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Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 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.
  • 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.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • 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
  • 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).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      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.
  • apprenticeship
  • 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.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • 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.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      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.
  • “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
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      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.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      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?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      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.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • 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.
  • 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.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • 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.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • 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.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • 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.
  • 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.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • 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.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
ian august

CI-OLnet: mapping the evidence on Open Education - 0 views

ci.olnet.org/about.php

open education social web research

shared by ian august on 02 Jun 11 - No Cached
  • ian august on 02 Jun 11
     
    The Evidence Hub aims to provide researchers and practitioner in Open Education with a dynamic and living map of where the Open Education movement is and where it is heading to. We aim at building a social Web environment which works as a Collective Evidence Hub for the Open Education movement.
Heather Kurto

Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views

www-jime.open.ac.uk/...html

MOOCs education open education

shared by Heather Kurto on 11 Aug 13 - No Cached
  • The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
  • The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
  • Can xMOOCs make money?
  • ...10 more annotations...
  • In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
  • technology has been about to transform education for a long time
  • But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
  • With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
  • teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
  • Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
  • He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
  • pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
  • This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
  • With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
Hedy Lowenheim

How Online Learning Is Revolutionizing K-12 Education and Benefiting Students - 0 views

www.heritage.org/...cation-and-benefiting-students

online learning online teaching education k-12 learning

shared by Hedy Lowenheim on 30 Jun 13 - Cached
  • Students appear to be benefiting from online learning programs. While evidence about the effectiveness of K-12 online learning programs is limited, there is reason to believe that students can learn effectively online. In 2009, the U.S. Department of Education published a meta-analysis of evidence-based studies of K-12 and postsecondary online learning programs.[3] The study reported that "students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction."[4] In addition, online learning has the potential to improve productivity and lower the cost of education, reducing the burden on taxpayers
  • Whether students have access to online learning options will largely be determined by policymakers' willingness to reform education funding to facilitate greater parental choice. This factor largely explains why the Florida Virtual School enrolls 154,000 students while the Maryland Virtual School enrolls only 710 students. If policymakers want to open the possibilities of online learning to all students, they must reform school funding mechanisms to allow the money to follow the students to their providers of choice.
  • Federal policymakers should consider using online or virtual learning to improve effectiveness and efficiency of these programs. For example, the Department of Defense Education Activity (DODEA) currently educates approximately 85,000 children of military personnel[22] and is developing plans to create an online virtual high school for the 2010-2011 school year.[23] A virtual school for the children of military personnel would likely expand their educational opportunities and minimize disruptions caused by transferring to new schools when their parents are transferred to new assignments.
  • ...1 more annotation...
  • Online learning has the potential to revolutionize American education. Today, as many as 1 million children are participating in some form of online learning.
  • Hedy Lowenheim on 30 Jun 13
     
    "How Online Learning Is Revolutionizing K-12 Education and Benefiting Students"
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
efleonhardt

Flow Theory | Education.com - 0 views

www.education.com/...flow-theory

education teaching flow theory

shared by efleonhardt on 04 Jun 12 - No Cached
  • ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
  • when individuals find the activities challenging
  • o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
  • ...6 more annotations...
  • One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
  • have the skills to accomplish them
  • Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
  • not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
  • eachers must provide optimal challenge and support for competence (or skill)
  • (a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
  • b malczyk on 04 Jun 12
     
    talks about the relationship between flow and the zone of proximal development
  • efleonhardt on 01 Jun 14
     
    This article has a good definition of flow and explains how it can be applied in your classroom
Amy M

Open Education & Badges (part 1) - YouTube - 0 views

www.youtube.com/watch

shared by Amy M on 11 Jun 12 - No Cached
  • xplains the emerging role of badging within open education systems. Category: Education Tags: education open education badges K12 License: Standard YouTube License
  • Amy M on 11 Jun 12
     
    Teaching in second life
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
dkiesel

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views

technologysource.org/..._surpasses_facetoface_learning

shared by dkiesel on 01 Jun 12 - No Cached
  • Students are empowered to learn on their own and even to teach one another.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      Students are made accountable for their own education and are able to reflect on what they are learning.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
  • Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
  • ...27 more annotations...
  • On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
  • They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      Bodes well for gobalization of education, especially when supported by language conversion apps.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
  • thrilled
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is indeed the perfect verb for this experience!
  • The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
  • the best way to teach students how to write more effectively is to have them write more often.
    • Erin Fontaine
      Erin Fontaine on 02 Jun 12
       
      One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
    • Amy M
      Amy M on 04 Jun 12
       
      This is a huge factor is accessibility for adult-learners.
  • Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
    • Amy M
      Amy M on 04 Jun 12
       
