Tag Archives: handheld learning

Are we really there? Virtual Reality in the classroom⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

So what is Virtual Reality or VR?

img_9516Virtual Reality, or VR, provides a means to have an experience of a location or object (whether real or imaginary) through a mobile device, often viewed through a headset, in such a way that when the viewer moves around they see the virtual view moving with them. So the images are usually 360 degree images and can be in 3D so that when viewed on a mobile device within a headset with twin lenses it appears to the viewer as being  as close to being there as possible. When you move forward, tilt your head, look up – it’s as if you are doing the same in the virtual reality experience.

What are the options for the classroom?

The least expensive option for using Virtual Reality in a classroom would be Google Expeditions using Google Cardboard viewers (while they can be viewed without a twin-lens 3D viewer the viewer will lose the feeling of 3D) which are held by the hand up to the eyes. More expensive options are available with a variety of VR viewer headsets (such as Microsoft HoloLens, Gear VR or Oculus Rift headsets) and accompanying sensors (often handheld) so that the experience can involve touching or interacting with objects within a VR experience – as you approach or touch something in virtual reality it will react in a way as it in real life.

Google Expeditions with Google Cardboard Viewers

img_9526Google Expeditions are virtual reality experiences designed with a classroom guided exploration in mind. The teacher downloads the choice of virtual reality location using the Google Expeditions app and starts the expedition. Then when the pupil on the same wi-fi connection starts the app on their device they will see the teacher-directed expedition awaiting them.

In Google Expeditions the teacher application provides suggestions for questions or directions to guide learners as they explore the virtual environment. The teacher can see on their mobile device app where the learners are exploring on their screens, and can make suggestions as the learners explore.

The video below is a promotional video for Google Expeditions in the classroom giving a brief overview of what it looks like in a classroom setting where a teacher with a tablet device guides pupils each holding a Google Cardboard headset viewer.

How do I get started using Google Expeditions?

The video below is a guided tutorial to using Google Expeditions

How do I use Google Expeditions with iPads or Android tablets?

The video below shows how Google Expeditions can be viewed on iPads rather than smartphones. Many school may already have iPads or Android tablets, and the Google Expeditions apps will work on these too. However the Google Cardboard viewer is designed with the size of a smartphone in mind. If you wish to use the app on an iPad or Android tablet then when running the setup at the point where you see the two images side by side there is a small icon at the top right which lets you change the twin view to single view. Having done that the view will no longer be 3D and will no longer be held up to the eyes of the viewer but simply handheld.

How to use Google Expeditions on iPads or tablet devices in the classroom

Where can I find Virtual Reality Experiences for my classroom?

Google Expeditions provides a superb source of Virtual Reality experiences ready to be downloaded for use on devices in the classroom.

discoveryvrDiscovery VR provides a wide range of downloadable virtual reality experiences in an educational context. Each is available for specific devices and come with notes for use by the educator with their class to guide their learners in the exploration of the experience.

 

Ideas for using Virtual Reality in the classroom

edtech4beginnersvr10ideas10 Simple Ways to Use Google Cardboard in the Classroom – a post by Neil Jarrett on the EdTech4 Beginners blog describing different ways in which the virtual reality app Google Cardboard can be used in the classroom.

whiteboardblogideasforvr

Ideas for using Google Cardboard Virtual Reality in the classroom – a blogpost on the Whiteboard Blog by Danny Nicholson

What Virtual Reality experiences have you used with your class?

Please share how you have used virtual reality experiences with your class by adding a comment below

 

OneNote to Rule them All⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

OneNote is a free tool which works online through a web browser, or through apps for mobile devices, or as a desktop software (it’s also part of Microsoft Office 2013). 

And it’s available to users of Microsoft Office 365 (so all Scottish school pupils and staff with Glow access have this as part of the features available automatically to them via their Glow login).

But what is OneNote?

It’s like a ring-binder where you can choose to have multiple sections (like card-dividers in a real ring-binder), and within each section you can have multiple pages​. And it all synchronises on multiple devices should you wish it to do so.

How might OneNote be used in a classroom context?

So you may be a teacher who may have sections in a OneNote file for each subject, and within each subject pages for each pupil. Each page can contain text, photographs, comments, web links, audio or video so may be an evidence gathering tool for a teacher. A picture to show evidence of a piece of practical work can be instantly inserted via mobile device straight to a pupil’s page for a particular subject in the OneNote file.

