Blog #1: Learning from the past

This week, Martin’s Weller’s Twenty Years of EdTech and Liz Marr’s chapter on the Open University’s evolving pedagogy offered a powerful opinion on how educational technology has evolved and what lessons we should carry.

Weller highlights the idea of one key or concept per year: wikis(1998), e-learning(1999), MOCs(2012) and learning analytics(2014). While some innovations came with promise, few truly transformed educated unless paired with inclusive thoughtful pedagogy.

Whereas, Marr discusses how the Open University centered equity from its beginnings as a “University of the Air” to its current model of digitally supported , personalized learning. Some of the tools she discussed were learning analytics for pre-entry and on-course interventions and Student Hub Live for community-building in online spaces.

Weller’s timeline reveals how EdTech repeats itself. Tools like e-portfolios did not see much success as they were not grounded in actual learner needs. However, Marr’s analysis states that putting content online is not enough as learners need structure, support and interaction. These insights remind me of the ideology that “access is not the same inclusion”. A student can log into a learning management system but still feel isolated or overwhelmed. Marr’s example of James – a working adult struggling with family responsibilities shows how learning analytics is used to compassionately identify and support learners in real time.  In comparison to this, Weller critiques tools like MOOCs for their hype-driven rollout, contrasting with the fact that more learner-centered tools like blogs that tend to foster identity and voice.

I think as a learner,  I hope I can promote EdTech that:

• Builds communities like Student Hub Live
• Offers feedback and flexibility through thoughtful design
• Prioritizes learner well-being and digital equity.

Resources:

I decided to include this session by Student Hub Live which embraces neurodiversity and shows inclusive live support strategies, showing how tech can foster belonging and help create a community in distance learning like Marr described.

References: