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Enrique Rubio Royo

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

www.ascilite.org.au/...drexler.html

model networked_student profesores docencia PLE eaprende eaprendiz eaprendizaje

shared by Enrique Rubio Royo on 28 Jun 10 - Cached
  • Networked Student Model
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      Modelo de 'alumno en red' vs nuestro eAprendiz
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      Interesante pensar como adecuamos nuestro modelo de PLWE, no solo al profesor (ya lo tenemos), sino al elearner (quizás el PLWE reducido?)
  • The Networked Student Model and a test case are described in detail along with implications and considerations for additional research
  • to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience.
  • ...76 more annotations...
  • It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.
  • Emerging web applications offer unique opportunities to customise the learning environment for individual learners
  • In the past, learning environments were immediately associated with a physical location
  • however, the concept is increasingly expanded to include online learning, virtual schools, and blended opportunities that combine traditional with digital options
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009). Imagine the potential frustration that self-regulated learning holds for students who are quite comfortably accustomed to specific teacher directions with finite expectations.
  • learner motivation
  • Personal learning suggests learner autonomy and increased self regulation
  • self-directed.
  • they are also required to take an active role in the learning process by making decisions
  • Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning
  • Such a scenario further presents challenges to traditional forms of assessment
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach
  • He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum"
  • The purpose of this test case is to introduce a model for the student construction of personal learning environments that balances teacher control with increased student autonomy
  • a level of structure is required to scaffold the learning process
  • Networked learning refers specifically to "learning in which information communication technology is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its learning resources"
  • Networked learning is manifested in personal learning environments (PLEs), or "systems that help learners take control of and manage their own learning"
  • a model of the networked teacher that represents an educator's professional personal learning environment (PLE)
  • Figure 1: The Networked Teacher (Couros, 2008) It is a model through which teachers begin to build professional connections to support teaching practice
  • The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
  • he networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions
  • Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge"
  • Technology supports this appropriation as a collection of tools that promote knowledge construction,
  • Networked Student Model.
  • Students use RSS and social bookmarking to organise information and build upon prior knowledge with the goal of completing a task or meeting a learning objective. Social media, or web-based applications designed for the purpose of interacting with others online, promote conversations. Blogs are an example of a vehicle through which students can reflect on the learning process. The sub-parts coexist to support a constructive learning experience. The student's personal learning environment pulls them all together.
  • Siemens (2008) associates the concept of connectivism with networked learning
  • in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own.
  • In a traditional classroom setting, the teacher has primary control over the content.
  • Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
  • The skill to identify valid content and expertise,
  • The connection to humans is an essential part of the learning process. That connection expands to include access to resources and creative artifacts.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      El elearner y el eprofesor, aprovechan la existencia del nuevo Espacio WEB en RED: Ecosistema de conocimiento personal (Espacio Social -Personas- + Espacio Digital -Recursos-INFO) + Tecnología + Procesos
  • design of the teacher-facilitated, student-created personal learning environment
  • The teacher was a facilitator in the process helping the student scaffold network learning and manage the content as it became more complex.
  • Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding
  • The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity"
  • In guided inquiry, the teacher provides the problem and directs the students to the materials for investigation
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise. Yet the teacher may not be the only expert in the learning process.
  • The test case for this model took place at a K-12 independent school in the southeastern United States. Fifteen students participated during a nine-week term as part of a contemporary issues research project. The contemporary issues course was unique to the school in its delivery. It was the first time a blended format had been offered. Students attended class three days face to face and two days online. Course assignments and discussions were organised using Moodle,
  • For the networked student project, each student selected a contemporary issue or topic for which he or she had a strong interest
  • Passion for a topic was one means of motivation
  • assessment of each student's ability to synthesise the research
  • The networked student test
  • It addresses the problem of determining the level of structure needed to facilitate networked learning while providing a foundation for greater student control over a personal learning environment
  • to collect student perceptions of the learning experience relative to their autonomy and comfort with the networked learning format
  • two key considerations when introducing the Networked Student Model. The first was student familiarity with web applications used to build the personal learning environment.
  • Second, considerably more structure was required since this was the first time each student embarked on the Networked Student Model.
  • The teacher gauged the level of structure depending upon the student's motivation, comfort with technology, and interest in the topic.
  • Patterns for networked learning
  • The learning environment slowly shifted from the classroom to online.
  • Google is used repeatedly because signing up for one account gave students access to a number of useful learning tools.
  • The level of structure is adjusted based on the prior experience of individual students.
  • Student activitylevel of structure
  • Personal learning environment toolset
  • a new tool was introduced each day over two weeks.
  • personal web page aggregators
  • iGoogle, PageFlakes, NetVibes, and Symbaloo
  • Personal web page compiles learning tools
  • There were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content.
  • Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day.
  • At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above.
  • The student's ability to synthesise the research was further evaluated with a reflective essay.
  • The personal blog provided an opportunity for regular reflection during the course of the project.
  • Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned.
  • As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure
  • to give the students an additional opportunity to share and learn from each other.
  • Creativity is considered a key 21st century skil
  • A number of emerging web applications support the academic creative process
  • Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page.
  • The student-selected topics of study included
  • Video conferences were conducted with
  • All students participated in the video conferences and identified subject matter expertise as a key element of a personal learning environment.
  • Four key areas were targeted to assess the success of the project and determine whether an effective balance between teacher control and student autonomy was achieved:
  • Creation of the personal learning environment as a replacement for a traditional textbook
  • Student use of technology to complete projects was identified as important because the students had little prior exposure to technology as a learning tool.
  • Time management and workload were tangible measures of comparison from the student's perspective and indicated his or her ability to self regulate the learning process.
  • Student perception of whether he or she felt equipped to study other topics in this format with less teacher intervention provided some indication as to whether greater student autonomy was achieved
Enrique Rubio Royo