Pupils could create a OneNote of their own and use it as a learning log, an eportfolio, a place to jot down their notes, links to resources, documents, websites, etc. And a OneNote stored online can be shared with another user – so a pupil may create a piece of work in a OneNote file for a particular topic, subject or teacher and share access to that so it could be shared only with that one pupil and their teacher.

The creator of the OneNote file can choose to make it so that the teacher can add comments to the document for feedback to the pupil, directly on the document. And in some versions they can also add an audio file of feedback straight into the page.

Here’s a video tutorial showing how OneNote might be used as a pupil topic research tool

http://www.youtube.com/watch?v=i0hfsJaHTOM

Here’s a video showing OneNote being used as a learning journal shared by the pupil with their teacher http://www.youtube.com/watch?&v=pAubfxGwRJQ

Here’s a video by educator Lisa Cuthbert-Novak showing how her learners use OneNote to chronicle their learning journey in writing, particularly noting the reflections the pupils added to what they were learning as they added examples of their work, their thoughts on the process and links to resources they found:

http://vimeo.com/113114835

Choose Your Own Adventure stories - this links to a blog post by Pip Cleaves describing how using the facility to add links to different pages in a OneNote file pupils can create stories with alternative texts for different junctures in a story for their readers.

So how do you get started using OneNote?

Here’s a link to a basic guide to One Note Online: ​http://goo.gl/tbVYsL ​

These two links below also give an overview of the features of the different versions of OneNote, whether the online version, the full desktop software version, or the apps specific to different devices:

http://goo.gl/qLY6go

http://goo.gl/PGrwkA

OneNote Toolkit for Teachers - a site which provides guides, examples and hints and tips for teachers looking to use OneNote in a classroom context.  This comes from the Microsoft Educator Network

​OneNote Class Notebook Creator

If schools are signed up to Office 365 then they also have the additional option to use OneNote’s education-specific class tool OneNote Class Notebook Creator where a OneNote class file can be set up so that individual sections or pages can have different access rights or permissions. So a teacher may have a pupil’s page in a class OneNote file shared with only that pupil and the teacher, meaning that nobody else can see that pupil’s work except the teacher and the specific pupil. Or a group of named pupils could have access to specific pages for collaborative working. This is designed to make management easier for the teacher and give more options for different purposes.

Note that in Office 365 the OneNote Class Notebook Creator needs to first be enabled by whoever administer’s the school’s establishment site – once it’s installed teachers can then set up their own class Notebooks.

Here’s a video showing how to get started setting up and using OneNote Class Creator so that a teacher can set up a personal workspace for every learner, a content library for resources, and a collaboration space for lessons and activities https://www.youtube.com/watch?v=sVF90nP9qGQ 

Here's a related interactive online guide to setting up and using OneNote Class notebook creator - listen to the information, move on pages at your own speed.

OneNote and Assessment – this is a blogpost by Chantelle Davies describing how they see the use of OneNote for assessment with a focus on the audio and video features providing the facility for teachers to create a workspace for every pupil, to offer a content library for adding material, and a collaboration space, with which pupils can work in their space and teachers can give feedback in the same place. The work and feedback can be accessed anywhere any time.

OneNote for Teachers - a comprehensive site which details how OneNote can be got for any device, how it can be set up for use, examples of ways in which it can be used, help guides and much more – all within a classroom context.

Microsoft Office has also produced a visual walk-through guide “Getting Started with the OneNote Class Notebook Creator: A Walkthrough for Teachers”

OneNote to Rule them All⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

OneNote is a free tool which works online through a web browser, or through apps for mobile devices, or as a desktop software (it’s also part of Microsoft Office 2013).

And it’s available to users of Microsoft Office 365 (so all Scottish school pupils and staff with Glow access have this as part of the features available automatically to them via their Glow login).

But what is OneNote?

It’s like a ring-binder where you can choose to have multiple sections (like card-dividers in a real ring-binder), and within each section you can have multiple pages​. And it all synchronises on multiple devices should you wish it to do so.

How might OneNote be used in a classroom context?

So you may be a teacher who may have sections in a OneNote file for each subject, and within each subject pages for each pupil. Each page can contain text, photographs, comments, web links, audio or video so may be an evidence gathering tool for a teacher. A picture to show evidence of a piece of practical work can be instantly inserted via mobile device straight to a pupil’s page for a particular subject in the OneNote file.

