford University.
(https://archive.google.com/pigeonrank/ )
 Search Engines
• Search engines are large software programmes or web crawlers which
indexes by associating worlds and other definable tokens from titles, page
content, and headings, or metadata, to create databases of web pages on
specific information on a given subject.
• Many search engines have filters that can anticipate the user’s
requirements based on the user's current history. In this way, the search
engine anticipates your need for information
(Abas, Kaur, & Tengku Shariman, 2017).
Search Tools
 Specialised Search Tools
• Google Scholar- Provides either a summary or, occasionally, the full text of scholarly articles and books.
• PubMed- A well-known database for biomedical literature developed and maintained by National Center
for Biotechnology Information (NCBI), at the U.S. National Library of Medicine (NLM) (NCBI, u.d.). This
is a very in-depth collection of medical research, dating back to the 1950s. There are links within selected
article summaries that will take you to a free, full text archive.
• CiteSeerX- CiteSeerX is an evolving scientific literature digital library and public search engine which
focuses on scientific and academic papers, primarily in the fields of computer and information science
(About CiteSeerX, 2016).
• OAIster-OAI data is obtained from Open Archives initiative (OAI)-compliant digital libraries through the
WorldCat Digital Collection Gateway (OCLC, 2018). An index to academically-oriented „digital resources
‰ available for free more than 2,000 organizations organisations using metadata tagged to the resources to
identify the content (OCLC, 2018).
 Blog
• Blog is a shortened term for
weblog which is a diary of events
or a personal journal published on
a webpage on topics of interest
and may have many followers
from a community.
(Alias, DeWitt & Siraj, 2013).
 Characteristics of a blog


Has some form of navigation, usually in the form of menus;

The layout contains a header, footer, and content. Usually, there is at least one
sidebar running beside the content;

There are categories of posts given which may be part of the navigation;

Previous posts can be accessed, usually through the archives;

Post may contain text and images, (and often video and other media embedded);

Posts may be linked to other posts, both within a blog and to the entire web;

