Comments on: Footprint in your pocket and head in the cloud -The Little Black Device http://www.toolsandtaxonomy.com/2009/12/14/cloud-devices/ If we want to get more for less then we have to do things differently Sun, 23 Jan 2011 13:29:10 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: uberVU - social comments http://www.toolsandtaxonomy.com/2009/12/14/cloud-devices/comment-page-1/#comment-265 uberVU - social comments Mon, 21 Dec 2009 11:49:13 +0000 http://toolsandtaxonomy.com/?p=117#comment-265 <strong>Social comments and analytics for this post...</strong> This post was mentioned on Friendfeed by Dick: Footprint in your pocket and head in the cloud a piece I just published on next generation devices and how Android will win our hearts and pockets http://toolsandtaxonomy.com/2009...... Social comments and analytics for this post…

This post was mentioned on Friendfeed by Dick: Footprint in your pocket and head in the cloud a piece I just published on next generation devices and how Android will win our hearts and pockets http://toolsandtaxonomy.com/2009…...

]]> By: davidjennings http://www.toolsandtaxonomy.com/2009/12/14/cloud-devices/comment-page-1/#comment-256 davidjennings Wed, 16 Dec 2009 22:57:11 +0000 http://toolsandtaxonomy.com/?p=117#comment-256 The interesting thing for me is what happens when the ownership and control of these personal devices flips from institution to learner. So far the institutions have been able to impose sometimes draconian limits (no Facebook! no Wikipedia?!) on learners' use of technology because they controlled the scarce resource, the computers. When the devices are no longer scarce and every learner has one, the means to control use of this resource ebbs away very quickly. Will institutions issue 'tethered devices' whose content and access they control? "Use this device for all your learning, alongside the Gphone in your pocket that you use for the rest of your life"? I don't think so. Is that learner looking intently at their device because they're concentrating on a learning objective, playing a game, or messaging their boyfriend? You can't look over 30 shoulders at once. Power and control in the classroom will shift. The interesting thing for me is what happens when the ownership and control of these personal devices flips from institution to learner. So far the institutions have been able to impose sometimes draconian limits (no Facebook! no Wikipedia?!) on learners’ use of technology because they controlled the scarce resource, the computers. When the devices are no longer scarce and every learner has one, the means to control use of this resource ebbs away very quickly. Will institutions issue ‘tethered devices’ whose content and access they control? “Use this device for all your learning, alongside the Gphone in your pocket that you use for the rest of your life”? I don’t think so. Is that learner looking intently at their device because they’re concentrating on a learning objective, playing a game, or messaging their boyfriend? You can’t look over 30 shoulders at once. Power and control in the classroom will shift.

]]> By: davidjennings http://www.toolsandtaxonomy.com/2009/12/14/cloud-devices/comment-page-1/#comment-255 davidjennings Wed, 16 Dec 2009 22:44:10 +0000 http://toolsandtaxonomy.com/?p=117#comment-255 Not quite sure if I've understood you here. "The ability to rapidly assess learner’s understanding, and use that interaction to shape learning activities." Who is doing that rapid assessment and that shaping of learning activities? If not academic staff, is it some AI bot? If it is, then I'm sceptical, because machines don't have a good record of understanding what 'understanding' is, let alone assessing it and acting upon it. I know adaptive tools for personalisation have been touted for quite a while now, but do you have examples of them adapting learning activities in a substantial and meaningful way? Not quite sure if I’ve understood you here. “The ability to rapidly assess learner’s understanding, and use that interaction to shape learning activities.” Who is doing that rapid assessment and that shaping of learning activities? If not academic staff, is it some AI bot? If it is, then I’m sceptical, because machines don’t have a good record of understanding what ‘understanding’ is, let alone assessing it and acting upon it. I know adaptive tools for personalisation have been touted for quite a while now, but do you have examples of them adapting learning activities in a substantial and meaningful way?

]]> By: davidjennings http://www.toolsandtaxonomy.com/2009/12/14/cloud-devices/comment-page-1/#comment-254 davidjennings Wed, 16 Dec 2009 22:38:26 +0000 http://toolsandtaxonomy.com/?p=117#comment-254 I'd say be careful with your use of 'full' and 'rich' in this context. I first read this post yesterday evening on my iPhone. To make the reading experience tolerable, I read it using the instapaper app (which strips out the white space and images). I had lots of inspired comments then, but no means to annotate the text or easily record them on the iPhone -- so I've forgotten them. The point being that there are physical constraints on how much richness and complexity combined with usability you can pack into these highly portable devices. I’d say be careful with your use of ‘full’ and ‘rich’ in this context. I first read this post yesterday evening on my iPhone. To make the reading experience tolerable, I read it using the instapaper app (which strips out the white space and images). I had lots of inspired comments then, but no means to annotate the text or easily record them on the iPhone — so I’ve forgotten them. The point being that there are physical constraints on how much richness and complexity combined with usability you can pack into these highly portable devices.

]]> By: New Gadgets | Footprint in your pocket and head in the cloud -The Little Black Device http://www.toolsandtaxonomy.com/2009/12/14/cloud-devices/comment-page-1/#comment-241 New Gadgets | Footprint in your pocket and head in the cloud -The Little Black Device Mon, 14 Dec 2009 18:32:53 +0000 http://toolsandtaxonomy.com/?p=117#comment-241 [...] Original post by ToolsAndTaxonomy.com [...] [...] Original post by ToolsAndTaxonomy.com [...]

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