Technology and Life-Long Learning

As both an educator and a learner, I strive for life-long learning. I aim to facilitate new and different ways of learning - ways that broach different learning styles and methods. As Gerhard Fischer notes, life-long learning is "more than adult education or training - it is a mindset and habit for people to acquire." And, I would hastily add, this kind of learning should be promoted to all levels and ages of student.

To help achieve my goal of engaging students and promoting a critical transliteracy, I enthusiastically employ a variety of methods and tools. Some examples include: group learning, hands-on, experiential, self-directed learning to lectures, seminars, group presentations (powerpoint & prezi), white boards, discussions, skype, twitter, blogs, and a variety of other platforms. By thinking about the learning and learning styles alongside the mode/tool, learners are able to experience formal learning, informal learning, incidental learning, problem-based learning and situated learning.

Undergraduate media students working in pairs to *read* and respond to Inanimate Alice.

Undergraduate media student analysing a segment of Inanimate Alice in order to create a podcast response.

Undergraduate media student completed a *reading* of Inanimate Alice but decides to try to retrace her path. This will form the basis of her essay on multi-linear narratives.

Various learning methods at work: small group discussion, pair work, notebooks, whiteboards, laptops; at the Transliteracy Unconference.

An example of a multimodal response to "what is transliteracy?" At the Transliteracy Unconference.

A Master's student using visuals on chart paper to explain his theory. (I designed and ran the  

IOCT 5003: Digital Cultures

 module)

A Master's student drawing a mind-map for the route of his essay (I designed and ran the  IOCT 5003: Digital Cultures

 module)