Pupils could create a OneNote of their own and use it as a learning log, an eportfolio, a place to jot down their notes, links to resources, documents, websites, etc. And a OneNote stored online can be shared with another user – so a pupil may create a piece of work in a OneNote file for a particular topic, subject or teacher and share access to that so it could be shared only with that one pupil and their teacher.

The creator of the OneNote file can choose to make it so that the teacher can add comments to the document for feedback to the pupil, directly on the document. And in some versions they can also add an audio file of feedback straight into the page.

Here’s a video tutorial showing how OneNote might be used as a pupil topic research tool

http://www.youtube.com/watch?v=i0hfsJaHTOM

Here’s a video showing OneNote being used as a learning journal shared by the pupil with their teacher http://www.youtube.com/watch?&v=pAubfxGwRJQ

Here’s a video by educator Lisa Cuthbert-Novak showing how her learners use OneNote to chronicle their learning journey in writing, particularly noting the reflections the pupils added to what they were learning as they added examples of their work, their thoughts on the process and links to resources they found:

http://vimeo.com/113114835

Choose Your Own Adventure stories - this links to a blog post by Pip Cleaves describing how using the facility to add links to different pages in a OneNote file pupils can create stories with alternative texts for different junctures in a story for their readers.

Here’s a video by Tamara Sullivan explaining how learners in Sydney and Brisbane, who did not meet face to face, collaborated on a photo essay project using OneNote as the vehicle by which they could share ideas, tasks, photo-essays and comments by learners on the work of others.

https://www.youtube.com/watch?v=D4kSzezVzq0&WT

 

So how do you get started using OneNote?

Here’s a link to a basic guide to OneNote Online: ​http://goo.gl/tbVYsL ​

These two links below also give an overview of the features of the different versions of OneNote, whether the online version, the full desktop software version, or the apps specific to different devices:

http://goo.gl/qLY6go

http://goo.gl/PGrwkA

OneNote Toolkit for Teachers – a site which provides guides, examples and hints and tips for teachers looking to use OneNote in a classroom context.  This comes from the Microsoft Educator Network

​OneNote Class Notebook Creator

If schools are signed up to Office 365 then they also have the additional option to use OneNote’s education-specific class tool OneNote Class Notebook Creator where a OneNote class file can be set up so that individual sections or pages can have different access rights or permissions. So a teacher may have a pupil’s page in a class OneNote file shared with only that pupil and the teacher, meaning that nobody else can see that pupil’s work except the teacher and the specific pupil. Or a group of named pupils could have access to specific pages for collaborative working. This is designed to make management easier for the teacher and give more options for different purposes.

Note that in Office 365 the OneNote Class Notebook Creator needs to first be enabled by whoever administers the school’s establishment site – once it’s installed teachers can then set up their own class Notebooks.

Here’s a video showing how to get started setting up and using OneNote Class Creator so that a teacher can set up a personal workspace for every learner, a content library for resources, and a collaboration space for lessons and activities https://www.youtube.com/watch?v=sVF90nP9qGQ

Here’s a video showing how a teacher can set up a OneNote Class Notebook from their OneDrive in Office 365:

Here's a related interactive online guide to setting up and using OneNote Class notebook creator - listen to the information, move on pages at your own speed.

OneNote and Assessment – this is a blogpost by Chantelle Davies describing how they see the use of OneNote for assessment with a focus on the audio and video features providing the facility for teachers to create a workspace for every pupil, to offer a content library for adding material, and a collaboration space, with which pupils can work in their space and teachers can give feedback in the same place. The work and feedback can be accessed anywhere any time.

OneNote for Teachers – a comprehensive site which details how OneNote can be got for any device, how it can be set up for use, examples of ways in which it can be used, help guides and much more – all within a classroom context.

Microsoft Office has also produced a visual walk-through guide “Getting Started with the OneNote Class Notebook Creator: A Walkthrough for Teachers”

Gaining Ground with Geocaching⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

Geocaching is a way to use mobile devices to engage learners with a geographical area – creating or finding hidden “caches” which can be found by solving clues to locate them.

OpenCaching is a free source of geocaches which can be downloaded to a mobile device (there are free apps for mobile devices). This site explains exactly what geocaching is all about, how it works, how learners can create geocaches or search for existing geocaches shared by others. The site details the etiquette of setting geocache challenges as well as providing guidelines for users who find geocaches, and links to the free downloadable apps for mobile devices.

