25 Years of Ed Tech

A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team: The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons; Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format. Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book.  The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks.  Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse. This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint.And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed):Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D'Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singhDo you have thoughts, comments, or questions about this podcast? Send us a message or tweet. 

This 25 Years of Ed Tech Audio Project has been a blast! Thanks to all of the community: Readers of the chapters Guests for the "Between the Chapters" book club episodes The community of listeners Martin Weller -- who let us remix his book! We appreciate ALL of you and are grateful for your contributions in this @YearsEd audiobook project. Thanks y'all! In this episode, you'll hear Clint Lalonde and Laura Pasquini give their 4 L Retrospective -- the things they loved, loathed, longed for, and Learned + what's next on the horizon of audio works.Did you miss this BONUS episode?: #OERxDomains21 Panel: OER & the @YearsEd ProjectWe want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 15th to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. If/When we receive these audio reflections, you might see a few extra episodes in this podcast feed. :)Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.

Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller.

For Between the Chapters episode, Laura is in conversation with Audrey Watters and sava saheli singh to navigate these troubling waters of educational technology. This episode swirls around the ed tech’s dystopian storm from Chapter 25; however, we all agreed there are many dark aspects from previous chapters and years prior to hit the fever pitch of 2018.  The issues and challenges of a number teaching and learning technologies have been brought up in previous bonus book club chats. Beyond avoiding the sci-fi plot being drafted by technology companies, we can find agency through refusal and doing more than just being critical of  ed tech. We need to return to a sense of “the commons” in higher ed, where care and compassion  coexist with our practices -- let’s pack up our values & build that space again, my friends. New Round of Chan Zuckerberg Initiative Grants Steers Clear of Ed Tech  Pushback Against Summit Learning Implementation in Kansas – “Start of a Rebellion,” or a Learning Experience? So You Want the Tips and Tricks of EdTech Integration… (Sal Khan) Ender’s Game (book) Black Mirror (TV) How China Is Using “Social Credit Scores” to Reward and Punish Its Citizens The West could be closer to China's system of 'social credit scoring' than you think Networked professional identity and community online (reflections) California Consumer Privacy Act (CCPA) Canada’s Anti-Spam Legislation General Data Protection Regulation (GDPR) Schools Are Deploying Massive Digital Surveillance Systems. The Results Are Alarming Pushback Is Growing Against Automated Proctoring Services. But So Is Their Use Proctorio vs. Ian Linketter Defence  Background: Ed-Tech Specialist Fights Proctorio Lawsuit Listening to Refusal: Opening Keynote for #APTconf 2019 by Donna Lanclos Refusal, Partnership, and Countering Educational Technology’s Harms by Charles Logan  Un-Annotated by Audrey Watters  More than 60 academic programs at Laurentian University cut due to insolvency issues Oakland school board unanimously agrees to eliminate its police force We Do This ‘Til We Free Us by Mariame Kaba What is the Prison Industrial Complex? Questions asked: Where do the responsibilities lie for educational technology? When was the last time you resisted technology? How do you use refusal in ed tech? What should we refuse or resist more, in general?  Where did the common go in our shared institutions? How can we build a better community to have reciprocity and responsibility for one another in ed tech/higher ed/life? What if we do decide that ed tech makes things worse? Where do we go if ed tech is actually a dystopian project? What is it that we value that is not wrapped up in ed tech we want to take with us? How do we reclaim some of the agency, hope, and good stuff we thought would come out of ed tech? If there is a commons somewhere, where is it? Can we get an invite? Continue learning from these guests of the pod: Audrey: https://audreywatters.com/ sava: https://www.screeningsurveillance.com/  We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.

For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of education’s problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott.

