digital technology ignorance and its implications for learning & teaching
TRANSCRIPT
Digital technology ignorance and its implications for learning & teaching
http://bit.ly/dtignorance
David Jones
http://bit.ly/dtignorance
http://bit.ly/dtignorance
http://bit.ly/dtignorance
Digital education – is limited
Schools
Universities
Digital education – is limitedLots of complex reasons why
Digital education – is limitedLots of complex reasons whyBut very limited focus on nature of digital technology
Digital education – is limitedLots of complex reasons whyBut very limited focus on nature of digital technology
Appropriate focus might help
Explain current limitationsSuggest improvements
Digital education – is limitedLots of complex reasons whyBut very limited focus on nature of digital technology
Appropriate focus might help
Explain current limitationsSuggest improvements
InstitutionsTeacher educatorsTeachersLearnersLearning
Why?
Where does it fit?
The model (v 1.0a)
What’s next?
http://bit.ly/29IH2qx
In many cases, automation technology can already match, or even
exceed, the median level of human performance required. http://bit.ly/29JYMTc
http://bit.ly/2a4ShPs
The disruption created by the transition to a digital society
requires a digitally attuned university and research sector to provide the required skills and knowledge
(p. 2)
http://bit.ly/2a4ShPs
(p. 2)
Universities are at the forefront of enabling people to re-skill, upskill and reinvent their jobs to embrace this
transformation.
http://bit.ly/2a4ShPs
Nearly every facet of daily activity is
increasingly digital with the impact on universities becoming profound.
Digital acumen is a critical enabler.
http://bit.ly/2agP9wp
2014 - #1 Significant challenge
http://bit.ly/29IH2qx
2016 - #2 Significant challenge
http://bit.ly/29JYlts
http://bit.ly/29NUe1F
http://bit.ly/29NUe1F
http://bit.ly/29NUe1F
Technology is the only way to dramatically
expand access to knowledge. To deliver on the promises …countries
need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change
http://bit.ly/29NOmpe
http://bit.ly/29NOmpe
Although 96% of students are now able to access the internet at home or at school on a regular basis,
basic digital skills appear to be decreasing.
So why is this?
http://bit.ly/29NOmpe
The most significant challenge facing us now is to reconsider the ways in which digital technology is being used, or not used, in schools.
Without swift action we run the real risk of creating
a generation of digitally illiterate students.
http://bit.ly/29CFFL1
Many Australian teachers feel they lack the level of digital competence envisaged to deliver the curriculum.
Digital technology in education incresingly important
Evidence what we’re doing is not working
Doing it different has implications for
Governments & institutionsTeacher educatorsTeachersLearnersLearning
Why?
Where does it fit?
The model (v 1.0a)
What’s next?
Persistent problem for learning technology:
…relationship between technology & learning& the co-construction of education & technology (Jones & Czerniewicz, 2011, p.
176)
The fundamental question, then, is whether these types of digital tools are sufficiently different from other, more traditional tools, to require their own category of knowledge
(Brantley-Dias & Ertmer, 2013, p. 106)
…relationship between technology & learning
have not convinced me that TEL is different
from all other innovations and/or why it should be treated as such.
(Kirschner, 2015, p. 318)
(Orlikowski, 2009)
Established perspectives on technology
(Carvalho & Goodyear, 2014)
and network learning
in management research
& the co-construction of education & technology
1. Absent present
Technology is absent & unaccounted for
…educational research, within the mainstreams of which serious studies of the role of technology
have been relatively rare(Carvalho & Goodyear, 2014)
The dog has a tail?
1. Absent present
Technology is absent & unaccounted for
2. Exogenous force
Technology drives change
The tail wags the dog
Absent present
Technology is absent & unaccounted for
Exogenous force
Technology drives change
1. Absent present
Technology is absent & unaccounted for
2. Exogenous force
3. Emergent process
Technology drives change
Context/social/agency drives change
The dog wags the tail
1. Absent present
Technology is absent & unaccounted for
2. Exogenous force
3. Emergent process
Technology drives change
Context/social/agency drives change
the Technological Paradox, results from the consistent tendency of the educational system to preserve itself and its practices by the assimilation of new technologies
into existing instructional practices. (Salomon, 2000)
The dog wags the tail
Absent present
Technoogy is absent & unaccounted for
Exogenous force
Emergent process
Technology drives change
Context/social/agency drives change
When we evaluate, investigate, generate designs, generate project plans, and make/produce we:1. Collaboratively play (investigate) with the
materials2. Evaluate the materials and think about how they
could be used3. Generate designs and create a project plan for
making the item4. Produce or make the time5. Evaluate the item6. Write about the item and talk with others7. Display the item.
