In the [asynchronous discussions] it is easier to find some more facts, maybe have a look in a book and do more thorough postings.In fact, according to Kock’s estimate,18 an exchange of 600 words requires about 6 minutes for complex group tasks in face-to-face settings, while exchanging the same number of words over e-mail would take approximately one hour.
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John Seely Brown: Chief of Confusion - 1 views
www.johnseelybrown.com
article module 1 john seely brown web 2.0 participation open source productive inquiry community mind on fire
shared by ian august on 01 Jun 11
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Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related. This is a remarkable result—imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content. These results can also be interpreted as troublesome, however. If e-learners seldom meet face-to-face and teachers mainly rely on asynchronous e-learning, students might feel isolated and not part of learning communities, which is essential for collaboration and learning.15
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Users of the world, unite! The challenges and opportunities of Social Media - 0 views
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this article intends to provide some clarification on social media. We begin by describing the concept of Social Media, and discuss how it differs from related concepts such as Web 2.0 and User Generated Content. Based on this definition, we then provide a classification of Social Media which groups applications currently subsumed under the generalized term into more specific categories by characteristic: collaborative projects, blogs, content communities, social networking sites, virtual game worlds, and virtual social worlds. Finally, we present 10 pieces of advice for companies which decide to utilize Social Media.
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Media Richness, Social Presence and Technology Supported Communication Activities in Ed... - 0 views
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ETAP640student FIR reflections - 1 views
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Fook and +Askeland (2007) explore the benefits of critical reflections. They point out that reflection is an intentional practice of exploring underlying assumptions in thought processes, for the purpose of achieving growth. They explain that this practice is useful for an individual to be able to understand their own thinking, and gain better insight into what drives their behaviors.
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Did You Know Video
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It has taken nearly 2 years for the administration on our campus to support the request of one of our faculty members to provide infrastructure and equipment to use Elluminate. Elluminate (http://www.elluminate.com) is a web based tool that provides opportunities for distance learners to stay in their location and participate in synchronous, real time lectures, seminars, or presentations with other members in a different location.
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Furnborough and Truman (2009)
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June 20th, 2011
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it is ideal to make the online environment as effective as possible to meet the learning objectives, and the learners needs.
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Yes, very good point - and as I'm learning week after week, there are many technologies out there to help with meeting the objectives. What I've realized in the past 2 weeks or so is that I didn't have very clear objectives. Once I clarified those, I found it easier to begin to build my course and visualize the modules.
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This includes the feedback I so diligently write on their assignments.
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I honestly don’t see how all of this technology has necessarily improved life for the poor, the hungry, and the uneducated
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I agree that perhaps these populations aren't benefiting from the technology yet, but the potential is huge. Imagine being able to reach out to poorer communities via online learning. Urban schools have a really difficult time recruiting and retaining quality teachers. It's not unheard of for an uncertified teacher to teach in an urban school, because they are so desperate for teachers to man the classrooms. If some of the learning can happen online, or if they could offer blended classes, it could have real potential to raise graduation rates. Online learning is still fairly new in the grand scheme, but it is spreading like wildfire. More people will come on board, great minds will (have) come together for Best Practices, and the proof will be in the student outcomes.
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Ian August etap 640 SuMmEr 2011 - 1 views
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Student centered learning
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why do I need to pay for this if I am on my own.
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well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
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I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
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leaders.
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could not locate a link for diigo but I contacted Mimi for more info
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But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
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I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
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I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
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how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
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I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
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The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
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These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
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Randy Pausch
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wikis's
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This also shows the teacher asking the student to be an active participant in their own learning,
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Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
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That was the role of student.
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The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
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build a wiki together
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I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
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leave it up to the student to choose,
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I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
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I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
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I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
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Case Study
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Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
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Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
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letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
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letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
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I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
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I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
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After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
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Oxford Tutorial Method - 0 views
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You communicate with your Professor by email or telephone as often as you need to. If you happen to live near a Faculty member, you may arrange to meet with him or her in person. This personal approach to learning, featuring frequent interaction with your Professor, affords the Rushmore student greater flexibility and support than at conventional schools
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The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views
www.contentmasteryguide.com/...to-tell-people-what-to-do.html
technical writing instructions teaching Online module 2
shared by Diane Gusa on 16 Jun 11
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A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an accountability partner.
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Online Learning: From Information Dissemination to Fostering Collaboration - 1 views
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Ten Steps to Better Student Engagement | Edutopia - 0 views
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A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree.
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Learning Communities: Reweaving the Culture of Disconnection - 0 views
www.evergreen.edu/...spring2000a.pdf
Parker J. Palmer learning_environments learningcommunity connection objectivity
shared by Diane Gusa on 17 Jun 11
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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
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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
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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
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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
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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’
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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.
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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.
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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.
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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).
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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.”
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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
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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?
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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.”
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"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
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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"
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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
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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.
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‘eduglu’
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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.
Shaping the Metaphor of Community in Online Learning Environments - 0 views
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Social Aspects of Collaborative Learning in Virtual Learning Environments - 0 views
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Collaborative work and also learning is integrated in the daily working process but collaborative e-learning is a concept of which only few have heard off. However, collaborative work is one of the main strengths of the networked economy. Working with people, one has never met, forming dynamical teams over continents in order to solve problems, are common in many globalised or networked companies as well as in multinational project teams. The challenge for collaborative e-learning platforms is to design solutions for distributed networked learning and working teams by providing on the one hand solutions to share learning content and to interactively work on it. On the other hand the concept of collaborative learning also focuses on social aspects of learning which are less implemented in current systems. Not only theoretical models and research work but also the increasing importance of virtual learning communities show that future applications should and will take into account these collaborative and social aspects and enable especially small groups to learn and work together efficiently via computer networks.
Thinking as Communication - 0 views
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Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
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They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
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Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
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Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
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Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
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They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)