For this Between the Chapter episode, Laura chats with David Kernohan about the blockchain and other odd things happening around the year 2017: Chapter 24. This episode will not explain what the blockchain is, but take a broad perspective about the times, questioning trust, and changing of systems. Spoiler Alert: We don’t want to crush your hopes and dreams about blockchains, but there's no real lasting impact for it in higher ed.  Chapter 2: Blockchain. Blockwhat?! (Season 1 of ZigZag pod for more crypto) Still not sure about it: Here’s a Blockchain Technologies course The Blockchain Revolution and Higher Education via Educause How blockchain could change higher ed via IBM How Blockchains are Transforming Adult Education by @johndmk Blockchain in Education via US Office of Educational Technology A Fresh Look at Blockchain in Higher Ed Digital Diploma debuts at MIT The Death of Expertise by Tom Nichols On Expertise in Higher Ed Triumph of the Thought Leader… and the Eclipse of the Public Intellectual We Don’t Need No Stinking Thought Leaders Nate Silver’s FiveThirtyEight “Give us back our old gods” It’s good to be king… People want to hear from experts The Role of Public Intellectual by Alan Lightman Blockchain – don’t ask how, ask why by David Kernohan Democratizing Ideologies and Inequality Regimes are @tressiemcphd’s observations on “roaming autodidacts” Black Cyberfeminism: Intersectionality, Institutions and Digital Sociology (Daniels, Gregory, & McMillan Cottom, 2016) Roaming Autodidacts and the Neo-Reactionaries #OER17 'Age Of Anger' Chronicles Rise Of Populist Backlash A Libertarian Walks into a Bear by Matthew Hongoltz-Hetling; TLDR article Libertarian vs. Bear Outlawed by Cara North Think Again by Adam Grant What You Need to Know About NFTs What's An NFT? And Why Are People Paying Millions To Buy Them? Enjoyable & factually accurate: NFTs - SNL skit Questions: How can we create a set of ground rules that share trust and expertise in learning, credentials, and more? Will blockchain help? How are you thinking about long term storage of digital artifacts, projects, and initiatives? How do we decide which digital artifacts are given resources, time and money, to preserve these learning objects? Are you interested in owning an NFT art piece of Martin Weller’s face? Are you using blockchain technology in higher ed? Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquni.We want to hear from YOU, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections

In contemporary journalism, if a news story is described as “having legs” it means it has the ability to evolve and remain relevant over a long period of time to a wide community. This concept of “having legs” can also be applied to the creation of OER as there is an embedded assumption by the creator of a work that, by assigning an open license to it, their work will become flexible enough to develop “legs” and continue to be successful on its own through adaptation and adoption by others. On this panel from April 21st we talk about the “legs” on #25YearsOfEdTech lessons learned and things to consider for OEP work. Apologies for the extra sounds, we forgot to turn off the Discord notifications so you will hear people coming and going from our channel. Enjoy! Does this story have legs? Google Doc from the session Archived Video of this Session Research Shorts with @veletsianos  Laura’s “behind the making” of Research Shorts How “Between the Chapters” got started Transcriptions: otter.ai & volunteer help? Listen to these podcast episodes to learn more about: The drafting of the book -- from blog post to open book with Martin Weller The how & why this audio project got started with Clint, Laura & Martin The production, tools, and process of making of the bonus “Between the Chapters” episodes Laura is interviewed by Jason Finnery The call for the community to participate to share their audio reflections a metapod with Martin, Clint & Laura + blog for the call to podcast We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections. When recorded, send a message or tweet. 

Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn.

In this episode of Between the Chapters, Laura chats with Chris Gilliard about artificial intelligence (A.I.) in educational technology from Chapter 23 of Martin’s book. If you don’t follow the prolific Twitter account of @hybervisible -- you should. He’s been railing against the broad, sweeping claims ed tech vendors make about A.I. and outcomes of these software/systems in higher ed for a while. How does ed tech codify teaching, learning, and administration needs at our universities and colleges with a.i.? If things seem magical or improbable, we need to have more critical questions and understanding of how these “black boxes” work for our campus stakeholders. We talk about how robots may or may not be coming for our jobs, and what we need to understand about the technologies implemented for our work. Artificial intelligence  As LL Cool J says “Don’t Call It A Comeback” Potemkin AI by Jathan Sadowski Mechanical Turk Definitions via IBM: Artificial intelligence, machine learning, and deep learning WALL-E Not Cheating: These students figured out their tests were graded by AI — and the easy way to cheat How to Prevent Zoom-Bombing An ed-tech specialist spoke out about remote testing software — and now he’s being sued Under Surveillance: Privacy, Rights, and Those Capitalizing On Us Texas A&M Drops “Race” from Student Risk Algorithm Following MarkupInvestigation Between the Chapters: Learning Analytics - asked what is learning? How AI and Data Could Personalize Higher Education via HBR Successful AI Examples in Higher Education That Can Inspire Our Future  How AI Chatbots and Virtual Assistants Will Transcend the Current Constructs of Education  How Ed Tech Is Exploiting Students by Chris Gilliard Proctorio Is Using Racist Algorithms to Detect Faces You and the Algorithm: It Takes Two to Tango Systematic review of research on artificial intelligence applications in higher education – where are the educators? (Richter at a., 2019) The Future of Advising  2016: The shifting landscape of tech platforms, services Student Affairs Professionals on Facebook: An Empirical Look (Eaton et al., 2020) 6 reasons Artificial Intelligence technology will never take over from human teachers  The Future of Work: Technology and Robots and Digital Literacy… OH MY! Documentary to Watch: Coded Bias  About the Doc: Coded Bias - Your Undivided Attention Questions and thoughts for the community: If the ed tech tool seems magical or improbable for what it can do -- it probably is. What’s the impact for the platforms and ed tech tools you use?  What kind of agency/choice do your campus stakeholders have for the platforms they have to use for teaching/learning/research? Does anyone have examples of student surveys/interview questions you used to revaluate ed tech tools you are evaluating? Are you seeking a robot application for your job? What do you think about A.I. in higher ed? Let us know -- send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Franny French.

Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali.Read the chapter and see a list of all the book references on the Athabasca Press site. 

For this Between the Chapters episode, Laura chats with Joyce Seitzinger about all things badged connected to Chapter 22: Digital Badges. In reflecting back to 2015, we have much to say about microcredential, open badges, and what it means to get digital street cred based on a certificate, credential, course, or training. We share how we have been working to upskill with professional credentials as the world of work is changing, and how higher ed might consider what it means to embed badges, training, or certifications related to the skills needed for employment. Maybe badging and credentials offer ways for colleges and universities to have an ongoing, lifelong relationship with learners? Or perhaps we need more partnerships across sectors of work and education?  I Can See Clearly Now - Covered by the #edtechukestra The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU Academic Tribe The SAMR Model: A Powerful Model for Understanding Good Tech Integration Open Badges Australia and New Zealand (OBANZ) community; (not Obans) The Future of Jobs Report 2020 from the World Economic Forum 7 Things You Should Know About… Digital Badges Badges and Credentialing Micro-Credentials Digital, Verified and Less Open Closing the Skills Gap With Digital Badges Alternative Credentials: How Can Higher Education Organizations Leverage Open Badges? RMIT: Digital Short Courses & RMIT Creds Certified Professional in Talent Development (CPTD)Getting Certified in Learning & Performance with the CPLP 2017 Digital Literacy Impact Study [REPORT] Open badges | Joyce Seitzinger | TEDxRosalindParkED The Future of Work: Technology and Robots and Digital Literacy by Laura Pasquini Working Identity by Herminia IbarraTLDR: Experimenting with Identities @ Work Stanford Open Loop University Shout out to Girl Guide Badges (#TBT) Questions to ponder from this open/digital badge conversation: How can we collaborate and partner education and industry sectors for credentials? What would it look like if particular sectors helped train and credential with badges? What are the small pieces that you could break down or give recognition that X competency or skill be met (for a badge)? What are the opportunities and limitations, within your own system, of how far digital credentials can actually go? How can we make connections to these credentials? What are the systems you need to tap into or can you hook your current training/learning programs into that already offer credentials?  Connect to Joyce’s work at RMIT Online and maybe she’ll badge you.  Would you upskill if you could get a credential easily? How could open/digital badges offer credentials within your teaching/learning practice? Please share -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by philippe petitqueux.

Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff.Read the chapter online or view the book references.

Let's get behind the learning analytics and do better: “Because what we measure sends a message about what matters.” ~ @ammienoot #truth

Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray.

Open means access for learning. It's not just about free textbooks and learning resources -- listen and learn more on this between the chapters conversation.

If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani.

Let's talk about MOOCs! Looking at the year of the MOOC (2012) and what we have learned/not learned about massive open online courses.

Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly the MOOC phenomenon can be viewed as the combination of several preceding technologies: some of the open approach of OER, the application of video, and the revolutionary hype of Web 2.0. The MOOC were an idea waiting to happen. This chapter is read by Laura Czerniewicz.

PLEs, PLNs, and connecting virtually online with a community... it's always about the people!

Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and educators began to gather a set of tools to realize a number of functions.

Get yourself connected... the writing is on the [social media platform] wall.

By the late 2000s though, with the advent of greater connectivity, user-generated content, and social media, a number of educators began to explore the possibilities of education in a more networked, connected model that had these new developments as core assumptions. The theory of connectivism, as proposed by George Siemens and Stephen Downes in 2004–2005, could lay claim to being the first Internet-native learning theory. Chapter read by Terry Greene.

Tweets, posts, hashtags... OH MY! Getting social with our media has impacted how we teach, learn, research, and work.

If the Learning Management System (LMS) represents the dominant educational technology, then Twitter is the behemoth of third-party tech that has been adopted in education. There’s too much that can be said about Twitter to do the subject justice in a short chapter, and most people will have their own views on its role in education, but it would be remiss to leave it out of any historical account. Read by Simon Horrocks

Curating all the practice, reflections, and learning ... in portfolio format for this @YearsEd book club episode.