(Fleer, 2016, p. 37)
1. Absent present
Technoogy is absent & unaccounted for
2. Exogenous force
3. Emergent process
4. Entanglement inpractice
Technology drives change
Social and technologies inseparable, local
Context/social/agency drives change
Sociomaterial
Relational
Focus on dog-with-tail and its connections
4. Entanglement inpractice
Social and technologies inseparable, localSociomaterial
Relational
Focus on dog-with-tail and its connections
4. Entanglement inpractice
Social and technologies inseparable, local
Soft view
From a design perspective, being able to teaseapart the material and the social is very useful(Carvalho & Goodyear,
2014)
Sociomaterial
Relational
http://bit.ly/29NUe1F
To deliver on the promises …countries
need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change
Single out those recurrent, structural attributesthrough which local resolutions occur thanks tothe capabilities technologies embody and mediate (Kallinikos et. al., 2013, p.
368)
Soft view
Why?
Where does it fit?
The model (v 1.0a)
What’s next?
An explanatory modelExplanatory models are abstractions…do not seek
to replicate the actual phenomenon…are used to describe and explain certain elements of the phenomenon and make predictions about it
(Rinehart, Duncan, Chinn et. al., 2016, p. 18)
Explanations
Principles
Artifacts
Research
Practice
All digital technology
Fundamental properties of digital technologies
All data is represented as bits of 0 and 1
Data homogenization
Any digital contents (audio, video, text, and image) canbe stored, transmitted, processed, and displayed usingthe same digital devices and networks.
(Yoo et al, 2010, p. 726)
Data homogenization
Any digital contents (audio, video, text, and image) canbe stored, transmitted, processed, and displayed usingthe same digital devices and networks.
(Yoo et al, 2010, p. 726)
Data homogenization
…digital data originate from heterogeneous sources and can be combined easily with other digital data to
deliver diverse services, which dissolves product & industry boundaries
Data homogenization
(Yoo et al, 2010, p. 726)…homogenization of data along with the emergence
ofnew media separates the content from the medium
What data would you like to know?Where do you have to go to find it?
Who?
What?
• Location?• Specialisation?• Prior studies?• Email address?• Phone
number?
• Activity completion?
• Blog posts?
UConnect
UWork
Student Enquiry
Student Centre
Unofficial transcript
UTeach
Faculty Centre
Class Roster
Study Desk
Profile Reports
Activity Completion
BIM
View Student
SpecialisationMode
ModeCourses
Activity completion Blog postsGPA, Specialisation, Course history
AddressPhone #
• 10+ minutes
• 3 websites
What data is important for learning?
What data is important for learning?
Learning objectives?What students know?Who students are?
…
What data is important for learning?
What data is available digitally?
What data is available to you?
What data is important for learning?
Where are the boundaries for
digital data?
What data is available digitally?
What data is available to you?
What goes in the LMS stays there…and then gets deleted
(Klapdor, 2015) …All those contributions to the LMS
will be lost in time, like tears…in…rain(Palmer,
2015)
Quality of digital education is influenced by
1. The type of information stored digitally
2. The ability of that data to approriately &effectively cross boundaries
Some of the 0s and 1s can be interpreted as instructionsto manipulate other 0s and 1s (Yoo et al, 2010, p.
726)
Data homogenization
Reprogrammability
(Yoo et al, 2010, p. 726)
Data homogenization
As long as users agree on the meaning of the digital data
and have the wits to come up with new instructions to manipulate the data, the architecture offers flexibility in the way data is manipulated.
Reprogrammability
Quality of digital education is influenced by
1. Level of agreement on meaning of digital data
2. Amount of “wits to come up with new instructions”
2. Level of flexibility in the way data is manipulated
Maybe there could be an easier way to search and go back to find course material. 2013 EDC3100
student
There is no search engine so in order to go back and find a piece of information that you know you have read you have to go back into EVERY SINGLE BOOK to
find what you are looking for2016 EDC3100 Student
Type of digital technology project Likelihood of institutional development
Whole institution Almost certainMultiple programs Very likelySingle program Less likelyMultiple courses, different programs UnlikelySingle course Very unlikelySingle learning experience Extremely unlikelySingle learner Never happen?
Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy and using this …
to develop appropriate, context-specific strategies
and representation (Mishra & Koehler, 2006, p. 1029)
Reusability paradox
The more context a learning object
has, the better it is for learning
The less context, the
better for reuse
Quality of digital education is influenced by
1. Level of agreement on meaning of digital data
2. Amount of “wits to come up with new instructions”
2. Level of flexibility in the way data is manipulated
Data homogenization
Reprogrammability
Fundamental properties of digital technology
(Yoo, et al, 2012)
(Koehler & Mishra, 2009, p. 61)
Data homogenization
Reprogrammability
Nature of digital technologies
Fundamental properties of digital technology
(Koehler & Mishra, 2009, p. 61)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Nature of digital technologies
Fundamental properties of digital technology
(Koehler & Mishra, 2009, p. 61)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Digital technologies are…unstable (rapidly changing)
Fundamental properties of digital technology
If General Motors had kept up with the technology like the computer industry has, we would all be driving
$25.00 cars that got 1,000 miles to the gallon -- Bill Gates
Despite the enormity of these shifts
the focus in teacher education has remained largely at site, reflecting a
similar focus in schools.
In fact, the patterns of adaption and response
in teacher education to each new instance of high-tech product are now quite predictable.
(Bigum & Rowan, 2008, p. 245)
if we continue to attend only to landscaping, teacher education will be at risk of being terraformed
(Bigum & Rowan, 2008, p. 245)
EDC3100 S1, 2015~300 students5955 posts and replies2 teaching staff
Type of project Likelihood of institutional digital development
Whole institution Almost certainMultiple programs Very likelySingle program Less likelyMultiple courses, different programs
Unlikely
Single course Very unlikelySingle learning experience Extremely unlikelySingle learner Never happen?
Mapping changes made to institutional systemsand people’s perceptions of those changeswill reveal whether change is seen as being done“for” teachers/learners, or “to” them
People will be happier if they feel that changeis being done for them, rather than to them.
(Wacker & Nadler, 1980)
(Koehler & Mishra, 2009, p. 61)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Digital technologies are…opaque (the inner workings are hidden from users;
Turkle, 1995)
Fundamental properties of digital technology
What pedagogical philosophy underpins the design of
What pedagogical philosophy underpins the design of
https://docs.moodle.org/31/en/Philosophy
…early…computers…presented themselves as open,“transparent”, potentailly reducible to their underlyingmechanisms
(Turkle, 1995, p. 23)
..computers systems encouraged them to representtheir understanding of the technology as knowledgeof what lay beneath the screen surface
As the processing power of computers increased exponentially, to use that powerto build graphical user interfaces
..That hid the bare machine from its user
(Turkle, 1995, p. 23)
..simulations…that did nothing to suggesthow the underlying structure could be known (Turkle, 1995, p.
23)
learners who used our conceptual models were able to analyze and solve problems conceptually (Ben-Ari & Yeshno, 2006, p.
1336)
learners who used our conceptual models were able to analyze and solve problems conceptually (Ben-Ari & Yeshno, 2006, p.
1336)While learners who used task-oriented learningmaterials…employed aimless trial and error
…use of the conceptual model led to a lower level of anxiety
(Ben-Ari & Yeshno, 2006, p. 1347)
Word processor
Moodle
Name the technology behind Study Desk
40 (13.3%) responses
# Response10 UConnect8 Not sure8 No answer4 Their web browser4 Moodle3 Moodle, but not sure2 http://usqstudydesk.usq.edu.au
http://bit.ly/29TIS8Z
Interfaces and training of most educational digitaltechnology fails to help creation of mental models.Addressing this will radically improve quality ofdigital learning and teachingThe best digital education comes from effectivecombination of pedagogical and technologicalmental models
Significant benefits will arise if recipe-based training is replaced with
1. Digital technology that performs the steps
2. Encouraging creation of conceptual
models of digital technology
(Koehler & Mishra, 2009, p. 61)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Digital technologies are…protean(usable in many different ways; Papert, 1980)
Fundamental properties of digital technology
Which matches your experience of
institutional digital technology?