Using Diigo for Collaborative Curation | Fusion Finds - 0 views

fusionfinds.wordpress.com/...igo-for-collaborative-curation

curacion colaboracion howto tools

shared by Enrique Rubio Royo on 11 Oct 11 - No Cached
  • tool to use for a group to collaborate and share articles, videos, images, documents, etc
  • Diigo, an online curation tool
  • 3 Ways to Curate Content
  • ...12 more annotations...
  • Bookmark
  • Highligh
  • Sticky Note
  • Subscribing to a Group
  • Accessing, Filtering, and Editing Your Resources
  • Accessing Shared Group Resources
  • Viewing Sticky Notes and Highlights from other Group Members
  • Sharing a Resource and Annotations with Anyone
  • Utilizing Your Saved Resources
  • Creating a Group Topic
  • Setup Your New Education Basic Account
  • The free Education Basic Account
  • Enrique Rubio Royo on 11 Oct 11
     
    Buen artículo, en el que se muestra de manera didáctica y completa las posibilidades singulares de Diigo (mas allá de marcador social y respecto a Delicious), en cuanto a herramienta útil para la 'curación colaborativa de contenidos'
Enrique Rubio Royo

19 Resources about Personal Learning Networks (PLNs) | Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/...ersonal-learning-networks-plns

recursos PLN REA social learning socialmedia videos presentaciones voicethread teaching howto eaprende

shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • I have researched the what, who, when, how, and why of Personal/Professional/Passionate Learning Networks (PLNs). We have seen the benefits of the people we choose to connect, collaborate, and problem solve with through social media.
  • A community raises a child! Yes, I do believe this, which is why I am passionate about PLNs.
  • Research about PLNs Below are 16 resources I have collected about the history of PLNs, how to build a PLN, and the tools needed to build a PLN.
Enrique Rubio Royo

Ple Conference - 0 views

pleconference.citilab.eu

ple pln educause PLWE eaprende

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • Personal Learning Environments (PLE) include the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. The idea of the PLE represents a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. Because they emphasize relationships, PLEs can promote authentic learning by incorporating expert feedback into learning activities and resources. A PLE also puts students in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. By design, a PLE is created from self-direction, and therefore the responsibility for organization—and thereby for learning—rests with the learner. (7 things you should know about Personal Learning Environments, Educause 2009).
Enrique Rubio Royo