E-portfolios provide a digital means of gathering together a range of outputs, assessments, and resources for a student. The argument for e-portfolios is a compelling one — they provide a place to store all the evidence a learner gathers to exhibit learning, both formal and informal, in order to support lifelong learning and career development. It is an idea that has significant impact for education — instead of recognizing education at the level of qualification, such as a degree in a particular subject, it allows a more granular recognition of specific skills, linked to evidence. This chapter is read by Julian Prior.

Welcome to the rabbit hole of virtual worlds, gaming communities, Second Life and more... buckle up, this episode is going to take us on a virtual journey back to 2007 and Chapter 14.

While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recreate existing structures and pedagogies that occurred in the "real world", Second Life has paved the way for larger social acceptance and use of augmented reality platforms and may still see a number of applications for education emerge in the future. Chapter is read by Grant Potter.

Oh web 2.0... where did you go? Lessons learned and testing of tools in the land of user-generated ed tech.

In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly "2.0" to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a joke. So, for something that has become something of a joke, what lessons can educators take away from the time of Web 2.0? And how did the culture of Web 2.0 influence and change both technology and our institutions? This chapter is read by Sukaina Walji.

We're halfway through this audio project of the #25YearsOfEdTech -- so we thought we'd podcast about the podcast. Enjoy!

Video killed the pedagogical teaching star... or did it? We dive into talk about video, media, and more for teaching and learning related to Chapter 12 on this episode.

While video has a long history of use in education, it was the advent of YouTube in 2005 combined with an increasingly Do-It-Yourself participatory culture attitude and the decrease in costs in video production equipment that ushered in a new era of video use in education and enabled new pedagogical models of teaching & learning, such as the flipped classroom. Read by Chad Flinn.

Let's get open about our resources, practices, teaching, learning, research, and all the things in between. Enjoy this extended, 2-part conversation on OER for Chapter 11.

M.I.T. is credited with the first large scale Open Education Resource (OER) project with the launch of their Open Courseware initiative in 2002. Since then, OER's have become something of a success story in education with OER projects and educators still pushing the concept forward and into mainstream adoption. This chapter explores some of the early days of OER and how those early projects & pioneers influenced a global movement that continues to build and evolve today.

All about blogs, bloggers, blog communities, and the blog posts we have or should have written as we reflect on Chapter #10: Blogs.

Although blogs were not a technology developed specifically for education, it did not take long for educators and academics to realize the benefits associated with blogging. These ranged from the development of academic identities, quicker and more accessible dissemination of research findings, and the development of professional networks. But like other technologies examined in this book, blogging was not without challenges and setbacks before they gained academic acceptance.

On this episode Laura is joined by Brenna, Caroline, & Laura to unpack the learning management system (LMS). We've got a few thoughts, metaphors, and words for you, dear LMS. Listen up!

Without a doubt, the dominant educational technology in use today in most educational institutions is the Learning Management System (LMS) or Virtual Learning Environment (VLE). Despite repeated calls over the years by educators for the end of the one size fits all LMS/VLE, it has, like the institutions it serves, proved to be resilient and hard to break down. However, is this because the LMS is a "good enough" tool, or is it a result of "software sedimentation" that has resulted in enterprise process and structures being built around the LMS/VLE in such a way that alternatives become impossible to imagine, let alone implement.

For this book club chat, Between the Chapters, Laura talks with Lorna and Phil all about eLearning Standards. What they are, why they were developed, and what we can learn from these now.

Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged.

Learning Objects, metadata, and repositories.... OH MY! In this Between the Chapters "book club" Laura gathers 'round the fire with John, Brian, & D'Arcy reminisce about the early aughts of learning object repositories and interoperable metadata standards. "Every time a bell rings, an angel fills in a LOM record." ~D'Arcy Norman

Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb.

It looks like we're still at the 1999 party for e-Learning... listen to Laura & Kelvin Bentley discuss how this distance education disco has and hasn't changed in this Between the Chapters episode.

It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution and connective network. E-Learning is read by Angela Gunder.

In this Between the Chapters book club conversation, Laura is joined by Mark Guzdial to talk about all things wikis, specifically the collective learning and teaching with wikis and the web.

1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the development of one of the most popular collaborative websites in the world in Wikipedia. This chapter is read by Ken Bauer.

In this episode, Laura & Jesse chat/rant/think about constructivism (Chapter 4) and ALL THE THINGS about teaching & learning.

Tim Carson, host of the Praxis Pedagogy podcast narrates chapter 4 1997 Constructivism. In this chapter, Martin explores not a specific technology, but a number of different pedagogical models & learning theories that became popular because of the increased use of networked technologies.

Laura chats with Clare Thomson & Mark Brown on all things CMC, and how it relates to our teaching and learning practice online then and now.

Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini.