"The Virtual Professional Learning Development programme (VPLD) provides professional learning through an online Community of Practice (CoP). The VPLD offers flexibility of choice, time and approach, and is designed to fit in with what you are already doing as teachers and/or leaders.
Participants develop their own learning goals around projects that interest them, within a learning inquiry process. The aims are to raise participants' professional knowledge and skills, while also accelerating students' achievement of learning outcomes.
A fundamental aspect of participating in the VPLD is engagement in the VPLD online Community of Practice (CoP). The CoP offers a safe environment in which educators can discuss and challenge alternative points of view about pedagogy and practice, across disciplines and sectors."
(New Zealand Ministry of Education)
"Skepticism is not new to education. Emerging technologies are often viewed with fear and resistance. Just look at some of the history surrounding educational change.
'Students today can't prepare bark to calculate their problems. They depend upon their slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write.'–Teachers Conference, 1703
'Students today depend upon paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?'–Teachers Association, 1815
'Students today depend upon store–bought ink. They don't know how to make their own. When they run out of ink, they will be unable to write words or cipher until the next trip to the settlement. This is a sad commentary on modern times.'–Rural American Teacher, 1929
'Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away! The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.'–Federated Teacher, 1959"
(Michael Bloom, Professional Associates for Consultation and Training)
"If it is the case that mobile devices, with their specific social and technological structures and attendant cultural practices, have become an integral part of everyday life, then the educational field has to react. But how and who? Fact is that mobile devices have reached and become fully integrated in everyday life, worldwide and across social milieus. This development is 'ubiquitous' (e.g. Haythornthwaite, 2008, Beale 2007, Nyiri 2002) and is accompanied by an increase in individualisation enabled and necessitated by a variety of mobile devices characterised by media convergence. Education must ask questions about the impact of these irreversible trends on the personal development of young people and about its role in mediating them as well as about their impact on individual agency of young people in the context of emerging socio–cultural structures (see Stald 2007)."
(Ben Bachmair, Norbert Pachler and John Cook, 2009)
"In the fall of 2011 Peter Norvig taught a class with Sebastian Thrun on artificial intelligence at Stanford attended by 175 students in situ –– and over 100,000 via an interactive webcast. He shares what he learned about teaching to a global classroom."
Date: 26 Apr 2013, Location/venue: The Old Fire Station, University of Salford, England
The workshop"offers an opportunity for those involved in teaching, or directly managing degree programmes in the Arts, to find out more about the role mobile learning can play in enhancing the student and tutor experience. Through a series of presentations, activities and discussions, led by academics from the Arts discipline area, participants will be introduced to mobile technologies approaches and see discipline–focused exemplars of mobile learning applied in teaching practice."
(Higher Education Academy)