New Media Consortium Horizon Report & Reflection in a Time of Connectivism (c/o Khan & Ally, 2015, Chaps 3, 4 and 21)

My reading of Khan and Ally's International Handbook of E-Learning could amount to a review by a thousand snippets at this rate.

As other priorities also demand attention I'm still on Volume 1 and avidly looking f/w to the 2nd with thanks to the publisher. I've references for my latest study to contribute to other reading. What is interesting is contrasting the place of reflection in nursing, nurse education, education generally and technology enhanced learning. Reflection and reflective practice is a personal activity that is also extensible, something that can and must educationally be shared with others. If there are already challenges in proving the value of Hodges' model within nursing (and global health!) there are other pressures from within education and technology enhanced learning specifically. As João Mattar notes:

Although Hirumi (2011) argues that his grounded approach neither subscribes to, nor advocates any particular epistemology, his decision of distinguishing internal interactions from all others as one of the three fundamental levels within his framework seems indeed to privilege a specific type of learning in an era where connectivism claims that learning should no longer be considered an internal and individualistic activity (Siemens, 2004; Anderson & Dron, 2010,2012). (p.301)

There are lessons in all these chapters for me. Pencilled observations and things to pospost (new word?) are scrawled throughout the 320 pages so far and here are a few more:

The NMC Horizon Report 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. ...

In chapter 4 Stephen Downes writes:

My own theory of education is minimal (so minimal it hardly qualifies as a theory, and is almost certainly not my own): "to teach is to model and to demonstrate; to learn is to practice and reflect." Thus, minimally, we need an environment that supports all four of these on a massive scale. In practice, what this means is a system designed so that bottlenecks are not created in any of the four attributes: modeling, demonstration, practice, and reflection. p.66.

More to follow, read and write!

Mattar, J. (2015) Designing and Evaluating E-learning Interactions, Chap. 21 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.295-307.

Corbeil, J.R. & Corbeil, M.E. (2015) E-Learning: Past Present and Future, Chap. 3 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.51-64. (see p.59-).

Downes, S. (2015) The Quality of Massive Open Online Courses, Chap. 4 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 65-77.