Week 1 Activity 3 : How much changed when printing arrived?

Thanks, Gutenberg – but we’re too pressed for time to read


  • What strikes you as interesting?

Mmm … I liked this article … well I did until I tried to look up the link it mentions in to the study by the British Library and researchers at University College London. The link to the study which the article says is available from tinyurl.com/2eslnr seems to reach a dead link … now it could just be me and my little old computer perhaps but if it isn’t me and if the link truly is dead then this might well provide another aspect to the ‘power browsing’ and quick wins referred to in the article – did I bother trying to get to the study after my fruitless effort ? Well no …. will I look it up at some point in the future ? Possibly but probably not … Could I just be satisfied with reading (skimming) the summary info provided in the article (for a quick win) rather than looking at the study directly ? Probably ….  certainly food for thought on the old surface / deep learning debate 🙂


  • How clear do you find the argument about the First Law of Technology – for example, the point about overestimating?

Well I could see where he was going with it, but I found that I needed more information in relation to where this ‘law’ had come from and whether there were any other laws that went with it … so I guess from the article itself , only a hint of the underlying principles of the laws of technology was given and therefore no I dont think it was particularly clear.

A quick google of this later gave several results eventually leading me to this blog post by Michael Sacasas which I found quite accessible to read and this gives a useful summary of all six laws of technology which have become known as Kranzberg’s Laws ….well that is assuming that I have stumbled upon the correct set of laws ….



Kranzberg, Melvin (1986) Technology and History: “Kranzberg’s Laws”, Technology and Culture, Vol. 27, No. 3, pp. 544-560.


I also found this useful video on You Tube by Connor Owens which gives a useful overview …

Week 1 Activity 2 : Sharing your reactions

Something that interested me …

I’m really interested in how people learn both in formal situations and informal contexts. I love the idea of the fact that you can learn without realising you are learning ( if you know what I mean). I’m really interested in the different attitudes and behaviours that people have towards use of technology for their own learning and I’m looking forward to working in a collaborative setting as we go through the course.

My Chosen Learning Outcome

For me I guess the key learning outcome would come under Cognitive Skills  and developing my ability to  ‘use …differing perspectives to make sense of your own and others’ experience of learning with technologies’ .  Working with other people and learning about their values and attitudes towards the use of technology will really help with this 🙂

Activity 1 Meeting Fellow Students and your tutor

Hello Everyone From Debs  !

2014-06-11 15.51.56Here is my introductory message for Activity 1 (A1) https://learn2.open.ac.uk/mod/oucontent/view.php?id=553057&section=4

My name is Debbie ….

well actually its Deborah but usually only my mother calls me that when I’m in trouble !

I work full-time, have studied part-time for more years than I would care to admit to  …

I  am married with two children that keep me busy … this is my final module in my MA ODE.

Deb Loves Pink

Something Unusual : I love pink and drive this little pink car ! I also love cake …

One Learning Technology :  I love using my I-Pad – it really has changed the way I do things in work and home life. I use it for taking notes, as a diary, as a camera, finding out all sorts of things on the internet, using it for face time to keep in contact with family when I am away from home .. I love it 🙂

I am really looking forward to working with you all …. let the adventures begin 🙂

Week 1 : Activities

  • Activity 1, Meeting fellow students and your tutor: introducing yourself in the forum, reading messages and responding (up to an hour and a half, spread over two or three visits to the group forum).
  • Reading ‘Introducing H800’ and ‘A taste of H800’s themes’, and getting to know the website (about half an hour).
  • Activity 2, Sharing your reactions: forum discussion (about an hour).
  • Activity 3, How much changed when printing arrived? Reading an online newspaper article, ‘Thanks, Gutenberg – but we’re too pressed for time to read’; discussing it in the forum and doing some guided exploration on your own (between an hour and a half and two hours – depending on the forum discussion).
  • Activity 4, Generations of information seekers: finding out who in your group likes GoogleScholar, and who prefers to visit a library in person. Comparing your group with research findings on age-related differences, and spotting myths about the Google Generation (about two hours).
  • Activity 5, Are the ‘Net Generation’ great at multitasking? Listening to an interview with an academic who researched Australian students’ use of technologies – for example, how many have a blog, how many use social networking sites (of which Facebook is a current example)? Then reading a research paper by him and a colleague, about multitasking. This activity involves individual listening and reading, though you may, of course, discuss it in the forum. We’ve provided a transcript of the interview in case you prefer to read, or need to for reasons of accessibility (about an hour and a half).
  • Activity 6, The Google Generation: a crisis of information literacy? Optional activity: viewing a webcast from one of the authors of the report in Activity 4. Revising the topic while comparing your experiences of the webcast and written text. Individual study, not forums (between a few minutes and an hour; or you can omit this activity completely).
  • Activity 7, Setting up your computer for OU Live: installing the headset-plus-microphone and checking the sound levels in preparation for Week 2’s live voice discussions; using the forum to troubleshoot any difficulties (say, up to an hour).
  • Week 1’s activities formally total quite a bit less than 14 hours. That’s partly to give a bit of extra space for ‘Week 1 hassles’, and partly because people are still getting used to the module this week.

H800 Technology Enhanced Learning – Practices and Debates ( and coffee)


Well I’m FINALLY on the FINAL leg of my Masters in Online and Distance Education … FINALLY ( ….there is a long story to tell about the need to study a compulsory module that wasn’t compulsory before , regulations changing etc and a lot of to-ing and fro-ing that I won’t bore you with … except to say that I’m now FINALLY on the last piece of the puzzle and will therefore be studying this last module for the next 32 weeks … )  after that hopefully all being well I should get my Masters … FINALLY YAY 🙂

So as I wait for my student record to catch up with itself and allow me access to the module website,  I am looking forward to the next stage on my journey and wondering what delights await and just how much coffee I will need to drink to keep me awake in the wee small hours  ….answers on a postcard …

Bring it on ….


Click to access H800_Learning_Outcomes.pdf