A recent article on the BBC News website asks why lectures aren't obsolete. It seems strange that although research points to their ineffectiveness as a method of learning, lectures still figure predominantly in higher education. Some academics might argue that when faced with a large group of 150 or more students, the lecture is the only viable method. Patently this is untrue, but moving away from this traditional method seems to be a complex problem to address.
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A new breed of teachers is emerging. This next generation of educators are just as determined to make a difference as previous generations of teachers. The difference with this generation of educators though, is that they have a huge array of new technologies and tools, and they know how to use them.
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Did you make mistakes when you were in school? I certainly did. In fact all of my classmates also did. Often we were scolded for our errors and sometimes we were even 'punished' for getting something wrong. One of my classmates was rapped across the wrist with a ruler because he was writing with his left hand (he was left handed).

I remember being told off by my teacher for writing out the number eight wrongly in my exercise book.

I took part in a very interesting panel discussion with several other keynote speakers during the Adult Learning Symposium last week, in Singapore.

The theme of the conference was 'Future of Work, Future of Learning', which sent a clear message to delegates that the two are inseparable. One of the questions from our audience, largely made up of learning and development professionals, was about how we could optimise learning in organisations.
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Following on from my recent post on innovative teaching, here is another question from teachers about the use of ICT in schools, and the underlying pedagogies:

Is learning in an ICT-based environment characterised by a unique pedagogy - for example by a student centred pedagogy while the teacher serves as a guide who mediates learning using a variety of technological tools?

This is an interesting question, because there are several possible answers.
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Universities have never been under so much pressure. The unfavourable global economic climate has impacted as severely on our higher education institutions as it has in every other sector of society. Years of financial turbulence have prompted cuts, cuts and more cuts. Adverse media coverage coupled with hostile political pressures have put many of our universities in jeopardy.

I've fielded a lot of questions recently, during panels discussions and presentations about technology supported learning. Over the next few posts, I want to elaborate on some of these. Here's the first:

What factors determine innovative teaching, with or without technology? 

This is not too a difficult question to address, because innovative teaching is good whether or not technology is used.
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We enjoyed a great first #EDENchat of the season during the EDEN Research Workshop when my colleague Antonella Poce hosted the Twitter session last week. It's an amazing thing to be able to chat with people across the globe about issues and challenges that affect us all as teachers in the digital age.

The archive of that chat can be found here on Storify along with 25 other previous chats.
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