cloud computing – Knowledge Networks and Digital Innovation Learning Journey

Cloud computing has eliminated barriers to the learning environment, students have the ability to access their online learning environment from any device anywhere there is an internet connection. Learning is no longer restricted to a physical school building but rather accessible from any device connected to Web 2.0, removing geographic and socioeconomic barriers (O’Brien et al. 2017).

Web 2.0 also provides benefits for teachers, through the use of online learning spaces instructors post and collect assignments, share digital resources and provide real-time feedback to students. Online learning platforms, such as Google Classroom, allow students to work at their own pace and interact with peers online. Learners are able to participate in new conversations, formulate ideas and share higher-order thinking through online interfaces and multimedia platforms (Gogan & Marcus, 2013). Google enables students to collaborate and share resources (Console, 2012). Online discussion can be facilitated through Google Hangouts, co-learning and collaboration of projects can be accomplished through Google Slides and Google Docs.

Cloud computing has influenced society to demand unlimited data storage and demand instant access to data (Wing, 2008). What students may not understand is that participation in Web 2.0 enables personal information to be collected, used or stored. It is the responsibility of those in care and custody of students education to teach and inform them how to participate responsibly in the digital world. There are risks associated with cloud-based computing and connected learning environments, therefore students need to be taught to operate as responsible digital citizens (Goldstein, 2014).

Connected Learning

Cloud Computing

References

Cloud Computing. (n.d). Krish Comusoft Services. Retrieved from https://www.kcsitglobal.com/cloud-computing-services

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer. Available as ebook from CSU library. http://www.eblib.com

Gogan, B., & Marcus, A. (2013). Lost in transliteracy. Knowledge Quest, 41(5), 40–45.

Goldstein, J. (2014). Get off my cloud: when privacy laws meet cloud computing. The Conversation. Retrieved from http://theconversation.com/get-off-my-cloud-when-privacy-laws-meet-cloud-computing-21001

HighTechDad. (2008, September 29). Cloud Computing Explained. Retrieved from https://www.youtube.com/watch?v=QJncFirhjPg&feature=youtu.be

O’Brien, K. L., Forte, M., Mackey, T. P., & Jacobson, T. E. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286.

RM Education. (2016, November 2). The benefits of cloud computing in educational institutions. Retrieved from https://www.youtube.com/watch?v=jn0RnfhoiE0&feature=youtu.be

VCU ALT Lab. (2016, February 29). Understanding Connected Learning. Retrieved from https://youtu.be/DTIlQ70NV38

Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725.

Technology in education is constantly evolving and innovation is moving faster than pedagogy, however, there are noticeable trends that support student learning. The students in classrooms today are different, these digital natives, are growing up in a world where technology is embedded in their daily life. These students learn by doing, creating, learning through a connected network – social, Web 2.0, connected learning. Digital natives prefer to learn through visuals and graphics (Cornu, 2011, p. 7).

Trend #1 Connectivism and Social Learning

Connectivism is a developing learning theory that encompasses how students learn within a digital and connected learning environment. Students have access to tools that were not available in the past. These tools include Web 2.0, social media, blogs, Youtube, Google Apps for Education, robotics, 1:1 devices, makerspace and video equipment. Students are able to obtain knowledge from sources other than a teacher in real time using tools that are accessible to them. Students have access to information and they demand to be connected to the network. In turn,n students are intrinsically motivated to learn. Siemens (2005) states that technology is changing the way our brains work. Students are multitasking, moving from one task to the next, their learning habits seem chaotic.

Trend #2 Collaboration through Cloud Computing

Digital natives learn socially through collaboration. Students network and connect with one another using social media, blogging and project-based learning to name a few contexts. New technology such as Google Apps for Education support student to student collaboration and student to teacher feedback. The very nature of cloud computing has expanded the boundaries of students co-creating a product that demonstrates their learning. Students can connect with classmates outside of school hours or building. Educators can provide comments on student work to encourage students to deepen their learning at any time from multiple devices.

Trend #3 Digital Literacy and 21st Century Learning

The umbrella concept of all trends in technology in the classroom is digital literacy. International Society for Technology in Education (ISTE) outlines digital literacy for students to include: creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving and decision making. Digital literacy has three classifications: use, understand and create (“Digital Literacy Fundamentals,” n.d., para. 3). Students have access to use digital media such as computers, various software programs and applications, cloud computing and the internet. Understand students ability to know how technology affects our perceptions, beliefs and attitudes. Students need to comprehend how to seek and retrieve information using digital resources. Create is when students make a product, whether it be a video, prototype, computer program or robot. Students creating is the highest point on Blooms Taxonomy for digital technology. Developing a makerspace or fostering a maker movement culture in the classroom is an excellent way to engage students in creating.

Retrieved from https://literacyteaching.net/2015/02/19/blooms-taxonomy-meets-the-digital-world/

Trend #4 Maker movement and Computational Thinking

The maker movement learning by doing, coding and computational thinking are themes that are permeating classrooms. The goal in education is to prepare students for their future. Integrating makerspaces into the classroom supports many different learning styles. Students have the opportunity to have an experience, they are creators. The maker movement has a cyclical process: think, make and improve (Martinez & Stager, 2019 pg. 54 – 55). 21st century learning is the key to preparing students for their careers – collaboration, communication, critical thinking and creativity are skills that employers will demand. As educators how do we provide learning opportunities to foster these skills in the classroom?

Student is creating a dragon using squishy circuits

References

Cornu, Bernard (2011, September). Digital natives: How do they learn? How to teach them? Policy Brief UNESCO Institute for Information Technology in Education, 229, 1 – 12.

Digital Literacy Fundamentals. (n.d.). Retrieved from http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literacy-fundamentals

International Society for Technology in Education (2007). iste.nets.s: Advancing Digital Age Learning. Iste.org/nets.

Martinez, S. L. & Stager, G (2019). Invent to Learn (2nd ed.). Torrance, California: Constructing Modern Knowledge Press

Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8; [cited 2015 Aug]. Available from: http://www.itdl.org.ezproxy.csu.edu.au/Journal/Jan_05/article01.htm.