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gobibijou

Stephen Downes - 0 views

www.blip.tv/840097

downes elearning education web2.0

shared by gobibijou on 24 Sep 09 - Cached
  • ning 2.0 and the
    • gobibijou
      gobibijou on 24 Sep 09
       
      S. Downes: http://www.blip.tv/file/840097 2 approaches to learning - tradiotional (AI): old artifitial technology. Expert system organises. Old managnement systems. Focus on: - Goal orientated. - Competencies. - Efficency (from A to B in the most efficient). Requieres: - an expert - knowledge representation (VS. Siemens: the knowledge that we have CAN'T be represented) for expl. language -- Problem: it creates a simplification of the knowledge. - learning activities are set up by an expert. -network approach: (???IDF). Conectivism (born 40 years ago Pappert &?). Computational system is NOT set up as a representational system BUT is set up as a NETWORK (like a brain). The connectivist system: - is unnorganized - is unstructured (previously) - looks messy and unorganised - can NOT be predicted HOw Knowledge is represented in the system? DISTRIBUTED. Our concept of X is not a symbolic representation but a set up of active connections also in a neuronal level (?) Model of learning NOt based in deduction and inference BUT on ASSOCIATION based on: - concurrency. - proximity. - back propagation (economics: supply and demand market is based on that) - ???Amealing the way form networks/community in society work in THE SAME WAY that they do in a neuronal level and a personal level. Communities ARE networks that work through distributed connections. How should be the network? - DIVERSITY (wide representation of different points of views) Knowledge in a network is: EMERGENT - AUTONOMY : each individual is self-directed. Each individual works as his own guide. - CONNECTEDNESS (or interactivities). Knowledge produced by mechanism of interaction is produced by the nature/properties of the network. The way/organization of connections are formed is essential. - OPENESS (there's no inside/outside the "system"). Connection FLOWS freely. RECOGNITION of patterns (clustter). LEARNERS: Learners have different things they want to learn and the system
  • 2.0 and the impact of web 2
    • gobibijou
      gobibijou on 24 Sep 09
       
      S. Downes: http://www.blip.tv/file/840097 NOtes (need to be double checked) 2 approaches to learning 1. traditional (AI): old artifitial technology. Expert system organises. Old managnement systems. Focus on: - Goal orientated. - Competencies. - Efficency (from A to B in the most efficient). Requieres: - an expert - knowledge representation (VS. Siemens: the knowledge that we have CAN'T be represented) for expl. language -- Problem: it creates a simplification of the knowledge. - learning activities are set up by an expert. 2.-network approach: (???IDF). Conectivism (born 40 years ago Pappert &?). Computational system is NOT set up as a representational system BUT is set up as a NETWORK (like a brain). The connectivist system: - is unnorganized - is unstructured (previously) - looks messy and unorganised - can NOT be predicted HOw Knowledge is represented in the system? DISTRIBUTED. Our concept of X is not a symbolic representation but a set up of active connections also in a neuronal level (?) Model of learning NOt based in deduction and inference BUT on ASSOCIATION based on: - concurrency. - proximity. - back propagation (economics: supply and demand market is based on that) - ???Amealing the way form networks/community in society work in THE SAME WAY that they do in a neuronal level and a personal level. Communities ARE networks that work through distributed connections. How should be the network? - DIVERSITY (wide representation of different points of views) Knowledge in a network is: EMERGENT - AUTONOMY : each individual is self-directed. Each individual works as his own guide. - CONNECTEDNESS (or interactivities). Knowledge produced by mechanism of interaction is produced by the nature/properties of the network. The way/organization of connections are formed is essential. - OPENESS (there's no inside/outside the "system"). Connection FLOWS freely. RECOGNITION of patterns (clustter). LEARNERS: Learners have different thin
  • gobibijou on 24 Sep 09
     
    downes talking about approaches in education. Web 2.0, elearning...
Natalie Lafferty

Social Networking: Learning Theory in Action -- Campus Technology - 0 views

campustechnology.com/...Learning-Theory-in-Action.aspx

sociallearning socialnetworking online learning learning theory

shared by Natalie Lafferty on 17 Sep 09 - Cached
  • Natalie Lafferty on 17 Sep 09
     
    Article from Campus Technology on social learning.
Lisa M Lane

The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Cour... - 7 views

www.irrodl.org/...1402

articles research

shared by Lisa M Lane on 17 Nov 09 - Cached
  • highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools
  • Although formal attendance seemed to be the main driver for completing assignments and the course, the main reason for not completing the course was a lack of time
  • Learners, in the absence of a stronger motivation, attend only partially
  • ...3 more annotations...
  • students attend the course without expecting a certificate
  • Furthermore, a “hand-made” or “hacked” certificate issued by the instructor (not by the institution) (Young, 2008) only partially affects the motivation to finish the course:
  • comments confirm the need for increased attention to usability since users do not want to deal with confusing interfaces
  • Lisa M Lane on 17 Nov 09
     
