- 1. International Workshop on Technology Empowered Learning (TEL
2013)Using Google Appsto enhance thecurriculum -benefits and
threatsSimon WalkerHead of Educational Development University of
Greenwich, London , UK
2. You may know the University betterthan you think - World
Heritagesite, birthplace of King Henry8th, university and popular
filmsetPatriot Games (1992)The Madness Of King George (1994)Four
Weddings And A Funeral (1994)The Mummy Returns (2001)Shanghai
Knights (2003)What a Girl Wants (2003Stage Beauty (2004)Garfield: A
Tail of Two Kitties (2006)The Golden Compass (2007)National
Treasure 2: Book of Secrets(2007)Sherlock Holmes (2009)The Wolfman
(2010)The Kings Speech (2010)Pirates of the Caribbean: on
strangertides (2011)Les Miserables ( 2013) 3. Football v Education?
4. Questions to frame this session1. How relevant is Google to a
university?2. In what ways can Google benefit a higher education
experience?1. What are the issues for universities and their staff
and students in adopting Google? 5. How relevant is Google to a
university?Some commentators consider higher education will be
quite differentfrom the way it is today whilst others suggest that
inertia is powerful andinstitutions may not look so different in
the future.Learners bring withthem devices, skills, practice and
knowledge that can support theirdevelopment through the university
experience. They leave theuniversity with those skills enhanced,
developed, challenged,repurposed and ready for sharing. It is
interesting therefore that whilstthere is discussion about the
crisis created by the way technology isimpacting upon education,
the question, what does a modern universitylook like in a digital
age? is one that has only been embraced anddebated by institutions
themselves in a limited way.Bryant, P, Walker, S (2013) The Modern
University in the Digital
Agehttp://arv13crisisforum.wordpress.com/2013/01/13/the-modern-university-in-the-digital-age/
6. A shifting curriculum?Graduate attributes defined in 2000 by
Bowden as: the qualities, skills and understandings a university
community agrees its students should develop during their time with
the institution. These attributes include but go beyond the
disciplinary expertise or technical knowledge that has
traditionally formed the core of most university courses. They are
qualities that also prepare graduates as agents of social good in
an unknown futureBowden, J., Hart, G., King, B., Trigwell, K. &
Watts, O. (2000). Generic Capabilities of ATN UniversityGraduates.
Canberra: Australian Government Department of Education, Training
and Youth Affairs.Available at
http:/www.clt.uts.edu.au/ATN.grad.cap.project.index.html 7. In what
ways can Google benefita higher education
experience?http://www.olds.ac.uk/homeGoogle Sites /Google
groupsOpen educationA VLEalternative? 8. In what ways can Google
benefita higher education experience? Google Drive Research and
Project Collaboration 9. In what ways can Google benefita higher
education experience? Student presentation/ collaboration &
research (from source) 10. In what ways can Google benefita higher
education experience?Google +Socialnetworking 11. In what ways can
Google benefita higher education
experience?GooglehangoutsEnhancingcollaborationandcommunication 12.
In what ways can Google benefita higher education experience?
Course 1 Course 2 Course 30 24 6810 12 WeekBased on the ESCAPE
project (JISC 2008-2010 University of Hertfordshire) 13. What we
were looking for A dynamic way of engaging with fellow academics
toshift existing quality assurance textual processes
forrepresenting the design of assessment and feedback; A process
that was light touch, and simple touse, scalable and customisable
Required no specialist knowledge Non-discipline specific Owned by
the whole programme team Sustainable and linked into technical
ecosystem Adapted from ALT-C presentation 2012. Mark Kerrigan &
Simon Walker 14. The Mapping process A process for visualising the
design of assessment and feedback viaa Google tool; Uses Google
Docs, Motion Charts and Google sites; This process culminated in an
automatic report that graphicallydisplays assessment diet,
landscape and importantly an experientialtimeline; Staff are then
able to interact with the assessment parts of theirprogrammes and
see graphically, in real-time, the consequences oftheir design
decisions.Adapted from ALT-C presentation 2012. Mark Kerrigan &
Simon Walker 15. Simple input form1 2Adapted from ALT-C
presentation 2012. Mark Kerrigan & Simon Walker 16. The Mapping
processAdapted from ALT-C presentation 2012. Mark Kerrigan &
Simon Walker 17. Using a mapAdapted from ALT-C presentation 2012.
Mark Kerrigan & Simon Walker 18. How to find the
resourcesAdapted from ALT-C presentation 2012. Mark Kerrigan &
Simon Walker 19. How to find the resourcesAdapted from ALT-C
presentation 2012. Mark Kerrigan & Simon Walker 20. Interest
& usehttp://www.mapmyprogramme.com Activity in the UKA very
active team in Australia http://www.mapmyprogramme.com 21. What are
the issues for universities and their staff andstudents in adopting
Google? If Youre Not Paying for It; Youre the Product the rise of
big data and analyticsAs western/European pedagogy,or rather the
corporatised,globalised versions of it, nowdeploys powerful and
universaldigital technologies in theinterests of
profit-drivenbusiness models, should we lookat empowering more
local andculturally appropriate forms ofunderstanding,
knowing,learning and
enquiring?http://arv13crisisforum.wordpress.com/http://www.greenbookblog.org/wp-content/uploads/2012/03/big-data.jpg
22. [email protected] WalkerSimonwalkerhugh snookNaa
goodee, ee-may-nah, eh-sheh-wuh, Hvala,,Asanti, Dk, Tack, Danke,
Merci, Tak, Kiitoksia, ksznet,Grazie, Dank, Takk, Dziki, Obrigado,
Thank you for listening and participating.