A
B
a tool that is: used when and where permitted;
standardised and preconfigured; conforms to institutional rather than individual needs; and, a directed activity
Instead of optimizing our machines for humanity…we are optimizing humans for machinery
A disastrous feature-laden hodgepodge…not really suitable for anyone
A
…it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes
…the first metamedium, and as such has degreesof freedom and expression never before encountered
Allows ordinary users to casually and easily
describe their desires for a specific tool
B
…it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes
Describe your experience of institutional digital technology
a tool that is: used when and where permitted;
standardised and preconfigured; conforms to institutional rather than individual needs; and, a directed activity
(Selwyn & Bulfin, 2015)
(Papert, 1980, p. viii)
A
B
http://modernfarmer.com/2016/07/right-to-repair/
http://modernfarmer.com/2016/07/right-to-repair/
It has been bought to my attention that… - David Jones - has altered the common look and feel of StudyDesk …
Regardless of David's motives, clearly this is a breach of policy…
…to hack the action of…The hack…he has also publicised this hack publicly on his blog.
The reason this has come to our attention is that he has not been able to make this hack fully functional and has asked for…help to fix it.
The more protean digital technology within education can be, the better the outcomes.
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
(Koehler & Mishra, 2009, p. 61)
..technologies are neither neutral nor unbiased…have their own propensities, potentials, affordances…
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
(Koehler & Mishra, 2009, p. 61)
Social and contextual factors also complicate the
relationships between teaching and technology
4. Entanglement inpractice
Social and technologies inseparable, localSociomaterial
Relational
Focus on dog-with-tail and its connections
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
How many digital technologies do you own?
There is no reason anyone would want
a computer in their home.-- Ken Olsen, founder DEC, 1977
I think there is a world market for maybe five computers -- Thomas Watson, president of IBM,
1943
estimated that today’s well-equipped automobile
uses more than 50 microcontroller units (Fleming, 2011, p. 4)
If you have three pet dogs, give them names. If you have 10,000 head of cattle, don't bother -- David
Gelernter
http://bit.ly/2a8DJLN
Quantity makes a difference
Augmented reality
http://bit.ly/29KAcBV
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Characteristics of organisational innovations with digital technologies (Yoo et al,
2012)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
..brings previously separate user experiences together (Yoo et al, 2012, p.
1399)
UConnect
UWork
Student Enquiry
Student Centre
Unofficial transcript
UTeach
Faculty Centre
Class Roster
Study Desk
Profile Reports
Activity Completion
BIM
View Student
SpecialisationMode
ModeCourses
Activity completion Blog postsGPA, Specialisation, Course history
AddressPhone #
• 10+ minutes
• 3 websites
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Overall capacity to produce unprompted changedriven by large, varied, and uncoordinated audiences (Zittrain, 2006, p.
1980)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
changes in digital representations that are central to the functioning of a distributed system can engender multiple innovations in technologies, work practices, and knowledge
across multiple communities, each of which is following its own distinctive tempo and trajectory.
(Boland, et al, 2007, p. 631)
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Pervasive digital technologies…leaves an unprecedented
volume of digital traces as by products
(Boland, et al, 2007, p. 631)
…innovative uses of these digital traces can lead to newinnovations…not anticipated by the original innovators
Harnessing the generative nature of pervasivedigital technology is poorly done. Changing thatappropriately and effectively can transform:learning, teaching, assessment…
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Characteristics of organisational innovations with digital technologies
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Characteristics of organisational innovations with digital technologies (tentative) Traits of innovations
with pervasive digital technology (Yoo, et al,
2012)
Platforms
Distributed innovations
Combinatorial innovation
…open, flexible affordances of pervasive digital technology are fundamentally shifting the natureof innovation processes
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Characteristics of organisational innovations with digital technologies
Platforms
Distributed innovations
Combinatorial innovation
Manual
Manual
Manual
Manual
Manual
Automated
Focusing on platforms – not systems – will • Increase efficiency• Enable and change the nature of
innovation• Create strategic difference• Raises challenges
e.g. “balance of generativity and control”
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Characteristics of organisational innovations with digital technologies
Platforms
Distributed innovations
Combinatorial innovation
..innovations incresaingly moving towardthe periphery of an organization
…increases the heterogeneity of knowledgeresources needed in order to innovate
…increasingly requires that others be
enabled to innovate as well
http://bit.ly/29TsaXm
Most universities will initially hinder or delay distributed innovationThey will be unable to stop it
Data homogenization
Reprogrammability
Unstable
Opaque
Protean
Fundamental properties of digital technology
Nature of digital technologies
Complications
Affordances
Social factors
Pervasive digital technologies
Convergence
Generativity
Characteristics of organisational innovations with digital technologies
Platforms
Distributed innovations
Combinatorial innovation
the nearly limitless recombination of digital artifacts
has become a new source of innovation(Yoo et al, 2012, p. 1402)
Top-down decomposition won’t work
..most often designed without fully knowing the whole design (Yoo et al, 2012, pp. 1402-
1403)
..boundary of a product is unknowableand…remains incomplete
Innovations will spread differently and mutate
Requires new forms of creativity
..organizations must build environmentsfor constrained serendipity (Yoo et al, 2012, pp.