Geocaching.com is a US site which provides a host of background information about geocaching, how to get started and how to create or find geocaches. There is a Geocaching 101 which provides answers to a series of frequently asked questions.

Ollie Bray has written about the use of geocaching by primary schools. This post sets out how geocaching can support various aspects of the curriculum, and also provides links to further resources for using geocaching in an educational setting.

Jen Deyenberg, in her Trails Optional blog, has written extensively about the use of geocaching in the primary classroom in particular. There are several blogposts in the geocaching category on this blog each either giving examples of how geocaching has been used to support specific curricular areas, or how to go about setting up geocaches. The helpful gudies as well as illustrations of what actually happened in the classroom makes these useful for primary teachers looking for inspiration.

Movenote – share your voice, video, presentation and annotations⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

Movenote is a neat free tool for combining on one screen a video (which can be of the the presenter, or video of anything else being viewed from a webcam or mobile device) along with a presentation (which can be a document or images or other files), and any annotations added as the presentation is being created.

Movenote has been designed to work well with mobile devices (so device-specific apps are available) as well as on a computer. And versatility in linking with a variety of cloud-based storage and email solutions also makes this particularly useful for use with mobile devices.

So in a classroom a teacher may have a Powerpoint presentation or document or series of images, which they can upload to Movenote, then switch on the webcam on the computer (or enable the mobile device camera) and record themselves explaining what is being viewed in the presentation. The teacher can annotate onto the presentation, upload further items (such as images), pause and resume recording. When completed they resulting presentation (with accompanying video right there beside the presentation) can be shared in a variety of ways.

Note that you don’t have to have yourself appear on the video camera but can instead have the video camera looking at something else while recording your voice. Having the video feature beside the presentation can be useful to provide pupils with the familiar voice of their teacher, and convey expression more easily. Also the video may prove useful where signing would be helpful for learners.

Click on the video below to see a short introduction to the features of Movenote:

Click on the video below to see a demonstration by Lisa Lund of getting started using Movenote

Movenote has a YouTube channel with a host of videos showing how to use Movenote in different ways and for different purposes – and with specific videos showing how to use the variety of features. It’s simple to use – yet has a multitude of uses to which it can be put in the classroom and elsewhere, and many ways to make it easy to use with a wide variety of email and cloud-storage tools.

QR Fresher Hunt Around Campus⤴

from @ TecnoTeach

It is Fresher's Week, or Welcome Week, at University of Dundee, and students are starting a new journey in their lives.  Like all new journeys there are hurdles to overcome to get to the final destination.  During Welcome Week, my role is to provide students with their induction to the the IT systems that they will use at University to communicate, access materials and in some cases collaborate with others.  Over the past two years I have evaluated this system, observed students in their first few days at University and discussed some of the difficulties.  The main aspect that arises is finding their way about Campus and Dundee.

University is like a small town with lots of buildings, rooms, people and procedures and it is difficult to assimilate all this knowledge and locate various buildings in this maze-like community.  Likewise, Dundee is a large town with lots of places of interest that are sometimes never found.  The traditional method of finding places are organised guided tours of the University or local area or follow the crowd and all get lost together.  Today I decided to change from the traditional to the present and organised a QR Fresher Hunt for my First Year Primary Student Teachers and for new students across University in collaboration with Karen from Dundee University Students Association (DUSA).

The QR Fresher Hunt used i-nigma software to create QR Codes  with hidden messages that were revealed when students scanned the codes with i-nigma App on iPhones that were provided by myself for each group or using the students' own mobile devices that are compatible with i-nigma software.  The messages within the QR codes asked students to locate a key area in the University (Teaching Rooms, Reception Area, Assignment Location, Student Services, Bank Machines, Gym, Book Shop, businesses in dundee and local areas of interest, etc) with a specific task to do when they arrived there.

The activity started with a shy, quiet class who were still getting to know their peers and their lecturer.  When students returned from the QR Fresher Hunt the atmosphere had transformed into a lively class who undertook all activities and were eager to share the information, leaflets and knowledge about areas of University, with their peers.  More importantly, new friendships were made through this collaborative activity where everyone was involved in each task.

