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Kelvin Thompson

A Glossary to DEMYSTIFY the jargon of the online world | The Edublogger - 3 views

theedublogger.com/...the-jargon-of-the-online-world

eme5050 blendkit blog blogging edublogs PLN education K12 connecting primer glossary introduction

shared by Kelvin Thompson on 24 Sep 12 - Cached
  • Personal Learning Networks (PLNs) are all about using web tools such as blogs, wiki, twitter, facebook to create connection with others which extend our learning, increases our reflection while enabling us to learn together as part of a global community.
  • The purpose of tagging is to help make it easier for the content to be easily found.
  • Blogs, wikis, podcasting, video sharing websites (e.g. YouTube and Vimeo), photosharing websites (e.g. Flickr and Picasa), social networking sites (e.g. FaceBook, Twitter) are all examples of Web 2.0 technologies.
  • Kelvin Thompson on 24 Sep 12
     
    Lengthy, substantive piece on blogging for educators, starting from "what is a blog," continuing through Web2.0 tools, and ending with Personal Learning Networks. Something for everyone here.
glennkuntz

If You Twitter, Will They Come? - 0 views

www.educause.edu/...if-you-twitter-will-they-come

blendkit2015 Twitter emporiummodel emporium math personalized learning personalizedlearning socialnetworking social networking

shared by glennkuntz on 28 Mar 15 - No Cached
  • glennkuntz on 28 Mar 15
     
    Despite the widespread popularity of online social networking services such as Facebook and Twitter, many students exhibit a reluctance to include faculty in their social networks. Given these personal preferences, how do social networks and education intersect? A pilot using Twitter to communicate important information about lab hours and support services yielded minimal student response.
Kelvin Thompson

Introducing the Digital Learning Quadrants - 5 views

www.danpontefract.com/?p=1309

eme5050 mooc blendkit digital learning digital learning quadrants quadrant PLN online course blended learning blended digital learning

shared by Kelvin Thompson on 27 Sep 12 - No Cached
  • Kelvin Thompson on 27 Sep 12
     
    An alternative schema to the "digital native" vs. "digital immigrant" dichotomy. Emphasis is placed upon one's own adaptation to technology-rich culture using the axes of "access" and "participation" to form a classification quadrant. Some observations are particularly relevant for participation in informal learning via Personal Learning Networks and open, online courses as well as in technology-mediated academic courses.
  • Bonnie Nicholas on 27 Oct 12
     
    I like this schema! (I tend to like anything that moves away from rigid, binary-type either/or dichotomies, where we are either include/excluded, with few options for growth and movement.) I am really enjoying BlendKit2012 and only wish I had more time to explore.
Kelvin Thompson

Streams of Content, Limited Attention: The Flow of Information through Social Media - 1 views

www.educause.edu/...formation-through-social-media

educause info stream infostream eme5050 attention curation web2.0 content boyd danah boyd

shared by Kelvin Thompson on 24 Sep 12 - No Cached
  • Kelvin Thompson on 24 Sep 12
     
    danah body (she prefers lowercase.) is a highly regarded thinker on all things internet. In this piece she addresses the dynamics involved in being connected to a "flow" or stream of networked information.
successcriteria

4 Benefits Of Blended Learning - 1 views

www.teachthought.com/...4-benefits-of-blended-learning

blended learning blendkit2014 benefits

shared by successcriteria on 03 Mar 15 - No Cached
  • successcriteria on 03 Mar 15
     
    An article on the benefits of Blended Learning from teachthought.com It lists 4 main benefits: 1. Enhanced Communication Skills 2. Increased Digital Fluency 3. Expanded Networking 4. Strengthened Professionalism
Marcus O'Donnell

Supporting more inclusive learning with social networking: A case study of blended soci... - 3 views

www.jld.edu.au/127

blendkit2014 blended learning social presence Ning

shared by Marcus O'Donnell on 30 Apr 14 - No Cached
  • Marcus O'Donnell on 30 Apr 14
     
    Interesting article about a design course using Ning as an LMS introduces the notion that "social presence" is an important piece of the blended learning puzzle
Paula Michniewicz

Find OER --- Open Professionals Education Network - 5 views

open4us.org/find-oer

blendkit2014 hybrid oer content blended

shared by Paula Michniewicz on 20 May 14 - No Cached
  • Paula Michniewicz on 20 May 14
     