    The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools Problematic study of CCK08 -- sample size was way too small, would have been more interesting to examine ways in which instructor choices of tools influenced student tool use -- choices are exclusive, so can't put "confusing" and "overwhelming" at the same time.
Ed Webb

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

openedconference.org/...1037

lms education Web2.0 socialmedia NITLE bryanalexander

shared by Ed Webb on 19 Aug 09 - Cached
  • Note that this isn’t just a technological alternate history. It also describes a different set of social and cultural practices.
  • CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
  • These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
  • ...11 more annotations...
  • CMSes shift from being merely retrograde to being actively regressive if we consider the broader, subtler changes in the digital teaching landscape. Web 2.0 has rapidly grown an enormous amount of content through what Yochai Benkler calls “peer-based commons production.” One effect of this has been to grow a large area for informal learning, which students (and staff) access without our benign interference. Students (and staff) also contribute to this peering world; more on this later. For now, we can observe that as teachers we grapple with this mechanism of change through many means, but the CMS in its silo’d isolation is not a useful tool.
  • those curious about teaching with social media have easy access to a growing, accessible community of experienced staff by means of those very media. A meta-community of Web 2.0 academic practitioners is now too vast to catalogue. Academics in every discipline blog about their work. Wikis record their efforts and thoughts, as do podcasts. The reverse is true of the CMS, the very architecture of which forbids such peer-to-peer information sharing. For example, the Resource Center for Cyberculture Studies (RCCS) has for many years maintained a descriptive listing of courses about digital culture across the disciplines. During the 1990s that number grew with each semester. But after the explosive growth of CMSes that number dwindled. Not the number of classes taught, but the number of classes which could even be described. According to the RCCS’ founder, David Silver (University of San Francisco), this is due to the isolation of class content in CMS containers.
  • unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
  • That experiential, teachable moment of selecting one’s copyright stance is eliminated by the CMS.
  • Another argument in favor of CMSes over Web 2.0 concerns the latter’s open nature. It is too open, goes the thought, constituting a “Wild West” experience of unfettered information flow and unpleasant forms of access. Campuses should run CMSes to create shielded environments, iPhone-style walled gardens that protect the learning process from the Lovecraftian chaos without.
  • social sifting, information literacy, using the wisdom of crowds, and others. Such strategies are widely discussed, easily accessed, and continually revised and honed.
  • at present, radio CMS is the Clear Channel of online learning.
  • For now, the CMS landsape is a multi-institutional dark Web, an invisible, unsearchable, un-mash-up-able archipelago of hidden learning content.
  • Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
  • The internet of things refers to a vastly more challenging concept, the association of digital information with the physical world. It covers such diverse instances as RFID chips attached to books or shipping pallets, connecting a product’s scanned UPC code to a Web-based database, assigning unique digital identifiers to physical locations, and the broader enterprise of augmented reality. It includes problems as varied as building search that covers both the World Wide Web and one’s mobile device, revising copyright to include digital content associated with private locations, and trying to salvage what’s left of privacy. How does this connect with our topic? Consider a recent article by Tim O’Reilly and John Battle, where they argue that the internet of things is actually growing knowledge about itself. The combination of people, networks, and objects is building descriptions about objects, largely in folksonomic form. That is, people are tagging the world, and sharing those tags. It’s worth quoting a passage in full: “It’s also possible to give structure to what appears to be unstructured data by teaching an application how to recognize the connection between the two. For example, You R Here, an iPhone app, neatly combines these two approaches. You use your iPhone camera to take a photo of a map that contains details not found on generic mapping applications such as Google maps – say a trailhead map in a park, or another hiking map. Use the phone’s GPS to set your current location on the map. Walk a distance away, and set a second point. Now your iPhone can track your position on that custom map image as easily as it can on Google maps.” (http://www.web2summit.com/web2009/public/schedule/detail/10194) What world is better placed to connect academia productively with such projects, the open social Web or the CMS?
  • imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
Lisa M Lane

New Millennium Learners in Higher Education: Evidence and Policy Implications (Sept 200... - 0 views

www.nml-conference.be/...NML-in-Higher-Education.pdf

articles 2009

shared by Lisa M Lane on 19 Sep 09 - No Cached
  • Lisa M Lane on 19 Sep 09
     
    NMLs use the internet for convenience and productivity only -- they want technology to support current educational, primarily f2f, education, but not to transform it.
Lisa M Lane

Blogs Instead of Blackboard - Chronicle of Higher Education - 0 views

chronicle.com/...44412

cms

shared by Lisa M Lane on 16 Sep 09 - Cached
  • Lisa M Lane on 16 Sep 09
     
    Jim Groom sounded like a preacher at a religious revival when he spoke to professors and administrators at the City University of New York last month. "For the love of God, open up, CUNY," he said, raising his voice and his arms. "It's time!" But his topic was technology, not theology.
Leon Cych

Homepage | Social by Social - 0 views

www.socialbysocial.com

by cross silo social nonprofit

shared by Leon Cych on 15 Sep 09 - Cached
  • Leon Cych on 15 Sep 09
     
    New technologies are changing the way we engage communities, run companies, deliver public services, participate in government and campaign for change.
Ed Webb

