{"id":14725,"date":"2024-10-30T13:33:47","date_gmt":"2024-10-30T11:33:47","guid":{"rendered":"https:\/\/oeb.global\/oeb-insights\/?p=14725"},"modified":"2024-10-31T11:37:23","modified_gmt":"2024-10-31T09:37:23","slug":"navigating-the-learning-technology-odyssey-the-2000s-charting-new-territories-in-learning","status":"publish","type":"post","link":"https:\/\/oeb.global\/oeb-insights\/navigating-the-learning-technology-odyssey-the-2000s-charting-new-territories-in-learning\/","title":{"rendered":"Navigating the Learning Technology Odyssey: The 2000s \u2013 Charting New Territories in Learning"},"content":{"rendered":"
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In 1999, Cisco’s CEO, John Chambers, predicted that \u201ceducation over the Internet is going to be so big, that it  is going to make e mail look like a rounding error\u201d. As we celebrated the millennium and ventured into the 2000s, our digital journeys shifted from early exploration to charting complex territories. Like Odysseus navigating vast, unknown seas, educators and learners found themselves in a connected world of technological currents that threatened to constantly reshape education, sometimes leaving institutions reeling. This was no longer a mere journey; it was an era of unfamiliar opportunities and challenges.<\/strong>





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The Portability Signpost<\/strong><\/h2>\n\n\n\n

The early 2000s brought a new level of mobility, starting with flash drives<\/strong> and Bluetooth<\/strong> (2000), which replaced bulky storage devices and cables. Cloud storage<\/strong> emerged, hinting at a future where resources and applications could be accessed from anywhere, with just a browser. While some welcomed the possibilities of these digital-first resources, others voiced caution around the potential loss of depth, in-person collaboration, and educator interaction.


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Research, Discovery and Emerging Knowledge<\/strong><\/h2>\n\n\n\n

Bodies of research to explore this field emerged and academic journals began, rebranded and increased. For example,  Dr Robert-Jan Simons became \u2018Professor of Digital Pedagogy\u2019 at Utrecht University (Netherlands) in 2001. One of the authors of this piece (Gilly)  became Professor of \u2018E-learning and Learning Technologies\u2019 in 2004 (University of Leicester UK).


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Riding the Waves of Connectivity<\/strong><\/h2>\n\n\n\n

With 3G networks<\/strong> (2001) and high-speed broadband (early 2000s),  learning became mobile and connected. From mid-decade, broadband replaced dial up at home, work and campus. At  OEB by the early 2000s, participants were able to check their mail between sessions, using provided sponsored laptops. But as with all strong currents, some educators felt uneasy, questioning whether this wave of change could replicate or enhance location-based learning. The late Jay Cross, a prominent advocate for informal learning,  quipped at OEB06 that \u201cthe best technologies for learning are conversations and beer\u201d, emphasizing his belief in the power of social interactions as foundations to effective learning.


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Finding New Ports in Social Media<\/strong><\/h2>\n\n\n\n

Digital \u2018ports\u2019 like MySpace<\/strong> (2003), Facebook<\/strong> (2004), and Twitter<\/strong> (2006) opened spaces where people connected and formed vibrant sharing networks\u2014akin to Odysseus meeting new cultures on his journey. Like search engines \u00a0(Google in the lead by mid-2000s) and video platforms such as YouTube (from 2005), social media gave impetus to self-organised, informal learning thanks to the interaction possibilities and the ability of \u2018user-generated contributions\u2019. While many saw these as invaluable for collaboration, others clung to familiar shores, wary of the impact these online communities might have on the traditional academic experience.


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Open Access: A Compass for All<\/strong><\/h2>\n\n\n\n

In 2002, MIT\u2019s OpenCourseWare<\/strong> initiative pioneered new directions in\u00a0open materials availability, creating a compass for global learning and sparking the OER movement. MOOCs<\/strong> appeared on the horizon, hailed as democratizing education, and somewhat muddying the waters of online learning. The first MOOC is credited to Stephen Downes and George Siemens<\/strong> with Connectivism and Connective Knowledge<\/em> in 2008, which enrolled over 2,000 participants online. You will have your own stories of participating in or providing MOOCs!


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Expanding Horizons with Multimedia<\/strong><\/h2>\n\n\n\n

The continued rise of YouTube<\/strong> (2005) and iTunes U<\/strong> (2007-2021) introduced vast troves of educational videos that served as beacons for learners worldwide. Education-focused video platforms began (Khan Academy 2008). While some embraced these digital lighthouses, guiding students to accessible knowledge and skills, others questioned whether digital resources could maintain the rigour essential for meaningful formal learning.


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Setting Course for a Mobile Learning Future<\/strong><\/h2>\n\n\n\n

With high-speed internet further transforming university libraries, students gained unprecedented access to journals, textbooks, and research papers remotely. Then came the iPhone<\/strong> (2007), ushering in a mobile-first approach to learning through apps, videos, audio and interactive resources. While many celebrated this new flexibility, others wondered if the shift away from structured classrooms might risk losing the community and focus that traditional spaces foster. Just as Odysseus had to find a way to navigate past the Sirens,  could digital temptations lead learners astray from productive education paths?


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Lessons from the Journeys<\/strong><\/h2>\n\n\n\n

The 000s years proved that learning could be portable, social, and connected; marking the biggest departure yet \u00a0from familiar shores. Institutions and educators were pulled many ways, some of them previously much less travelled. The decade expanded the educational map and brought distant horizons closer, leaving educators and learners with new paths to explore navigating forward with excitement, caution, and an eye toward the next discovery.


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Feel like more adventure?<\/strong><\/h2>\n\n\n\n

Professor Gilly Salmon and Wilfred Rubens and 9 other adventurous colleagues from around the world invite you to complete your time at OEB24<\/strong> with a collaborative workshop called \u2018The Trend is your Friend<\/a>\u2019 to explore all these ideas and more with others. 4-5.30pm on Friday, November 29 2024<\/strong>.


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Look out for the next chapter in this \u2018trilogy\u2019!<\/strong><\/h2>\n\n\n\n

\u201cThe 2010- 2024: Weathering the Waves\u201d<\/strong>

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Riding the surge of mobile and personalised learning advancements, adapting to new challenges for now. A quick look ahead to the unknown waters of future trends and technologies.



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Written for OEB Global 2024<\/a><\/strong> by Gilly Salmon<\/a> and Wilfred Rubens<\/a>.<\/p>\n\n\n\n

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In 1999, Cisco’s CEO, John Chambers, predicted that \u201ceducation over the Internet is going to be so big, that it  is going to make e mail look like a rounding error\u201d. As we celebrated the millennium and ventured into the 2000s, our digital journeys shifted from early exploration to charting complex territories. Like Odysseus navigating […]<\/p>\n

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