QR codes have a huge potential to be part of Education, whether it be to support or extend learning or to make learners engage with their learning environment rather than dismiss it.  Maybe the seeds I have sown today will scatter to a wider community where others will adopt this active approach to Fresher's Week but more importantly that our future teachers may use this method to engage, support, personalise and motivate the children of today's generation.

QR Fresher Hunt Around Campus⤴

from @ TecnoTeach

It is Fresher's Week, or Welcome Week, at University of Dundee, and students are starting a new journey in their lives.  Like all new journeys there are hurdles to overcome to get to the final destination.  During Welcome Week, my role is to provide students with their induction to the the IT systems that they will use at University to communicate, access materials and in some cases collaborate with others.  Over the past two years I have evaluated this system, observed students in their first few days at University and discussed some of the difficulties.  The main aspect that arises is finding their way about Campus and Dundee.

University is like a small town with lots of buildings, rooms, people and procedures and it is difficult to assimilate all this knowledge and locate various buildings in this maze-like community.  Likewise, Dundee is a large town with lots of places of interest that are sometimes never found.  The traditional method of finding places are organised guided tours of the University or local area or follow the crowd and all get lost together.  Today I decided to change from the traditional to the present and organised a QR Fresher Hunt for my First Year Primary Student Teachers and for new students across University in collaboration with Karen from Dundee University Students Association (DUSA).

The QR Fresher Hunt used i-nigma software to create QR Codes  with hidden messages that were revealed when students scanned the codes with i-nigma App on iPhones that were provided by myself for each group or using the students' own mobile devices that are compatible with i-nigma software.  The messages within the QR codes asked students to locate a key area in the University (Teaching Rooms, Reception Area, Assignment Location, Student Services, Bank Machines, Gym, Book Shop, businesses in dundee and local areas of interest, etc) with a specific task to do when they arrived there.

The activity started with a shy, quiet class who were still getting to know their peers and their lecturer.  When students returned from the QR Fresher Hunt the atmosphere had transformed into a lively class who undertook all activities and were eager to share the information, leaflets and knowledge about areas of University, with their peers.  More importantly, new friendships were made through this collaborative activity where everyone was involved in each task.

QR codes have a huge potential to be part of Education, whether it be to support or extend learning or to make learners engage with their learning environment rather than dismiss it.  Maybe the seeds I have sown today will scatter to a wider community where others will adopt this active approach to Fresher's Week but more importantly that our future teachers may use this method to engage, support, personalise and motivate the children of today's generation.

Primary Student Blog Of The Week⤴

from @ TecnoTeach

This week I have chosen Nicole's blog post, iPads - How Exciting!, as my student post of the week.

It is reflective, contains good links and reference to educational aspects and provides an insight into possible ways we can use iPads in education.

Well done Nicole.

If you have a spare moment, please go to Nicole's blog and leave her a comment to encourage her on her journey of blogging or provide additional advice to deepen her knowledge.

Primary Student Blog Of The Week⤴

from @ TecnoTeach

This week I have chosen Nicole's blog post, iPads - How Exciting!, as my student post of the week.

It is reflective, contains good links and reference to educational aspects and provides an insight into possible ways we can use iPads in education.

Well done Nicole.

If you have a spare moment, please go to Nicole's blog and leave her a comment to encourage her on her journey of blogging or provide additional advice to deepen her knowledge.

Don’t Lecture Me – I’m A 21st Century Learner⤴

from @ TecnoTeach

Next Friday, 14th January, I have been invited to present at University's Discovery Days.  This event is where new professors to the University present a short presentation and take questions.  This year, I will be joining the new professors, not because I am a professor (a goal for the future), but to disseminate one of the pedagogical approaches I take during lectures.  If you are interested, read below what I will be discussing and if free come to Dundee and join two days of a variety of presentations related to many different topics.