    Since we are talking about content during week 4, I want to share some OER sites. SLCC is moving toward open textbook and other open resources.
  • akiss2115 on 20 May 14
     
    this is an amazing treasure trove!
dr_bzen

BlendKit Course: BlendKit Reader: Chapter 2 | Blended Learning Toolkit - 5 views

blended.online.ucf.edu/urse-blendkit-reader-chapter-2

shared by dr_bzen on 07 Mar 16 - No Cached
  • High impact activities increase learner engagement and result in greater success in learning.
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      What are high impact activities?
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      In my reading of this sentence, these activities are related to collaborative learning situations.
  • link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting.
  • e second relates to the rapid decentralization and distribution of most of society’s channels of communication – newspapers, television, radio, and, more recently, academic publishing – and raises concerns of how learners are to make sense of information in a field that is fragmented and distributed, rather than well organized and coherent (such as information found in a traditional textbook).
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      Very valid concern!
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      I have been working on creating a feedly site where students are directed to go for information.
  • ...21 more annotations...
  • Students are able to read each other’s work and gain insight from both instructor and their fellow students.
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      This is what we are doing in our discussion posts for this course.  
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      So very true! Its interesting the anxiety I feel when I read this model. Even with my desire to turn this learning over to students, a part of me wants to hold onto control.
  • only asynchronous forms of communication can cause students, and even instructors, to feel disconnected
  • Blended learning, in all its various representations, has as its fundamental premise a simple idea: link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting. (p. 332)
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      I've seen this dynamic happen in my classes when I don't give enough structure to an activity.
  • disruptive strategies
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      What does this mean in this context?
  • often fall into conflict on principles of minimal or guided instruction and instructivism or constructivism
  • Atelier Learning
  • Helping students to gain the skills they require to construct these networks for learning, evaluating their effectiveness, and working within a fluid structure is a massive change in how the dynamics of classrooms are usually structured.
  • Curtis Bonk (2007) presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance – at times incorporating traditional lectures and in other instances permitting learners to explore on their own. Bonk states:
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      This is the model I see myself gravitating toward -- though without knowing it was actually a model. I wonder what about my background learning/teaching has drawn me to see this as a way of doing blended learning.
  • While learners are free to explore, they encounter displays, concepts, and artifacts representative of the discipline. Their freedom to explore is unbounded. But when they engage with subject matter, the key concepts of a discipline are transparently reflected through the curatorial actions of the teacher.
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      Is the difference between this and concierge that the instructor sets up the frame in which the learning happens?
  • media to articulate ideas or thoughts”
  • When you design your own online course environment, keep interaction in the front of your mind.
  • Create a threaded discussion or wiki assignment,  asking students to review the syllabus and then to write one or two things that they would like to get out of the course, how the material could be made more meaningful to them or for their goals, and even their preliminary opinions about some of the main course themes or topics.
  • Again, it will not require a huge effort to create one general threaded discussion to let students tell you about the applicability of the materials to their lives or studies or to express their opinions about different aspects of the content itself.
  • The assignment can also enable other student techno expressions, such as photos, brief descriptions of where they are from, or even a sense of “in the moment” place (e.g., “From my computer, I can see the pine tree in my yard through the San Francisco fog each morning”).
  • The first classroom meeting is face-to-face. At this meeting, we ask students to use pastel pencils and construction paper to draw a symbolic representation of how they see the educational process.
  • If you have a choice, we recommend designing a hybrid course over a fully online course. 
  • There are a number of potential audiences to whom students could express themselves: to the instructor, to an expert in the field, to a small group of peers, to the entire class, to prospective employers, and to the public.
  • A special education credential  student writing a reflective weblog entry about a classroom observation only for the supervising faculty member might use different language than for the public at large. These types of experiences will prepare the students not only for future coursework but also for job interviews.
  • VODcasts
  • Before, the assignment, write clear instructions, including information about your policies on academic integrity and plagiarism. Provide examples of prior students’ work.
  • If this is the first group to do this type of assignment, go through the assignment yourself to create a model of what you consider to be good work. Let students know what could happen to their work if someone else were able to change it.
  • sefaye on 03 Apr 17
     
    I had the same thing happen to me: I was using a model without knowing it was a model! I'm glad I now have vocabulary to describe my work in the classroom.
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