The 10 Bona Fide Best Sites for Sharpening Your Critical Thinking Skills - 0 views

www.missiontolearn.com/...arpen-critical-thinking-skills

criticalthinking critical_thinking pensamiento_critico competencias actividades

shared by Enrique Rubio Royo on 19 Jun 10 - No Cached
  • good critical thinking skills are essential for cutting through the noise on the Web and getting to resources that are actually trustworthy and accurate
  • So here are ten resources I found valuable as I searched the Web for tools to help with sharpening my critical thinking skills
  • An interesting, 26-question online quiz
  • ...8 more annotations...
  • It’s good to know that forestry graduates will have a grounding in critical thinking!
  • Use this free Internet tutorial to learn to discern the good, the bad and the ugly for your online research
  • the spirit of this Reductio Ad Absurdum dialectical approach to critical thinking,
  • OpenCourseWare on critical thinking, logic, and creativity
  • This is a very good site for developing an understanding of “logical fallacies” –
  • Another site focused on fallacies. This one features the complete text from Fallacy Tutorial Pro 3.0 organized as a menu of links
  • brief review of major critical thinking concepts and then a set of quizzes to test your understanding.
  • “BlueStorm is a mostly free introduction to critical thinking and elementary sentential logic
  • Enrique Rubio Royo on 19 Jun 10
     
    Recursos para adquirir conceptos y diseñar actividades relativas a la competencia básica de desarrollo de 'pensamiento crítico'.
Enrique Rubio Royo

Informe Mundial sobre las Ciencias Sociales | Organización de las Naciones Un... - 0 views

www.unesco.org/...world-social-science-report

unesco informe ciencias_sociales sociedadRED brechas 2010

shared by Enrique Rubio Royo on 26 Jun 10 - No Cached
  • “Las brechas del conocimiento”
  • los esfuerzos realizados en el campo de las ciencias sociales, al tender a concentrarse demasiado en los países industrializados de cultura anglosajona, no dan todos los resultados que cabría esperar. De esta manera, se está desperdiciando la oportunidad de explorar perspectivas y paradigmas arraigados en otras culturas y lenguas”
  • El Informe destaca que las ciencias sociales son más necesarias que nunca para tratar con eficacia los problemas más graves con que tropieza la humanidad
  • ...2 more annotations...
  • El Informe tiene un triple aspecto: descriptivo, con una presentación de hechos y estadísticas sobre la producción de las ciencias sociales y su difusión en el mundo; orientado a la solución de problemas, con un examen de la aplicación de las ciencias sociales a la problemática de la sociedad contemporánea; y reflexivo, con ensayos en los que se discurre sobre perspectivas generales y temas de interés regional.
  • Los 10 capítulos del Informe abarcan, entre otros, los temas siguientes: ciencias sociales y cambios mundiales; panorama de las ciencias sociales en las distintas regiones del mundo; capacidades en materia de investigación y fuga de cerebros; internacionalización; competición en la sociedad del conocimiento; y elaboración de políticas.
Enrique Rubio Royo

Critical Thinking On The Web - 0 views

austhink.com/critical

criticalthinking resources einnova pensamiento_critico tools guidelines

shared by Enrique Rubio Royo on 22 Jun 10 - Cached
  • Enrique Rubio Royo on 22 Jun 10
     
    Directorio de recursos online
Enrique Rubio Royo

Social Networking: A Platform for Training New Managers Online? by Bill Brandon : Learn... - 0 views

www.learningsolutionsmag.com/...pageall

informal learning socialnetworking aprendizaje_en_red training howto formacion_formadores

