1.1. Connecting learning objects to instructional design theory: A definition, a metaph... - 9 views
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The purpose of this chapter is to introduce an instructional technology concept known commonly as the “learning object.” First a review of the literature is presented as groundwork for a working definition of the term “learning object.” A brief discussion of instructional design theory is followed by an attempt to connect the learning objects approach to existing instructional design theory, and the general lack of such connective efforts is contrasted with the financial and technical activity generated by the learning objects notion.
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What is a learning object?
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An instructional technology called “learning objects” (LTSC, 2000a) currently leads other candidates for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability (Hodgins, 2000; Urdan & Weggen, 2000; Gibbons, Nelson, & Richards, 2000).
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A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views
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Teaching presence is much harder to facilitate as learners do not necessarily have contact with the educator, but it is the teaching presence that heightens cognitive presence (Annand, 2011).
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This research showed the importance of making connections between learners and fellow-learners and between learners and facilitators. Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
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The type of support structure that would engage learners in critical learning on an open network should be based on the creation of a place or community where people feel comfortable, trusted, and valued, and where people can access and interact with resources and each other.
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Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views
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Search form | Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
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This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
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MOOCs question the value of teaching as an economic value point.”
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What the Connections Acquisition Means | Getting Smart - 2 views
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For Pearson, this transaction signals a more rapid move into school management that was anticipated. Historically, the line between supporting and operating schools has been one they did not want to cross given the special venom for private enterprise when it takes outcome responsibility. I suspect when they considered accelerating rate (see my forecast) of adoption of learning online, it made the decision easy.
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One consistent message here at Getting Smart is that the shift to personal digital learning is happening faster than most observers suggest–we’re riding an exponential curve not a straight line. Pearson gets that and has been very thoughtful about managing the Innovator’s Dilemma.
the lives of teachers » Blog Archive » personal learning networks - the what,... - 4 views
The Medals of Our Defeats : The Digital Scholar: How Technology Is Transforming Scholar... - 1 views
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Nicholas Carr's (2008) article ‘Is Google Making Us Stupid?’ struck a chord with many people. Carr's (2010) argument, which he fleshes out in his book The Shallows, is that our continual use of the net induces a superficiality to our behaviour. He says this is felt particularly when trying to read a complex piece:
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The issue of quality is perhaps more keenly felt when we consider teaching. I raised the idea of pedagogy of abundance in Chapter 8, and in such a pedagogy the content will vary greatly in terms of quality.
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the question is not whether some people produce poor quality content, obviously they do and the majority in fact, but whether as a whole this system can produce high-quality content.
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On OER - Beyond Definitions | iterating toward openness - 1 views
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“open educational resources” is a highly context-mediated construct.
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From a grant or contract compliance standpoint, the operational definition of open educational resources is often collapsed to:Open educational resource, (n). Any artifact that is either (1) licensed under an open copyright license or (2) in the public domain.
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“In the public domain” means that, while the nature of the artifact qualifies it for copyright protection, the artifact is not subject to copyright restrictions.
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Own It: Social Media Isn't Just Something Other People Do - 4 views
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We look at a generation that has grown up online, and we worry about how "they" can't put down their iPhones, how "they" can't hold a real conversation, how "they" prefer distraction to presence. How will they form relationships? How will they learn to listen, or to be heard? The real and difficult questions are not about them, but about us. How will we choose to live online? How will we sustain conversations, build relationships, and cultivate genuine connection? And for those who are experiencing the kind of angst Turkle describes, an even more challenging question: How can I change when, where and how to plug in so that I actually like my life online?
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We can have what Turkle terms a "big gulp of real conversation" -- through a chat window that keeps us connected, all day, to a best friend on the other side of the country. We can embrace the value of solitude and self-reflection, writing a blog post that digs deeply into a personal challenge -- perhaps choosing to write anonymously in order to share a deeper level of self-revelation than we'd brave offline. We can truly listen, and truly be heard, because online affinity groups help us find or rediscover friends who are prepared to meet us as we really are. These are the tools, practices, and communities that can make online life not a flight from conversation, but a flight to it. But we will not realize these opportunities as long as we cling to a nostalgia for conversation as we remember it, describe the emergence of digital culture in generational terms, or absolve ourselves of responsibility for creating an online world in which meaningful connection is the norm rather than the exception. We are making that digital shift together -- old and young, geeky and trepidatious -- and we are only as alone as we choose to be.
Learnlets » The 7 c's of natural learning - 2 views
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Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
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Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important. Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need. Crash: our commitment means we make mistakes, and learn from them. Create: we design, we build, we are active in our learning. Copy: we mimic others, looking to their performances for guidance. Converse: we talk with others. We ask questions, offer opinions, debate positions. Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
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With this list of things we do, we need to find ways to support them, across both formal and informal learning.
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#Change11 Social Media Literacies and Multiple Intelligences | Learner Weblog - 2 views
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The use of Personal Learning Environment (PLE) might better align with this MI way of thinking, where the learner would decide which of those capacities he or she has would be of interests for development.
mooc - rheingold - 3 views
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It isn’t possible or practical to try to control the quality of content and conversation that people publish online -- if it had been possible, there would be no web, no YouTube, no Wikipedia today -- but I contend that it is possible to increase the proportion of the population who know something about what they are doing when they consume or create digital culture.
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Although the word “literacy” traditionally refers to the skill of encoding and decoding messages or programs in some medium, the kind of literacy required in a world of mass collaboration necessarily involves a social element as well as a personal skill
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Social media literacies combine the skills of coding and decoding digital media with the social skills necessarily to use online tools in concert with others
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an inspiration interview + giveaway with susan cain - 6 views
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Vulnerability is: Telling the truth about what you really think and fear.
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I’ve always felt that one-on-one interactions are the most true and sublime form of communication.
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Fear inhibits creativity, especially the fear of being judged. But personal conviction is the great vanquisher of fear.
Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views
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Are they central or peripheral to practice?
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Teaching in Social and Technological Networks « Connectivism - 6 views
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How can we achieve clear outcomes through distributed means?
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How can we achieve learning targets when the educator is no longer able to control the actions of learners?
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A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map.
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change11 position paper | littlebylittlejohn.com - 6 views
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we don’t have a good understanding of the ‘binding force’ that connects people while they are learning and building knowledge.
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Why would this "binding force" be that different from what binds people together in different kinds of relationships outside of collective learning? Everyone has their own personal reasons for learning from and sharing with the collective, and these reasons are pretty similar to the reasons people learn and share in "real world" or more traditional situations.
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Becoming competent could be viewed as the ability to perceive the links between these loosely related knowledge fragments
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how social technology tools can impact learning
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Experiences from Massive Open Online Courses (MOOCs) and how the MOOC could potentially... - 13 views
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