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anonymous

Cammy Bean's Learning Visions: Jane Bozarth: Better than Bullet Points - 0 views

cammybean.kineo.com/...better-than-bullet-points.html

social learning design #cck12 #change11

shared by anonymous on 01 Feb 12 - No Cached
  • anonymous on 01 Feb 12
     
    Jane Bozarth summarized by Cammy Bean (Kineo)
markuos morley

Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views

www.bloomsburyacademic.com/...-9781849666275-chapter-001.xml

martin weller digital scholarship book mooc change11

shared by markuos morley on 27 Sep 11 - No Cached
    • markuos morley
      markuos morley on 27 Sep 11
       
      What is Martin's definition of a social network here?
    • markuos morley
      markuos morley on 27 Sep 11
       
      Surely scholars could use email distribution lists and Usenet Newsgroups for such activities commonly back in the early 1990's?
    • Rob Parsons
      Rob Parsons on 07 Oct 11
       
      They could but it wasn't that common.
  • Are they central or peripheral to practice?
  • ...22 more annotations...
  • Blogs are also the epitome of the type of technology that can lead to rapid innovation. They can be free to set up, are easy to use and because they are at the user's control, they represent a liberated form for expression. There is no word limit or publication schedule for a blog
  • ‘Scholarship’ is itself a rather old-fashioned term.
  • How do we recognise quality?
  • Prior to the Internet, but particularly prior to social networks, this kind of network was limited to those with whom you interacted regularly.
  • the advent of social networks that is having an influence on scholarly practice.
  • Should bloggers use institutional systems or separate out their blogging and formal identities?
  • Dunbar's (1992) research on friends and group size suggests that it has a capacity of around 150. It necessitates keeping in touch with a lot of people, often reinforcing that contact with physical interaction.
  • for those who have taken the step to establishing an online identity, these networks are undoubtedly of significant value in their everyday practice.
  • openness
  • Tim O'Reilly (2004) calls ‘an architecture of participation’, an infrastructure and set of tools that allow anyone to contribute.
  • It is this democratisation and removal of previous filters that has characterised the tools which have formed the second wave of web popularity, such as YouTube, Wikipedia, Flickr, blogs, Facebook and Twitter.
  • Openness then refers not only to the technology but also to the practice of sharing content as a default.
    • markuos morley
      markuos morley on 27 Sep 11
       
      Significant point for me.
    • markuos morley
      markuos morley on 27 Sep 11
       
      The Philosophy is the important thing.
  • Fast – technology that is easy to learn and quick to set up. The academic does not need to attend a training course to use it or submit a request to their central IT services to set it up. This means they can experiment quickly.
  • Cheap – tools that are usually free or at least have a freemium model so the individual can fund any extension themselves. This means that it is not necessary to gain authorisation to use them from a budget holder. It also means the user doesn't need to be concerned about the size of audience or return on investment, which is liberating.
  • Out of control – these technologies are outside of formal institutional control structures, so they have a more personal element and are more flexible. They are also democratised tools, so the control of them is as much in the hands of students as it is that of the educator.
  • Overall, this tends to encourage experimentation and innovation in terms of both what people produce for content services and the uses they put technology to in education.
  • ‘the good enough revolution’
  • This reflects a move away from expensive, sophisticated software and hardware to using tools which are easy to use, lightweight and which tie in with the digital, networked, open culture.
  • there seems to be such an anxiety about being labelled a ‘technological determinist’ that many people in education seek to deny the significance of technology in any discussion. ‘Technology isn't important’, ‘pedagogy comes first’, ‘we should be talking about learning, not the technology’ are all common refrains in conferences and workshops.
  • While there is undoubtedly some truth in these, the suggestion that technology isn't playing a significant role in how people are communicating, working, constructing knowledge and socialising is to ignore a major influencing factor in a complex equation.
  • entirely unpredicted, what is often termed ‘emergent use’, which arises from a community taking a system and using it for purposes the creators never envisaged.
  • markuos morley on 27 Sep 11
     
    I've made some annotations and floating comments here. Possibly Martin would like to respond in situ?
Cris Crissman

DOVER INQUIRY COMMUNITY: YEAR 1 on Vimeo - 1 views

www.vimeo.com/25464428

DOVER INQUIRY COMMUNITY potcert11

shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    MS kids learn to use digital storytelling to change the world!
Tai Arnold

Learning with 'e's: Blogging about - 5 views

steve-wheeler.blogspot.com/...blogging-about.html

openness learning blogging

shared by Tai Arnold on 03 Oct 11 - No Cached
  • I know, academic publishing has never really been about how many people read your work, it's usually more to do with the kudos gained from publishing in an elite journal. And that's exactly what is so badly wrong with the current academic publishing system.
  • Blogging is an ideal popularist method for making ideas and research accessible for all.
  • Many a valuable debate has already been had on blogs, with a simple post as the stimulus for valuable dialogue across a community of practice.
  • ...1 more annotation...
  • Finally, anyone can start a blog, share their ideas and build a community of interest around their subject. It takes a little time, effort and commitment, but the rewards can be extraordinary.
Allan Quartly

Change MOOC Reflections - BioRam - 9 views

bioram-changemoocresponse.blogspot.com

change11 MOOC credentials outcomes

shared by Allan Quartly on 18 Sep 11 - No Cached
  • Allan Quartly on 18 Sep 11
     
    I am following this blog because he raises some very good questions about credentialling and the learning process, and how it fits together or apart.
Allan Quartly

educational-origami - home - 10 views

edorigami.wikispaces.com

#change11 education technology learning web2.0 wiki resources e-learning Bloom taxonomy digital change11

shared by Allan Quartly on 24 Sep 11 - Cached
tatiluna liked it
  • Allan Quartly on 24 Sep 11
     
    Wiki covering Bloom's Digital Taxonomy.
  • Pip Cleaves on 29 Sep 11
     
    You might also like this Bloom's Digital Taxonomy and Web Tools Poster: http://dl.dropbox.com/u/12784871/Bloom%27s%20Digital%20Taxonomy%20and%20Web%202%20Tools%20Poster.pdf It is important to me that we ensure the 'crete' level is not a tiny triangle, but a large box. Creation is an important part of 21stC Skill aquisition.
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