      I wonder what the limit on class size is for an online course to feel "intimate."
  • In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
  • . Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      How do we make the jump and empower students to actually take on the role as a teacher?
  • explain, share, comment upon, critique
  • explain, share, comment upon, critique
  • unresearched responses in the limited time
  • unresearched responses
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
    • sherrilattimer
      sherrilattimer on 02 Jun 14
       
      There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
  • can refer to their course materials and think through their answers
    • efleonhardt
      efleonhardt on 31 May 14
       
      I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
  • However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
  • On average, online courses are far more writing-intensive than traditional classes have ever been.
  • he first response that comes to mind rather than the best possible response
    • George Dale
      George Dale on 02 Jun 14
       
      and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
  • Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
  • Geared to lifelong learning
    • George Dale
      George Dale on 02 Jun 14
       
      While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
  • as a result of the relative anonymity
    • George Dale
      George Dale on 03 Jun 14
       
      It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
  • online education can be done well,
    • George Dale
      George Dale on 03 Jun 14
       
      It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
    • Arnaldo Robles
      Arnaldo Robles on 04 Jun 14
       
      I can see this serving as a useful tool for writing activities!
  • In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
    • Arnaldo Robles
      Arnaldo Robles on 15 Jun 14
       
      I like this!
  • develop course materials among themselves in a manner rarely seen in the F2F classroom.
    • dkiesel
      dkiesel on 17 Jun 14
       
      In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session.  But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something. 
  • Erin Fontaine on 01 Jun 12
     
    Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
Amy M

101 Killer Open Courseware Projects from Around the World: Ivy League and Beyond | The ... - 0 views

bestcollegerankings.org/...he-world-ivy-league-and-beyond

shared by Amy M on 05 Jun 12 - No Cached
  • The list, which also includes a few open source libraries (for textbooks) and some directories (for open source courses only) to expand your tool base, is alphabetized, as each resource offers more than one category; however, a few resources do specialize in one genre.
  • ng list of 100 open courseware projects are designed to offer readers access to supplementary materials for education. They are free (hence “open”) and available to anyone who has access to the Internet.
  • Amy M on 05 Jun 12
     
    A list of open courseware websites.
Amy M

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views

www.educause.edu/...209320

shared by Amy M on 05 Jun 12 - Cached
  • A massive open online course (MOOC) is a potential byproduct of open teaching and learnin
  • Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
  • The community-as-curriculum model invert
  • ...2 more annotations...
  • the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.7
  • Roles of Educators in Online Courses
  • Amy M on 05 Jun 12
     
    A research article about best practices in open education
ian august

Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views

cacm.acm.org/...fulltext

online learning social community peer facebook tool

shared by ian august on 04 Jun 11 - No Cached
  • I was charged with explaining my "innovative approach to open social networks for learning"
  • Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
  • 2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
  • ...6 more annotations...
  • Technology doesn't help either. They find video lectures and Powerpoints boring, and they read less with e-textbooks than with traditional textbooks. These kids aren't failing out of school; they are simply disengaging.
  • What, then, engages this generation? Social media, for one. They spend 10-15 hours a week on Facebook
  • Open Social Learning. Imagine a Facebook where the point is to study together, not trade pictures and jokes. Imagine a World of Warcraft where students earn levels and points by helping each other learn. Not a video game that teaches physics; instead, let's create an educational experience that is social and game-like.
  • we built a site called OpenStudy , the first large-scale social network that enables students to connect, get help, study together, and earn social capital through game-like rewards.
  • It is a vibrant community of students and teachers, teenagers and adults, people from more than 150 countries engaged in a single activity: learning.
  • OpenStudy is built on three core ideas: open, peer-to-peer, and community of learning.
  • ian august on 04 Jun 11
     
    a big idea, in online learning, social community peer facebook type tool build around learning
ian august

Can YouTube enhance student nurse learning? - 0 views

www.sciencedirect.com/...S0260691710001802

you tube digital media learning

shared by ian august on 02 Jun 11 - No Cached
  • is
  • Constraints
  • Constraint
  • ...20 more annotations...
  • students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
  • Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
  • Today's students are experienced in digital interaction from an increasingly early age
  • The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
  • already being used as both an informal and formal learning tool by many
  • it can be accessed anywhere at any time.
  • students can engage with their learning at a time and place to suit them.
  • YouTube as a tool in the classroom can lead to increased engagement in several key ways.
  • keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
  • visual methods of delivery is an established method of keeping material ‘memorable’
  • Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
  • ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
  • YouTube opens the door to find alternative representations of anything you might want to say
  • Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
  • Therefore the role of the lecturer is to stimulate discussion
  • They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
  • Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
  • YouTube is a resource of user-generated content with no quality regulation
  • ian august on 02 Jun 11
     
    benefits of using youtube to learn, and some constraints
Anne Deutsch

MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views

www.merlot.org/index.htm

learningobjects repository

shared by Anne Deutsch on 22 Apr 08 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 07 Jul 09
       
