Wikipedia and other social networking sites provide a space or platform upon
which all kinds of activities can flourish, with the idea of a platform
transcending any particular technology or application and referring to either
virtual or physical worlds. Collaboration among many users upon such a platform
often produces unplanned and emergent
Peer Reviews - 0 views
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Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
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the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
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But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
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development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
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materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
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. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
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Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
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transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
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are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
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In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
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Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
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To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
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emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
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The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
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MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views
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hi! join this resource and browse the collections of materials. In MERLOT you may find simulations and other cool resources in your discipline that might assist you to achieve one of your learning activities. happy exploring! me
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I heard so much about MERLOT, now finally have a chance to explore it. Great!
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There is a wealth of information here! Its almost too big unless you are looking for something specific!
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Putting Educational Innovations Into Practice Find peer reviewed online teaching and learning materials. Share advice and expertise about education with expert colleagues. Be recognized for your contributions to quality education.
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Alex has this website in our course, but I find it very interesting for exploration purposes. I came upon this website when searching "multimedia"
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This site has groups you can explore and/or join in areas of interest. There are materials in ready to use formats too.
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Seems to be more geared toward higher ed, but still a great source of ideas and inspiration.
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Free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
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See http://www.irrodl.org/index.php/irrodl/article/view/262/838 for similar viewpoint.
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Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
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Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
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students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
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Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
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Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
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Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
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Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
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Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
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Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
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The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
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the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
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something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
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Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
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we suggest that students’ perceived learning in course forums has a significant impact on their participation
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the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
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Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
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Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591 subscribers Select Language▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
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One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
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encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
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Taylor & Francis Online :: The use of self-, peer and co-assessment in higher education... - 0 views
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
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Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
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Web 2.0,
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e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
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The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
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But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
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open source movement
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Digital StudyHall (DSH)
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We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
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Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
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“I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
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How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"?
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Open Source/Access research. One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research. We are paying for the same research twice. Open Access Journals (see Harvard Memo) hopes to change this.
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seeking the knowledge when it is needed in order to carry out a particular situated task.
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Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?"
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I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
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This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
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This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
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In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
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Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
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he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
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As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
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that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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E Pedagogy - 2 views
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E-Pedagogy: Does e-learning require a new pedagogy? 5 The emergence of e-learning As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
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changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
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hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
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George Siemens introduced this theory in his paper Connectivism: Learning as networkcreation (2004) to address “the shortcomings of behaviourist, cognivitist andconstructivist ideologies”.Connectivism conceptualises knowledge and learning as a network, consisting of nodesand connections. Knowledge, at any point in time, is a particular (probably temporary)configuration of nodes and connections (a sub-network). Learning creates newconnections between existing nodes (changes to existing knowledge) and/or creates newnodes (entirely new knowledge). Learning, therefore, is about network (node andconnection) creation.His theory differentiates between data, information, knowledge and meaning: • Data : raw elements • Information : data with intelligence applied • Knowledge : information in context and internalised • Meaning : comprehension of the nuances, value and implications of knowledge.“Learning is the process that occurs when knowledge is transformed into something of meaning.”Connectivism embraces eight principles:1. Learning and knowledge rest in diversity of opinion.2. Learning is a process of connecting specialised nodes or information sources.3. Learning may reside in non-human applicances.4. Capacity to know is more important that what is currently known.5. Maintaining connections is needed for continual learning. (function() { var pageParams = {"origHeight": 1276, "origWidth": 902, "fonts": [3, 1, 2, 4, 0], "pageNum": 9}; pageParams.containerElem = document.getElementById("outer_page_9"); pageParams.contentUrl = "http://html2.scribdassets.com/4o2mjijnuo850n3/pages/9-7fefce237b.jsonp"; var page = docManager.addPage(pageParams); })(); Scribd.Ads.addBetweenPageUnit(9); E-Pedagogy: Does e-learning require a new pedagogy? left: 3830px; top: 276px; color
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Rote learning of factual information, which typifies behaviourism, isvalueless when students are one click away from Google and Wikipedia. The “teacher-knows-best” idiom of cognivitism is questionable in a time of “the wisdom of the crowd”.The constructivist approach (and, particularly, social constructivism) appears to be abetter fit for 21st century learning – but needs to be updated to embrace the modernlearning environment that includes virtual worlds such as Second Life. ‘Connectivism’,‘E-moderating’, ‘E-Learning 2.0’ and ‘Assessment 2.0’ may not provide the answer – butdo highlight the problems with the status quo and emphasise the need for a newapproach to teaching, learning and assessment
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Creating Quality Online Course Design Through a Peer-Reviewed Assessment. - 0 views
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An Exploratory Study on the Use of VoiceThread in a Business Policy Course - 0 views
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Abstract: This paper reports on a two-phase exploratory study that involved student use of the asynchronous multimedia communication tool VoiceThread within a business policy course. In the first phase, students participated in a VoiceThread exercise consisting of an exam review followed by a survey on the use of VoiceThread. Of the 22 participants (from a class of 61 graduating seniors), 64% specified they would like to use VoiceThread for future learning activities, and 73% indicated they would recommend VoiceThread to peers for the purpose of delivering presentations. In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Eight of the 13 students responded, with almost all responses being positive with respect to the Seven Principles. The results lend some initial support to the idea that VoiceThread can be an effective tool for facilitating learning activities in business and other courses.