shared by Enrique Rubio Royo on 16 Oct 10 - No Cached
  • Why consider a social network for manager training?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      también puede preguntarse...¿por qué considerar una red social para formación de formadores?, ¿no?
  • These are the workers who will be your new supervisors and managers
  • workers in their 20s and 30s expect to be able to use the latest IT applications in their workplace. They are used to social networking online, and to online learning, often preferring these to classroom instruction
  • ...27 more annotations...
  • In addition, this also will encourage open communication between companies, employers, HR departments, owners, and managers.” 
  • Without appropriate technology tools and resources available in their work environment, they may look for help from non-work related services such as Facebook.com. Integrating social media into the development environment eliminates this potential challenge and at the same time increases the potential for success of the development effort and of the new managers. 
  • Can social networking provide a practical way to help prepare new managers for their duties? Considering the rapid growth of social networking adoption among younger workers, this is a question well worth asking
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      Frente a la formación tradicional en las ORGs (planteamiento de formación en aula exclusivamente), se propone el Aprendizaje informal online.
  • Creating a curriculum for training new managers and supervisors is a common task that falls to instructional designers
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      A lo largo de todo el artículo, estableceremos la aplicación de lo que se dice tanto a 'managers' (artículo en si mismo, y que es también nuestro interés en ORG 2.0) como a formadores, profesores (que es nuestro interés en Aula 2.0)
  • The typical approach for many decades has consisted of a combination of classroom events, each lasting from one to five days (or more). This default design has many problems, including travel expense and time away from the job for the managers. Not infrequently, there are severe mismatches between what is taught and the actual practices supported by the organization’s culture.
  • There is an increasing number of companies and online service providers who are convinced that social networking can help overcome at least some of the issues common to the classroom-only approach
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      Frente a los problemas y dificultades asociados al planteamiento tradicional de 'solo Aula', estamos convencidos de la bondad de la interacción social online. Combinando formación formal de Aula y referencias online y apoyo al rendimiento, junto con 'coaching', 'mentoring' y aprendizaje informal online a través de redes sociales (social networking), un joven profesor o directivo puede alcanzar una sólida formación teórica, ayuda 'justín´time', y adecuadas aplicaciones.
  • By combining formal classroom instruction and online reference and performance support with online coaching, mentoring, and informal learning through social networking, a new manager can gain a solid theory foundation, just-in-time help, and culturally correct application pointers.
  • Informal learning, as an object of attention by researchers, is not a new topic. However, it only appeared on the radar screens of instructional designers less than ten years ago. The emergence of online social media has led to the notion of somehow tapping into the potential of this channel, that carries so much of the real learning that goes on in organizations.
  • In our current age, we have plenty of channels in which informal learning can take place: everything from microblogs (Twitter), to communities (LinkedIn Groups, discussion forums), to user-created content (wikis, Weblogs, YouTube), to social bookmarking (Delicious), and surely more to come.
  • But we also have plenty of examples of attempts at use of these channels in which the attempts failed. The virtual landscape is littered with the remains of abandoned wikis, content-less and comment-less Weblogs, and LinkedIn Groups where the spam has driven out the discussion and all but eliminated any possibility of learning.
  • Existing informal learning groups online include a surprising variety of formats
  • Jay Cross’ Internet Time Community,
  • Participants in the Twitter #lrnchat sessions also comprise an ongoing informal learning group
  • if informal learning is going to take place online, it must be self-sustaining
  • Focus
  • Focus
  • Payoff
  • here are the factors that seem to drive participation and commitment by members.
  • What makes informal learning online work?
  • Focus
  • Dialogue
  • Leadership
  • Membership
  • Process
  • If a group lacks focus, or focus is too narrow, if the group’s process is too complicated, if there are not enough members, and if there are no rewards for participation, the group will fail. Informal groups are a lot of work to establish and maintain, and the work falls equally on all members.
  • Setting up a social network for manager training
  • The first task is to establish a design for the social interaction. This must come before technology selection, so that the limitations of the technology do not drive or constrain the interaction.
Enrique Rubio Royo

The Innovative Educator: 5 Things You Can Do to Begin Developing Your Personal Learning... - 0 views

theinnovativeeducator.blogspot.com/...an-do-to-begin-developing.html

PLM PLE elearner howto eaprende PLWE REA pln social_networking

shared by Enrique Rubio Royo on 23 Mar 10 - Cached
  • personal learning networks are created by an individual learner, specific to the learner’s needs extending relevant learning connections to like-interested people around the globe.
  • PLNs provide individuals with learning and access to leaders and experts around the world bringing together communities, resources and information impossible to access solely from within school walls.
  • I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills)
  • ...14 more annotations...
  • I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills).
  • 5 Ways to Begin Building Your Personal Learning Network 1.0
  • 5 Ways to Begin Building Your Personal Learning Network 1.0
  • 1-Join a professional social network.
  • 1-Join a professional social network.
  • 2-Pick 5 Blogs you find interesting and start reading them.
  • 2-Pick 5 Blogs you find interesting and start reading them.
  • 3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
  • 3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
  • 4-Become a part of the conversation and start commenting on the blogs you read
  • 5-Join the microblogging phenomena by reading Tweets at Twitter.
  • 5-Join the microblogging phenomena by reading Tweets at Twitter.
  • 4-Become a part of the conversation and start commenting on the blogs you read.
  • Personal Learning Network Tool for further investigation
Enrique Rubio Royo

Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear ... - 0 views

www.unb.ca/...PaperPhelps.html

complexity complejidad eaprende evision non-linear-learning aprendizaje

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • The Web is a non-linear environment which opens up potential for new approaches to learning and teaching, approaches which in many ways more closely approximate naturalistic and authentic approaches to learning. Yet a large proportion of online courses which have been developed in higher education represent conversions of print-based resources into Web-based delivery formats, the majority of which have replicated traditional linear and directive pedagogy. Such development represents something of a ‘miss-match’, not only to the online teaching environment but to the emergent learning approaches of a younger generation who are ‘at home’ with the online environment. This paper discusses the benefits of maintaining complexity and non-linearity in online learning with reference to the development of one tertiary course in computer education for pre-service teachers. The theory of complexity is briefly explored and its relevance to online teaching and learning is highlighted. An action research undertaking conducted over a four year period is drawn upon to illustrate the importance of future teachers understanding and experiencing non-linear and complexity-based online learning, and the metacognitive processes that can support adult learners to adapt to such an environment.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 11 Oct 11
       
      La Web es un entorno no lineal que abre posibilidades para nuevos enfoques para la enseñanza y el aprendizaje, enfoques que en muchos aspectos se aproximan más planteamientos naturalistas y auténticos para el aprendizaje. Sin embargo, una gran proporción de los cursos en línea que se han desarrollado en la educación superior representan la conversión de recursos basado en papel a formatos de distribución Web, la mayoría de los cuales han replicado la pedagogía tradicional lineal y jerárquica. Tal desarrollo representa una especie de 'miss-match', no sólo para el entorno de enseñanza en línea, sino para a los enfoques de aprendizaje emergentes de una generación más joven que están "en casa" con el entorno en línea. Este artículo discute los beneficios de mantener la complejidad y la no linealidad en el aprendizaje en línea en relación con el desarrollo de un curso superior en la enseñanza de informática de los futuros profesores. La teoría de la complejidad se analizan brevemente y su relevancia para la enseñanza y el aprendizaje en línea se resaltará. Una tarea de investigación-acción realizada durante un período de cuatro años se aprovechará para ilustrar la importancia de que los futuros docentes entiendan y experimenten el aprendizaje en línea no lineal y basado en la complejidad, y los procesos metacognitivos que pueden apoyar a los estudiantes adultos a adaptarse a tal ambiente
  • Web-based non-linear learning
  • a metacognitive approach
  • ...5 more annotations...
  • the development of the course toward a complex, non-linear learning environment is the focus of this paper
  • relevance of complexity theories
  • The paper will describe
  • how complexity informed the structure of the course
  • how the metacognitive approach was used to provided explicit support for adult learners adapting to non-linear learning.
Enrique Rubio Royo

Free Technology for Teachers: Creating Blogs and Websites - 0 views

www.freetech4teachers.com/...-effective-blogs-websites.html

tools teachers howto blogs wikis websites diseño instruccional eprofesor blended_learning

shared by Enrique Rubio Royo on 25 Mar 10 - No Cached
  • This page is where you can find resources related to my presentations about creating effective blogs and websites to complement instruction.
Enrique Rubio Royo

Teacher Training Videos created by Russell Stannard - 0 views

www.teachertrainingvideos.com/general.html

web2.0 howto resources tools eprofesor teachers eMedia videos training

shared by Enrique Rubio Royo on 25 Mar 10 - Cached
  • Teacher Training Videos for all teachers
  • How to use SKYPE for tutorials and teaching Screen Toaster-free online screen capture tool Twitter in Depth How to use Tweet Deck for Twitter Wikis with PB Works Complete HTML course How to use Dreamweaver How to use Word Press JING-Fantastic Screen Capture Tool Screen Jelly-Web 2.0 Screen Capture Tool Introduction to Moodle Moodle in more depth Fronter Level 1 Fronter Level 2 2.0 Notice Board-Excellent Xtra Normal-Superb 3D tool Great Timeline Tool Learning Videos for Camtasia. Easy Podcasting Using Audacity Bubbl-Present with Flickr How to use Blogger Text to Speech tools Second Life L1 Second Life L2 Simple Mind Mapping Tool Make on-line surveys All about RSS feeds All about YouTube Downloading from youTube How to use Blackboard iTunes Demystified PowerPoint Basics How to create simple text blogs How to do better searches on the Internet Photoshop basics All about Delicious Tips and Tricks for Word Drawing & Recording site Blogs I use most for Technology Free Technology for Teachers Shelly Terrell Blog Jane Hart's Blog Newsletter For extra free materials and training videos, sign up to our monthly newsletter! Email Address: Confirm Email Address: Name: Organisation/Institution: Recommended Books
  • Enrique Rubio Royo on 25 Mar 10
     
