1:1 Complexity of Support vs, Performance and Reliability is indirectly related to the mobility of the device.
1:1 Non-technical issues increase with mobility:
- – ownership
- – maintenance
- – theft/insurance
- – software management/updates
- – security
Thornburg’s Learning Spaces – and more
– Watering Hole
Students come together to exchange ideas and work with partners or as small groups.
Student and Teacher withdraw from the noise of the classroom to be alone with your thoughts and reflection.
Teacher shares stories, exchange ideas and allow the group to build on each others’ ideas.
– Mountain Top
Students celebrate and share learning – proclaiming proficiency
– Sand Pit
Students play, prototype and experiment without worrying about mess, water or damaging surfaces.
What about this concept?
– Sage on Stage or Guide on Side
These models were also discussed in the 90’s and early 21st century. Philosophically, the term sage on the stage posited the benefit of the lecture, the professor whom had knowledge to impart upon the students. The guide on the side was a professor whom “guided” students in their inquiry process and discovery and the development of their knowledge base of a subject matter. Both of these models may be most applicable to the campfire learning space model, but are clearly differing in the instructor’s approach to the students. All can be supported and enhanced using technology platforms.
Thusly, the Guide on Side model comes into play as the students perform activities on their devices, while the instructor circulates and helps individual students and groups. This is particularly relevant to the Computer Lab model. Rows of students using instructional applications, with the instructor moving around overseeing progress.
In these scenarios, the technology becomes the key to tracking progress and revisions, time and date stamping activities, recording the activities of participants (tracking which students are doing what work) and providing the sharing services that allow access to shared documents in real-time for remote and asynchronous users.
Data Collection often times occurs using a database application that compiles data that may not exist within the realm of the legacy systems. Applications such as new testing standards, or decision support systems, provide access to new data types that may not exist within the lower level IT systems. This becomes a major responsibility for the Information Technology and Educational Services departments, because once data is created and then reported, it becomes historical and then must be verifiable (data integrity) and maintained (database administration). Thus the act of collecting data, can and will, become a “system” in-and-of-itself, and will need resources, policies and procedures to be maintained.
Think of the time that someone compiled data from “this report and that report” and made an Excel spreadsheet. This happens all the time, in every organization. HOWEVER, how did the creator of this report validate the data used? Were the calculations done correctly? And, more importantly, once this report is published, and requested on a frequency – say monthly – who’s responsibility is it to maintain this manually created report?
The Old School Method? Remember the Chalk Board teaching method? When I was in grade school, the teacher would use a technique of writing on the chalk board (back to students) then, turn around, and make eye contact with students while pointing to words or images on the chalk board while speaking at the same time. With today’s wireless control and audio enhancement technologies, there is no longer a reason the teacher must be stationed at the front of the classroom. Why not move freely around the classroom in front and around the students – except to interact with the IWB. Really it’s a very expensive mouse.