Today’s generation of learners are social beings who communicate, collaborate, create, co-create and connect using online technologies.  This ‘Net Generation’, or Net Gens as Tapscott (2008) defines them, is a generation whose modus operandi is networking with freedom to create and produce content online through ‘infiltered self-expression’.  Outwith educational institutions, learners are forming communities through various social media networks where they are creating user-generated content, sharing with their peers, co-creating content already produced, discussing, evaluating, debating and learning from one another.  
The ‘Net Generation’ are no longer linear learners, but multi-faceted learners.  They have access to large sources of information at their fingertips (Bonk, 2009) and are no longer confined to learning at a specific time and place.  They are no longer passive consumers but ‘Digital Natives’ (Prensky, 2001) who simultaneously employ a range of social media to communicate.  These social media enable them to be constantly connected to friends and family (Oblinger, 2008) through the use of synchronous and asynchronous technologies.  As a result of students’ social experiences, they simply want to communicate and have a voice, however, when they attend lectures communication becomes a very singular aspect where the lecturer is the key communicator of information or opportunities for questions or discussion typically results in only 5% of students responding to 95% of the lecturer’s questions.
The lecture setting was not originally designed to enable social constructivism.  Lectures were created to address the problem of large enrollments of students in schools, in the late 1800s, where a standardised curriculum was delivered to large class sizes rather than taught (Horn, 2008).  The role   of students, in a lecture, was a consumer-style approach to learning, whereby students were expected to listen to retrieve information from the lecturer who imparted knowledge to the crowd resulting in passive non-participatory learning. This hierarchical learning style has been organised this way for many years where, ‘those who know tell those who do not know, and thereby maintain and enhance their own status, while passing on accumulated wisdom and experience(Brandes & Ginnis, 1986: 10)While this method may have been efficient, it did not provide an effective learning experience that met the needs of all learners.
Although today’s lectures have changed to try and address the needs of learners, they still replicate many methods of the past: passive learning, knowledge delivery and one way communication.  Students are no longer passive consumers of learning.  They are no longer content to sit for long periods of time and listen to lectures and take notes but want to be engaged through learning that is interactive, personalised, collaborative, creative and innovative (Trilling & Fadel, 2009).  The role of the lecturer is no longer a knowledge delivery role or a one-person show to an attentive audience, but rather the manager, advisor, guider and teacher of a learning community.  However, these learning communities are not a new notion brought about by technology.  Lave & Wenger’s (1991) ‘communities of practice’ emphasised the collaborative nature of learning from individual to participation in a social world.  This community of practice can be in the same locality at the same time, for example a group of students attending a lecture, or in different localities at different times, or a group of students around the world with the same interest using social media tools to discuss and learn from one another.  This form of social constructivism, where knowledge and understanding is constructed through the active process of discussing and reflecting with peers, produces a richer learning environment where collaboration and active learning are the drivers of knowledge and higher level thinking skills. 
To change lectures from consumer to ‘prosumer’ learning, a shift in pedagogy, from delivering to facilitating, is required.  This can be achieved through implementing online technologies, for example Poll Everywhere™ and students’ personal mobile devices, during the lecture to ascertain, ‘What do you know?’, ‘What do you want to know?’ and ‘What do you not understand?’.  The use of these technologies allows all students to have a voice amongst the many and enables lecturers to address students’ needs in real time rather than after the event.   These collaborative tools enhance the learning process by enabling students to communicate their knowledge and understanding on a professional level by being one of many who contribute to the creation of a whole product.  The use of students’ personal mobile phones also provides a vehicle for students to let their voice be heard in the crowd through textual responses displayed on the main lecture screen which can be annonynous or authored.  Lecturers can then react to the responses by acknowledging ideas, rectifying misunderstandings, exploring new thinking or deepening current understandings.  Finally, due to the collaborative technologies storing discussions and ideas, in an electronic format that can be accessed after the lecture, students can revisit learning to deepen their understanding rather than try to retain only what was verbalised in the lecture setting.
‘Don’t lecture me I’m a 21st century learner’ does not require lectures to change but the lecturer’s pedagogy from non-interactive delivery methods, such as lectures and using Web 1.0, towards an environment that better enables active learning.  Students are no longer content with just finding and reading information but want to create and share synchronously rather than asynchronously.  ‘The old way of doing things is presentation-driven; information is delivered and tested (Solomon, 2007: 21).  This method prepares students for jobs that require rote learning, which still has a place in society; however, to compete in a globalised world the skills of communication, collaboration and innovation are also required.  ‘The new way is collaboration, with information shared, discussed, refined with others, and understood deeply (Solomon, 2007: 21).  The lecturer’s role in this process is to provide the correct environment where today’s generation can let their voices be heard using social learning tools of this century.  The multiple voices of the crowd, when facilitated and guided by the lecturer, can lead to a far richer learning experience for every individual in that crowd.  
To lecture does not guarantee that learning will occur and to learn does not require that one needs to be lectured, however, when lecturing and learning unite, a deeper learning environment occurs.