    "Web 2.0/ICT Training Videos"
Enrique Rubio Royo

Free Technology for Teachers: Develop a PLN - 0 views

www.freetech4teachers.com/...develop-pln.html

technology teachers tools free twitter REA red_externa_aprendizaje eaprende red_personal_aprendizaje pln RPA howto

shared by Enrique Rubio Royo on 25 Mar 10 - No Cached
  • Here are some resources to help you develop your online personal, professional learning network.
Enrique Rubio Royo

Technology Tidbits: Thoughts of a Cyber Hero: Top 10 Sites for Brainstorming/Mind Mapping - 0 views

cyber-kap.blogspot.com/...tes-for-brainstormingmind.html

mindmapping brainstorming tools resources einnova

shared by Enrique Rubio Royo on 31 May 10 - Cached
  • Brainstorming/mind mapping has been an educational technique that has been around since the beginning of cognitive thought. This is a tool that facilitates ideas and collaborative in nature. W/ the use of web 2.0 technology this concept has evolved into an ideal 21st Century Technology for education.
Enrique Rubio Royo

Why does information flow in networks? « Connectivism - 1 views

www.connectivism.ca/?p=311

gsiemens redes_sociales howto SNA ARS

shared by Enrique Rubio Royo on 09 May 11 - No Cached
  • analysis of the impact of networks on society. Well before Baraba
  • analysis of the impact of networks on society
  • to understand how people connect
  • ...56 more annotations...
  • how information flows through a network
  • our position in a network, and the overlap with other networks, influences the type of information and people that we can acces
  • While networks have always been the backbone structure of society and knowledge,
  • the experience of being part of a network was not fully conscious or even explicit
  • What mattered was who you knew and your role in society
  • overlooks an important question
  • Even the act of connection forming requires explicit activity from a person : “Follow X” or “Accept friend request from X”
  • The online formation of networks is more directive than the offline experienc
  • the connection seems more real, more intentional
  • The daily reality of being connected naturally raises questions about influence of an individual within a network and how information flows within that system
  • Klout analyzes influence
  • The prevalence of social network tools and the attention now devoted to analyzing the shape and attributes of those networks – and the evaluation of how information flows
  • Today, in contrast, our networks are explicit in tools like Facebook, Twitter, email, and LinkedIn.
  • Why? Why does information flow as it does? Why does a person decide to share information with her network?
  • Networks can be analyzed quantitatively to determine
  • I’m interested in the qualitative aspects of information flow
  • Why did you decide to post on your friend’s Facebook wall? Why did you decide to retweet a resource? Why did members of your network decide to retweet your comment?
  • What are the qualitative aspects of information objects that determine its likelihood of being shared or amplified within a network?
  • three elements
  • involved in addressing the question of
  • “why does information flow” in a network
  • 1. The individual.
  • how did the person get to have many followers?
  • He has 12000 followers.
  • Let’s look at someone like Alec Couros on Twitter.
  • He has posted over 55000 tweets (wow!).
  • qualitatively, how does Alec differ from others in his activities on Twitter?
  • because he posts more often?
  • Because he is talented at engaging with individuals?
  • because he replies to more of his followers
  • Does he participate in more network sub-clusters
  • Maybe he’s just a nicer person
  • Clearly, the activities of an individual plays a role in why information flows…
  • Context also influences why information spreads
  • 2. The Context.
  • 3. The Message.
  • This is really the heart of what I’m trying to understand.
  • What are the qualitative attributes of a message that influence why it is shared
  • Two attributes
  • -Relevance
  • a tweet about something happening today is more valuable than
  • -Resonance
  • this is a complex/fuzzy concept
  • When someone posts a link or comment on Twitter, and it resonates with me
  • fears, interests, beliefs
  • the prospect of retweeting is increased.
  • simple coding scheme of what types of messages people post on Twitter:
  • a) to express agreement b) to express outrage c) humour d) social grooming
  • e) self-promote f) raise awareness
  • what would you add?
  • If we have a coding scheme, we can randomly analyze the posting habits of people on Twitter
  • No doubt, the coding process would be better if it was automated
  • sentiment analysis is a big area of focus for social media firms
  • Not only are media firms interested in who is talking about GM or BP, but what are the emotions behind posts on Twitter/FB?
  • Educators are paying attention to social media.
  • Getting at the qualitative aspects of why information flows through networks is a more lucrative direction to consider in transitioning social media use for self and network awareness.
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