Has a contact page and a form for submission of comments; and

Should have an ‘About’ page.
 Vlog
•A Vlog (or video blog) is a blog that contains video
content. Vlogs primarily feature video shorts instead of
text.
•Vlogging is becoming more common as equipment
becomes cheaper and supporting software and hosting
and aggregation sites become more prevalent.
•Both Yahoo and Google feature video sections and
many MP3 players, such as the hugely popular iPod
support video.
•Anyone with access to a video-capable camera and a
computer equipped with a high-speed connection can
create a vlog and publish and distribute it online
.
 Characteristics of a Vlog
• First, there must be a goal, a mission and a passion for the idea. It can be
about hairstyling, for example the YouTube channel, Luxy Hair which
creates hair tutorials.
• Then, the value of the message: Storytelling is an important element: your
stories, personal life plans, goals, and married life form an attachment
between the audience and the vlogger. People want to be entertained as
well as learn.
 Characteristics of a Vlog
• Third, depending on the mission of your vlog, what niche area it stands for
and who is the target audience interested in your content: hobbies, beauty
and fashion, entrepreneurship guidance and business.
• Targeting your audience, and knowing who constitutes your audience may
differ. For example, a prankster vlogger, Roman Atwood, has now grown
into a family vlogger as he films with his sons, girlfriend, dog, friends and
family, so he has a mixed audience.
 Characteristics of a Vlog
• Fifth, having cinematography with cinematographic effects helps. Small clips to
describe a daily routine (such as Nikki Phillippi) or filming every tiny step with
different gear usage (such as Casey Neistat). Looking at other vloggers and
YouTubers may help you come up with your style.
• Finally, you have to be natural and innovative in creating your distinctive style. Do
not impersonate others, instead use your own style. For instance, Adam Saleh is a
popular YouTuber and vlogger. He has a certain style of giving his vlog intro by
saying a certain dialogue; ‘Hey guys, what’s up? I hope you’re having an amazing
day, because I’m having an amazing day, so if I’m having an amazing day, so you all
should be having an amazing day’.
 Podcasts
• Podcasting started in the era of the iPod. The term ‘podcasting’ is a combination of the
terms iPod and broadcasting. The Professional Learning Board (2013) states that
podcasting is a type of radio show which allows access to periodic information through
downloads on portable devices.
• Podcasting can also be referred to as a type of media that consist of an episodic series of
audio, video, PDF or ePub files subscribed to and downloaded through the Web or
streamed online to a computer or mobile device. Some of the popular podcasts among the
youngsters at present are ‘Serial’, and ‘StartUp’, which have several episodes and are
based on a story.
(Abas, Kaur & Tengku Shariman, 2017)
 Ways of using podcasts in the classroom
The following are some of the ways of using podcasts in the classroom
(Abas, Kaur & Tengku Shariman, 2017):
• Podcasts seems to encourage reading habit. With the advent of engaging podcasts such as
Serial and The Atlantic, more students were reading and listening at the same time (Godsey,
2016). Audio books and podcasts do have their role to play, making learning a very personal
to the learner.
• Students can be asked to create podcasts as an alternative to an oral report. Students record
their presentations and upload them to the class online platform. This saves time, and yet
enhances opportunity for creativity as music, audio and even interviews can be added in. In
addition, this form of report allays the learners’ fear of standing in front of the class.
 Ways of using podcasts in the classroom
• In language learning, podcasts can be used with compelling stories to discuss and
analyses situations where pieces of evidence are used to prosecute criminals. The
practice of investigative journalism can be put to practice.
• Podcasts can be used for reviewing materials. Students who are creating materials and
speaking out loud seem to retain information better as well. Study groups to produce
podcasts before a topic enables collaborative and productive work.
• Podcasts can be independent learning projects for students to research a topic and create
a weekly podcast on the development of the event. An example is the 60 second science
podcast where an expert scientist discusses a scientific topic for under 2 minutes.
 Virtual Worlds
Virtual worlds make use of immersive technologies to provide alternative environments for situated
learning by providing a variety of virtual contexts to give the users a sense of ‘being there’ (Bishop &
Elen, 2014)
•Artificial Intelligence (AI) is an autonomous behaviour and an artificial agent.(Hindi and Luckin, 2016)
Artificial Intelligence in Education (AIEd)
•Professor Rose Luckin stated that artificial intelligence in education (AIEd) was about building
computational models for school curriculum in subjects such as maths (Abas, Kaur & Tengku Shariman,
2017).
The Role of Artificial Intelligence in Education (AIed)
•Virtual learning companions, sometimes called pedagogical agents, have been used to simulate peer
interactions in virtual learning environments (Abas, Kaur & Tengku Shariman, 2017)
 Virtual Reality
• AIEd can be used for virtual reality environments. Here learning environments
using movements and gestures for communication can be captured and modelled to
represent aspects of a bigger idea, abstract concept or idea (Lane & Santos, 2016).
• Gestures such as pointing have been used to reference an object, and metaphoric
gestures such as the relative height of one hand from another, or the drawing of
lines in space can be used to form representations of ratios or slopes of lines, which
in turn enhance mathematical understanding (Lane & Santos, 2016).
• Hence, the concept of virtual reality is using physical motion as an input in a system
(Abas, Kaur & Tengku Shariman, 2017).
 Connectivism
The network theory or connectivism, is concerned with the organisation of
individual knowledge and learning in the networked world.
Based on this theory, the role of the student and the instructor will need to change.
Not only is it sufficient to present the content to be learnt to the student using
direct instruction, there need to be opportunities to connect the information he has
learnt and to form patterns of connectivity.
Once, there is more pieces of information surrounding the knowledge with strong
ties, we are more willing to accept them as valid, even though the number of ties
may be weak.
 Web 2.0
Web 2.0 applications foster the culture of contextualising information and
building connections for learning. This is because the users can express
themselves, to share, communicate and collaborate with others on these
applications.
Web 2.0 applications such as blogs, podcasts, wikis, collaborative documents
and concept mapping, VoiceThread, video sharing applications (e.g.,
YouTube), microblogging (e.g., Facebook and Twitter), social networking
sites and social bookmarking are engaging and can connect millions of
members of the community (Hsu, Ching, & Grabowski, 2014).
 Summary
• Sophisticated technological devices will influence the nature of education over the next decade.
• Educators must evolve their current practices in teaching and learning when applying these technologies.
• The high-performance computing and communications technologies available will range from mobile and
wireless devices to enablers of virtual worlds and highly efficient search technologies.
• These technologies will make knowledge utilities, virtual communities, shared collaborative environments and
sensory immersion a part of everyday existence just like the telephone, television, radio and newspaper are
today.
• It is more likely that there is a particular technology mode that suits an area of study. It is more likely that there
is a particular technology mode that suits an area of study.
• However, the most significant influence on the evolution of education will NOT be the technical development
of more powerful devices, but the professional development of wise designers, educators and learners.
 Summary of Topics
• Topic 1 begins with an introduction to instructional technology and concepts
related to instructional technology.
• Topic 2 elaborates on the definitions of instructional design and its importance.
The comparison of traditional instructional design to systematic instructional
design is also discussed.
• Topic 3 describes the fundamentals of learning theories and relates these theories
to learning and instruction.
• Topic 4 provides an overview and highlights the features, differences and
similarities among several instructional systems design models used in education.
 Summary of Topics
• Topic 5 gives examples of the use of selected instructional design models
in developing learning materials and learning environments.
• Topic 6 describes the application of learning theories in designing
teaching strategies, as well as the concept of thinking skills and the
application of thinking tools for learning.
• Topic 7 elaborates on the components of learning by focusing on the
function and elements of learning outcomes and domains of learning.
 Summary of Topics
• Topic 8 discusses the categories of instructional media, the purpose of using
instructional media and also the factors in selecting the instructional media.
• Topic 9 highlights some of the latest developments related to educational
technology in schools today, some of them are initiated by the Ministry of
Education.
• Topic 10 examines some of the more recent trends in technologies, the
application of these trends in education and the changing role of students,
instructors and administrators with the use of these technologies.