1403)
..boundary of a product is unknowableand…remains incomplete
..heightened complexity
(Yoo et al, 2012, pp. 1403)
run the risk of complex systemic failure or
other forms of unintended consequences
Why?
Where does it fit?
The model (v 1.0a)
What’s next?
Data homogenization
Reprogrammability
Opaque
Unstable
Protean
Convergence
Generativity
Affordances
Social factors
Platforms
Distributed innovations
Combinatorial innovation
Pervasive digital technologies
Explanations
Principles
Artifacts
Research
Practice
http://bit.ly/dtignorance
Ben-Ari, M., & Yeshno, T. (2006). Conceptual Models of Software Artifacts. Interacting with Computers, 18(6), 1336–1350. doi:10.1016/j.intcom.2006.03.005
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Boland, R. J., Lyytinen, K., & Yoo, Y. (2007). Wakes of Innovation in Project Networks : The Case of Digital 3-D Representations in Architecture , Engineering , and Construction. Organization Science, 18(4), 631–647.
Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct “just right?” Journal of Research on Technology in Education, 46(2), 103–128.
Fleer, M. (2016). Key ideas in the technologies curriculum. In Technologies for Children (pp. 35–70). Cambridge University Press.
Fleming, B. (2011). Microcontroller units in automobiles. IEEE Vehicular Technology Magazine, 6(3), 4–8. doi:10.1109/MVT.2011.941888
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Salomon, G. (2000). It’s not just the Tool, but the Educational Rationale that Counts. In Invited keynote address at the Ed-Media Meeting. Montreal, Canada. Retrieved from http://www.aace.org/conf/edmedia/00/salomonkeynote.htm
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Slide 60, 61, 62, 63, 105, 109, 110, 111, 112, 159: "Question" by the autowitch available at http://flickr.com/photos/autowitch/2198906338 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 64: "Why, Arizona (2)" by Ken Lund available at http://flickr.com/photos/KenLund/4410287352 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 65, 68, 78, 93, 106, 107, 116, 138, 144, 149: "Hypothesis" by jpotisch available at http://flickr.com/photos/jpotisch/3512119122 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 69, 70: "No Complaints week" by Nick Kenrick available at http://flickr.com/photos/NickKenrick./6746404335 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 73, 74, 92: "priority" by Robert S. Donovan available at http://flickr.com/photos/RobertS.Donovan/8335233141 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 75: "Context is King" by Rebecca Jackson available at http://flickr.com/photos/_rebeccajackson/17939020696 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 83, 124: "1956 ... wagon a-da- future!" by James Vaughan available at http://flickr.com/photos/x-raydeltaone/16689390882 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 84, 87, 88, 89: "Gardener" by CAHairyBear available at http://flickr.com/photos/CAHairyBear/2700967709 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 90: "Change." by chintermeyer available at http://flickr.com/photos/chintermeyer/5413695877 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 95, 96: "The Moodle sign" by Kristina D.C. Hoeppner available at http://flickr.com/photos/4nitsirk/11904914886
under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 104: "big, small" by stupidmommy available at http://flickr.com/photos/stupidmommy/5932621569 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 115: "bad to the bone" by Robbie Grubbs available at http://flickr.com/photos/Sparrow'slens/4078959737 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 123: "DEC PDP-1" by Peter Dreisiger available at http://flickr.com/photos/PeterDreisiger/2201861464 under
Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 126: "Pok?mon GO" by Eduardo Woo available at http://flickr.com/photos/edowoo/27541296473 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 143: "moodle logo" by Shawn Kimball available at http://flickr.com/photos/ShawnKball/2754830833 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 146: "periphery" by Nikolai Vassiliev available at http://flickr.com/photos/qwz/4547665578 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 151, 152, 153: "connections" by fla m available at http://flickr.com/photos/flam/4816255109 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 160, 161, 162, 163, 164, 165: "Private home reference library" by warwick_carter available at http://flickr.com/photos/warwick_carter/5535384257 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/