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roland legrand

Too Big to Know: David Weinberger explains how knowledge works in the Internet age - Bo... - 0 views

boingboing.net/...too-big-to-know-davi.html

david knowledge weinberger internet learning technology

shared by roland legrand on 01 Feb 12 - No Cached
  • roland legrand on 01 Feb 12
     
    In the book Too big to know David Weinberger explains how knowledge works in the internet age. Discussed by Cory Doctorow on boingboing. 
anonymous

Outdoors and out of reach, studying the brain - 2 views

www.nytimes.com/...16brain.html

social learning networks

shared by anonymous on 06 Feb 12 - No Cached
  • anonymous on 06 Feb 12
     
    New York Times article from August 2010 - still relevant.
Cris Crissman

The Digital Promise - It Must Be Sustainable « Educational Technology and Cha... - 3 views

etcjournal.com/...%E2%80%93-teachers-are-the-key

shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    The MOOC as part of the "digital promise" all we educators can make and keep
Allan Quartly

Welcome to My PLE! - YouTube - 4 views

www.youtube.com/watch

#change11 education technology web2.0 change11

shared by Allan Quartly on 25 Sep 11 - Cached
  • Allan Quartly on 25 Sep 11
     
    Video of a 7th grade student's PLE
Tai Arnold

'Harnessing America's Wasted Talent': You Don't Need a Weatherman….. - 0 views

peterpsmith.blogspot.com/...u-dont-need-weatherman_28.html

badges assessment credentialing #change11

shared by Tai Arnold on 28 Sep 11 - No Cached
  • n short, there is activity across the entire spectrum of learning, from pre-engineered and self-paced to open sourced and self-directed with more conventional models in between. All are enhanced and scalable as never before by the web and web-enabled technology.
Allan Quartly

News: Academic Publishing and Zombies - Inside Higher Ed - 1 views

www.insidehighered.com/..._to_outmoded_academic_journals

scholar journals peer-reviews publishing technology change11

shared by Allan Quartly on 01 Oct 11 - No Cached
  • Fitzpatrick argues that journals should throw the door open to all comers, then deputize their readers to usher sound articles to a pedestal and banish bad ones to the margins. Scholarly journals would serve their constituencies better “by allowing everything through the gate, and by designing a post-publication peer review process that focuses on how a scholarly text should be received,” she writes, “rather than whether it should be out there in the first place.”
Lone Guldbrandt Tønnesen

#change11 or what is a MOOC? « Cathy Anderson - 2 views

www.cathyandersonblog.com/?p=393

shared by Lone Guldbrandt Tønnesen on 21 Sep 11 - No Cached
  • MOOCs are boundaryless and test our capacity to learn and absorb informatio
  • Mobile technology is changing not only how we learn but where and whe
  • This new territory has no history upon which to draw from experience to make decisions..we have only the present and we can only speculate about the future and impact upon humans, our knowledge and new technologie
  • ...1 more annotation...
  • This course will allow us the opportunity to collaborate together and experience first hand this new way to learn. In addition to this we can evaluate whether or not this is an effective way to learn
  • Lone Guldbrandt Tønnesen on 21 Sep 11
     
    Blog about MOOC´s
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.
Tai Arnold

change11 position paper | littlebylittlejohn.com - 6 views

littlebylittlejohn.com/change11-position-paper

collective learing #change11 Littlejohn

shared by Tai Arnold on 06 Oct 11 - No Cached
  • we don’t have a good understanding of the ‘binding force’ that connects people while they are learning and building knowledge.
    • tatiluna
      tatiluna on 06 Oct 11
       
      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.
  • Becoming competent could be viewed as the ability to perceive the links between these loosely related knowledge fragments
    • tatiluna
      tatiluna on 06 Oct 11
       
      The way one navigates the knowledge on the internet expertly could be a metaphor for or, perhaps, a reflection of, how the brain creates a network of knowledge  to become an expert in any environment or domain.
  • how social technology tools can impact learning
    • Tai Arnold
      Tai Arnold on 15 Oct 11
       
      Is this not the point of the whole business?
  • ...1 more annotation...
  • Perhaps more importantly, if learning is to become more self-regulated, rather than teacher-regulated, what sorts of mindsets do learners require to take control and self regulate their own learning (Zimmermann & Schunk, 2001).
Allan Quartly

FlipSnack | WebTool Mashup - 0 views

www.flipsnack.com/...73404e7215c7c7f4e6ae096q372043

change11 blooms mashup web2.0 Intelligences technology

shared by Allan Quartly on 09 Oct 11 - No Cached
  • Allan Quartly on 09 Oct 11
     
    Blooms Taxonomy vs Intelligences - in a mashup of Web 2.0
Rob Parsons

References : The Digital Scholar: How Technology Is Transforming Scholarly Practice : B... - 1 views

www.bloomsburyacademic.com/...849666275-bibliography-001.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Link doesn't work. Copy and paste the url - the document's worth reading.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Rennie and Weller
Rob Parsons

Public Engagement as Collateral Damage : The Digital Scholar: How Technology Is Transfo... - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-007.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • ‘Public engagement’ involves specialists in higher education listening to, developing their understanding of, and interacting with non-specialists. The ‘public’ includes individuals and groups who do not currently have a formal relationship with an HEI through teaching, research or knowledge transfer.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      As exemplified by the currently difficult area of "public understanding of science", which is a very good example of where academics need to be engaging - not just science academics, but e.g. social science academics.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      While Amazon's long tail is visible, its dimensions ahve been subject to amendment: http://radar.oreilly.com/2005/08/amazons-long-tail-not-so-long.html Looks as if pareto may hold. I'm not aware of more up to date research.
  • This can be realised through specific projects, such as the OER projects many universities are initiating. However, long-tail models only work when there is sufficient content to occupy the tail. In order to achieve this scale of content in a sustainable manner, the outputs listed above need to become a frictionless by-product of the standard practice, rather than the outcomes of isolated projects.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      How does this work with ?increasing? marketisation of universities? Will the long tail contract?
  • ...1 more annotation...
  • In this chapter I have argued that we can view higher education as a long-tail content production environment. Much of what we currently aim to achieve through specific public engagement projects can be realised by producing digital artefacts as a by-product of typical scholarly activity. My intention is not to suggest that this is the only means of performing public engagement; for example, engaging with local schools works well by providing face-to-face contact with inspiring figures. As with other scholarly functions, some will remain, but the digital alternative not only allows for new ways of realising the same goals but also opens up new possibilities.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I'm in two minds. I like what Martin says about public engagement as a by product as well as PE as a deliberate activity. But I don't think the long tail metaphor fits it.
Vahid Masrour

Educational Technology - Insights: Collective Learning Explained - 4 views

edtech-insights.blogspot.com/...ective-learning-explained.html

#change11 collective learning presentation

shared by Vahid Masrour on 10 Oct 11 - No Cached
  • Vahid Masrour on 10 Oct 11
     
    slidecast, with slides and audio included
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