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Gina Minks

Collaboration Techniques - Native Collaboration « CCK08-09 - Viplav Baxi - 0 views

learnoscck08.wordpress.com/...echniques-native-collaboration

cck08-09 viplav

shared by Gina Minks on 08 Aug 09 - Cached
  • Gina Minks on 08 Aug 09
     
    How can collaboration or the capability thereof, go native?
Ed Webb

EtherPad: Realtime Collaborative Text Editing - 0 views

etherpad.com

web2.0 documents googledocs collaboration writing tools etherpad text document tool

shared by Ed Webb on 05 Sep 09 - Cached
  • anonymous on 06 Sep 09
     
    Etherpad rocks. I showed it to a couple of non-techies at work last week and they just loved it and are going to use it in a forum this Friday for 150 people. Will let you know how it goes, but the ease of use is just awesome. Export functions are great too - PDF, WORD, OpenOffice, Text.
Keith Hamon

Reflections on open courses « Connectivism - 4 views

www.connectivism.ca/?p=267

connectivism open education collaboration pedagogy technology

shared by Keith Hamon on 22 Aug 10 - Cached
  • In education, content can easily be produced (it’s important but has limited economic value). Lectures also have limited value (easy to record and to duplicate). Teaching – as done in most universities – can be duplicated. Learning, on the other hand, can’t be duplicated. Learning is personal, it has to occur one learner at a time. The support needed for learners to learn is a critical value point.
    • Ed Webb
      Ed Webb on 22 Aug 10
       
      Excellent insight!
    • Keith Hamon
      Keith Hamon on 26 Aug 10
       
      Here's the key: if what we are typically doing in our classrooms can be easily duplicated, then it has lost its value in both the wider economy and in the educational ecosystem. We university professors must redefine the way we add value to our students' personal learning networks.
  • Learning, however, requires a human, social element: both peer-based and through interaction with subject area experts
  • Content is readily duplicated, reducing its value economically. It is still critical for learning – all fields have core elements that learners must master before they can advance (research in expertise supports this notion). - Teaching can be duplicated (lectures can be recorded, Elluminate or similar webconferencing system can bring people from around the world into a class). Assisting learners in the learning process, correcting misconceptions (see Private Universe), and providing social support and brokering introductions to other people and ideas in the discipline is critical. - Accreditation is a value statement – it is required when people don’t know each other. Content was the first area of focus in open education. Teaching (i.e. MOOCs) are the second. Accreditation will be next, but, before progress can be made, profile, identity, and peer-rating systems will need to improve dramatically. The underlying trust mechanism on which accreditation is based cannot yet be duplicated in open spaces (at least, it can’t be duplicated to such a degree that people who do not know each other will trust the mediating agent of open accreditation)
  • ...6 more annotations...
  • The skills that are privileged and rewarded in a MOOC are similar to those that are needed to be effective in communicating with others and interacting with information online (specifically, social media and information sources like journals, databases, videos, lectures, etc.). Creative skills are the most critical. Facilitators and learners need something to “point to”. When a participant creates an insightful blog post, a video, a concept map, or other resource/artifact it generally gets attention.
  • Intentional diversity – not necessarily a digital skill, but the ability to self-evaluate ones network and ensure diversity of ideologies is critical when information is fragmented and is at risk of being sorted by single perspectives/ideologies.
  • The volume of information is very disorienting in a MOOC. For example, in CCK08, the initial flow of postings in Moodle, three weekly live sessions, Daily newsletter, and weekly readings and assignments proved to be overwhelming for many participants. Stephen and I somewhat intentionally structured the course for this disorienting experience. Deciding who to follow, which course concepts are important, and how to form sub-networks and sub-systems to assist in sensemaking are required to respond to information abundance. The process of coping and wayfinding (ontology) is as much a lesson in the learning process as mastering the content (epistemology). Learners often find it difficult to let go of the urge to master all content, read all the comments and blog posts.
  • e. Learning is a social trust-based process.
  • Patience, tolerance, suspension of judgment, and openness to other cultures and ideas are required to form social connections and negotiating misunderstandings.
  • An effective digital citizenry needs the skills to participate in important conversations. The growth of digital content and social networks raises the need citizens to have the technical and conceptual skills to express their ideas and engage with others in those spaces. MOOCs are a first generation testing grounds for knowledge growth in a distributed, global, digital world. Their role in developing a digital citizenry is still unclear, but democratic societies require a populace with the skills to participate in growing a society’s knowledge. As such, MOOCs, or similar open transparent learning experiences that foster the development of citizens confidence engage and create collaboratively, are important for the future of society.
Ed Webb

Gin, Television, and Social Surplus - Here Comes Everybody - 1 views

www.shirky.com/...looking-for-the-mouse.html

technology web2.0 shirky Culture future Media sociology history connectiveknowledge crowdsourcing networks

shared by Ed Webb on 28 Sep 09 - Cached
  • television watching? Two hundred billion hours, in the U.S. alone, every year. Put another way, now that we have a unit, that's 2,000 Wikipedia projects a year spent watching television. Or put still another way, in the U.S., we spend 100 million hours every weekend, just watching the ads.
  • The physics of participation is much more like the physics of weather than it is like the physics of gravity. We know all the forces that combine to make these kinds of things work: there's an interesting community over here, there's an interesting sharing model over there, those people are collaborating on open source software. But despite knowing the inputs, we can't predict the outputs yet because there's so much complexity.
  • The normal case of social software is still failure; most of these experiments don't pan out. But the ones that do are quite incredible
  • ...3 more annotations...
  • It's better to do something than to do nothing. Even lolcats, even cute pictures of kittens made even cuter with the addition of cute captions, hold out an invitation to participation. When you see a lolcat, one of the things it says to the viewer is, "If you have some sans-serif fonts on your computer, you can play this game, too." And that's message--I can do that, too--is a big change.
  • media is actually a triathlon, it 's three different events. People like to consume, but they also like to produce, and they like to share.
  • Here's something four-year-olds know: A screen that ships without a mouse ships broken. Here's something four-year-olds know: Media that's targeted at you but doesn't include you may not be worth sitting still for. Those are things that make me believe that this is a one-way change. Because four year olds, the people who are soaking most deeply in the current environment, who won't have to go through the trauma that I have to go through of trying to unlearn a childhood spent watching Gilligan's Island, they just assume that media includes consuming, producing and sharing.
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