Technology and Restoration of Voice | TechTicker - 5 views

techticker.net/...ology-and-restoration-of-voice

shared by Ed Webb on 15 Sep 10 - No Cached
  • A colleague in the faculty is currently researching the opportunities that use of asynchronous discussion forums can offer to leveling the playing field, and providing more equitable opportunities for people to share their thoughts. From what I’ve heard, the results so far are exceptionally promising.
    • Ed Webb
      Ed Webb on 15 Sep 10
       
      Want!
    • Lisa Durff
      Lisa Durff on 10 Dec 10
       
      So how do I get in on that research?
Ed Webb

Mooc creators criticise courses' lack of creativity | News | Times Higher Education - 2 views

www.timeshighereducation.co.uk/...2008180.fullarticle

MOOCs education technology edtech

shared by Ed Webb on 02 Nov 13 - No Cached
  • Lisa M Lane on 04 Nov 13
     
    They've even got the history right! :-)
Lisa Durff

Here we are…there we are going « Connectivism - 0 views

www.connectivism.ca/?p=151

siemens education future OER openness connectivism connectiveknowledge

shared by Lisa Durff on 14 Aug 09 - Cached
  • Learning consists of weaving together coherent (personal) narratives of fragmented information. The narrative can be now created through social sensemaking systems (such as blogs and social networks), instead of centrally organized courses. Courses can be global, with many educators and participants (i.e. CCK08). Courses, unlike universities, are not directly integrated into the power system of a society. Can decentralized networks of autonomous agents serve the same function as organized institutions? But who loses, and what is lost, if the teaching role of universities decline?
    • Lisa Durff
      Lisa Durff on 31 Dec 09
       
      So learning is developing a story from one's schema of a thing!
    • Lisa Durff
      Lisa Durff on 31 Dec 09
       
      "But who loses, and what is lost, if the teaching role of universities decline?" My concern surrounds the word teaching. Who said that is their primary role? Isn't it licensing, formally sanctioning persons so they can enter the world of work with the "proper" credentials? Did you learn anything in your college days?
    • Lisa Durff
      Lisa Durff on 31 Dec 09
       
      So what really needs to change is not the university, but the culture it serves...
  • The virtues that a society finds desirable are systematized in its institutions. However futile this activity, it helps society, and media, to hold people accountable, to devise strategies, and create laws so people feel safe. Similarly, results that are desirable (financial, educationally, etc) are systematized to ensure the ability to manage and duplicate results. I shared some thoughts on this systematization last year as a reason for the currently limited impact of personal learning environments (PLEs). Quite simply, even revolutionaries conserve.
  • Teaching is what is most at risk. Can a social network - loosely connected, driven by humanistic ideals - serve a similar role to what university classrooms serve today? I hope so, but I don’t think so. At least not with our current mindsets and skillsets. We associate with those who are similar. We do not pursue diversity. In fact, we shy away from it. We surround ourselves with people and ideas that resonate with our own, not with those that cause us stress or internal conflict. Secondly, until all of society becomes fully networked (not technologically networked, but networked on the principles of flows, connections, feedback), a networked entity always risks being subverted by hierarchy. Today, rightly or wrongly, hierarchy holds power in society.
    • Gina Minks
      Gina Minks on 14 Aug 09
       
      What if the social network serves to exlude information from other groups? Who can fight against disenfranchisement if no one can see it any more because its filtered away?
  • Ed Webb on 14 Aug 09
     
    Oh, George, so gloomy!
Jackie Gerstein

The World Is Open: How Web Technology Is Revolutionizing Education - Curtis J. Bonk - 0 views

worldisopen.com

opensource books learning2.0 opencontent revolutionizing

shared by Jackie Gerstein on 15 Aug 09 - Cached
  • Jackie Gerstein on 15 Aug 09
     
    Revolutionizing
Ed Webb

The 'Web Squared' Era - Forbes.com - 0 views

www.forbes.com/...-breakthroughs-web2point0.html

TimOReilly web web2.0 future ARG augmented ubiquity RFIDs

shared by Ed Webb on 25 Sep 09 - No Cached
  • Web 2.0, the name we gave this phenomenon in 2004 when we named our new conference, turns five on Oct. 5
  • Web Squared.
  • Web Squared is another way of saying "Web meets World."
  • ...3 more annotations...
  • collective intelligence applications are increasingly driven by cascades of sensor data being thrown off by devices, often without explicit human intervention. Today’s smartphones contain microphones and cameras, as well as motion, proximity, location, and direction sensors. They have their own eyes, ears, and sense of touch. Revolutionary new applications connect those senses to cloud databases and programs running on massive server farms.
  • Where the Web Squared world gets really interesting, though, is when applications use all the senses of a device, coordinating them much like the human brain coordinates our senses, to draw conclusions that would be difficult with one sense alone.
  • our world will have "information shadows." Augmented reality amounts to information shadows made visible.
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