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Journal Entry 3

Laura Howard

University of Maryland University College

Three Questions Remaining:

Downes (2016a; 2016b) PowerPoint slides and YouTube video presentation of the slides

are the first resources I reviewed in the beginning of this unit. I was glad that I watched the video

on his PowerPoint slide presentation, rather than just reviewing the slides. This is because his

slides were more thoroughly explained and included extra details in the presentation. One thing

that Downes (2016b) explained was that research in education is false. This, to me, could be a

controversial idea and I am curious to know more on why he feels that way. Perhaps in his

experience or his own interpretation of educational research, he has encountered this issue.

Regardless, I think he is an interesting person to listen to and felt that I was able to understand

his PowerPoint slides more effectively in the YouTube version of the presentation.

Referring again to Downes (2016a; 2016b), he states but the future lies in cooperation,

not collaboration (Translation and Collaborative Technology, slide 20). I am not really sure

what he is envisioning when referring to this statement. Does he mean that collaboration really

will no longer be useful? Downes (2016b) YouTube presentation discusses an example of

language translation technology, but I am not sure if that is what he was referring to with
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explaining cooperation. I would think both cooperation and collaboration would be actions that

are linked and complement each other. Cooperation, to me, would be more of the motivation and

extent of the effort and collaboration would be the actual act of working together. The confusing

part, to me, though is why collaboration would not be as involved or important for the future as

Downes (2016a; 2016b) suggests.

The whole concept of digital badges is intriguing to think about for the future. I wonder if

the concept and intent behind digital badges is to eventually eliminate scholarly degrees

altogether or give an alternative to equally represent degrees. I like the idea of the digital badge

because it appears to be a more concentrated and simplistic way to display a sign of

achievement, but I am also a little skeptical. I have not attempted to obtain any digital badges

(that I can remember), so I cannot state from experience how much they accurately represent a

form of achievement. I am curious to see the future for digital badges and how well they will be

utilized as a reliable source to evaluate performance in a work environment and other types of

achievements.

Predictions for the Future:

The concept of gaming techniques and methods in education may be more focused on

and/or attempted in the future. Stansbury (2014) explains that students want to use modern

educational methods. Understanding the rational for why students prefer more modern teaching

methods, such as with mobile technology, can be found in gaming aspects (Stansbury, 2014). The

Dicerbo (2015) article, I think, has a good explanation for how the educational gaming concept

can work as learning progressions. An educational game structure and format can develop

various levels to utilize learning achievement (Dicerbo, 2015). I am looking forward to seeing
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game components integrated in education and if future research shows they are worthy of using

in learning.

Another prediction that I can envision for the future is with more use of mobile

technology in educational situations. Sharples (2013) and Sharples 2007 example (as cited in

Sharples, 2013) explain how the use of mobile devices for educational field trips or other similar

experiences can be a useful learning method. Depending on the allowances of mobile devices

for educational use, this may be an ideal teaching method. The concept that Sharples (2013), and

specifically Sharples 2007 example (as cited in Sharples, 2013), explains is with using mobile

technology as a learning guide and resource for a museum learning experience. I think that is an

excellent way to help make the most memorable and attention-focused experience for the

learners that may be more widely used in the future.

Connection:

One connection that I feel I can relate to and have thought about before is the teacher and

student interaction with social media. Dron and Anderson (2014) explain the teacher interaction

and communication issue with students in social media. I have found this to be a delicate topic

even in the work environment. Some people do not have any issues with social media

communicating and interacting with colleagues from a workplace, while others are more

cautious. Dron and Anderson (2014) warn how being too secretive can create a negative

impression about an instructor if he or she is not willing to be involved in social media with

students. If an instructor restricts or rejects social media contact and interaction with students this

may lead to loss of valuable learning (Dron & Anderson, 2014). There are more non-personal

social media applications, like LinkedIn, that appear to be more appropriate for maintaining and

sharing professional information. I also was referred to use Twitter from another OMDE class I
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took, for keeping professional and education social media communication. This type of social

media may be more appropriate for professional and student/teacher communication. I have also

experienced having two or more different groups (one for work, the other for friends/family) has

worked more favorably to my comfort level.

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References

Dicerbo, K. (2015, July 19). Taking serious games seriously in education. Educause. Retrieved

from http://er.educause.edu/articles/2015/7/taking-serious-games-seriously-in-education

Downes, S. (2016a). Disruptive innovations in learning [PowerPoint slides]. Retrieved from

http://www.downes.ca/presentation/389

Downes, S. (2016b). Disruptive innovations in learning [Video file]. Speaker presentation at The

Seventh TCU International e-Learning Conference 2016: Disruptive Innovation in

Education, Bangkok, Thailand. Retrieved from https://www.youtube.com/watch?

v=v4XLTJfreBk

Dron, J. & Anderson, T. (2014). Issues and challenges in educational use of social software. In J.

Dron, & T. Anderson (Eds.), Teaching Crowds: Learning and Social Media (pp. 275-

298). doi: 10.15215/aupress/9781927356807.01 Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8410974/View

Sharples, M. (2013). Mobile learning: research, practice and challenges. Distance Education in

China 3(5), 5-11. Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8411003/View

Stansbury, M. (2014, August 19). Why you should care about gamification in higher education.

eCampus News. Retrieved from http://www.ecampusnews.com/top-news/gamification-

higher-education-028/