      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
    • Shoubang Jian
      Shoubang Jian on 07 Jul 10
       
      I heard so much about MERLOT, now finally have a chance to explore it. Great!
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      There is a wealth of information here! Its almost too big unless you are looking for something specific!
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      This is an amazing resource!
  • alexandra m. pickett on 22 Apr 08
     
    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.
  • ...6 more comments...
  • Joan Erickson on 12 Jun 10
     
    Alex has this website in our course, but I find it very interesting for exploration purposes. I came upon this website when searching "multimedia"
  • Kristen Della on 18 Jul 11
     
    LOVE Merlot - always have - always will! Lol
  • diane hamilton on 30 May 12
     
    Educator resources and professional interest groups.
  • diane hamilton on 30 May 12
     
    This site has groups you can explore and/or join in areas of interest. There are materials in ready to use formats too.
  • diane hamilton on 30 May 12
     
    educator resources and forums on many topics of interest
  • diane hamilton on 30 May 12
     
    educator resources and forums on many topics of interest
  • Catherine Strattner on 22 Jul 12
     
    Seems to be more geared toward higher ed, but still a great source of ideas and inspiration.
  • Anne Deutsch on 07 Jul 13
     
    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.
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

module 2 21stcenturylearning e-learning WEB2.0 education learning_environments

shared by Diane Gusa on 16 Jun 11 - Cached
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
      Diane Gusa on 16 Jun 11
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
Alicia Fernandez

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 2 views

www.irrodl.org/...2087

lifelong learning" heutagogy "self-determined learning" andragogy "self-directed learning" "social media" "double-loop learning" "reflection"

shared by Alicia Fernandez on 24 Jun 12 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
lkryder

Prominent Ed-Tech Players' Data-Privacy Policies Attract Scrutiny - Education Week - 0 views

www.edweek.org/...28privacy_ep.h33.html

players policies scrutiny education data privacy students

shared by lkryder on 12 Jun 14 - No Cached
  • Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information—and opening the gates for a flood of new questions and worries from advocates and school officials.
  • "We're just scratching the surface with our understanding of how the education sector is gathering and looking to monetize student information," said Joel R. Reidenberg, a law professor at Fordham University, in New York, and Princeton University. "We as a society need to have a very clear discussion about how we want to protect the privacy of our children in this environment."
  • But many are concerned that the horse is already out of the barn. Last month, for example, Education Week
  • lkryder on 12 Jun 14
     
    student data and who uses it and how
Hedy Lowenheim

Universities Team With Online Course Provider - NYTimes.com - 0 views

www.nytimes.com/...th-online-course-provider.html

education online classes public university free technology

shared by Hedy Lowenheim on 01 Jun 13 - No Cached
  • At SUNY, which has 468,000 students at 64 campuses, the Coursera partnership is tied to Chancellor Nancy L. Zimpher’s announcement this year of Open SUNY, an online effort to enroll 100,000 new students and make it possible for a quarter of them to earn a degree in three years.
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Jun 13
       
      Great to see that SUNY is partnering up with Coursera! This is a very exciting development for the world of online learning!
  • “We hope this will help public universities do more with the less they’re getting in state support,” Dr. Koller said.
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Jun 13
       
      Public education funding seems to be in constant jeopardy these days. Adding distance learning classes at an extremely low price has the potential to bring college level classes to students who might never have had the opportunity to attend a university.
  • ...1 more annotation...
  • Some faculty resistance has emerged recently against using online materials, even if they are blended with classroom work. This week, 58 Harvard professors wrote a letter seeking the creation of a new committee to consider the ethical issues related to edX and its impact on higher education.
  • Hedy Lowenheim on 01 Jun 13
     
    Universities Team With Online Course Provider By TAMAR LEWIN "In a move that could open online classes to 1.25 million students at public institutions, a California company is forming partnerships with 10 large state university systems."
Amy M

Open Courses, Nearly Free - NYTimes.com - 0 views

www.nytimes.com/...25future_people.html

shared by Amy M on 05 Jun 12 - No Cached
  • Mr. Reshef sees his project as a way to use the Internet to bring higher education to poor students around the world.
  • The university is not accredited, and it offers programs only in business administration and computer science. But in June, it got two votes of confidence: New York University announced a partnership under which unusually promising but needy University of the People students might be able to enroll at N.Y.U.’s Abu Dhabi campus and receive financial aid, and Hewlett-Packard announced an internship program, saying it believed strongly “in the work UoPeople is doing to democratize higher education.”
  • Amy M on 05 Jun 12
     
    Open Courses needed in Haiti after earthquake
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