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ePIstudy - 7 views

sites.google.com/...home eportfolios implementation
shared by Daniel Spielmann on 19 Jan 12 - No Cached
  • Daniel Spielmann on 19 Jan 12
     
    Exploring large-scale implementations of ePf in HE/FE
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Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 1 views

maryannreilly.blogspot.com/...part-i-learner-as-knowmad.html Mary Ann Reilly knowmads epistemology time John Moravec #change11 MOOC elearning rhizomatic
shared by Keith Hamon on 17 Jan 12 - No Cached
  • Keith Hamon on 17 Jan 12
     
    When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
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Knowmads in Society 3.0 | Education Futures - 10 views

www.educationfutures.com/...knowmads-in-society-30 John Moravec knowmads education knowledge learning #change11 mooc elearning
shared by Keith Hamon on 14 Jan 12 - Cached
  • Keith Hamon on 14 Jan 12
     
    In the pre-in­dus­trial age, no­mads were peo­ple that moved with their liveli­hood (usu­ally an­i­mal herd­ing) in­stead of set­tling at a sin­gle lo­ca­tion. In­dus­tri­al­iza­tion forced the set­tle­ment of many no­madic peo­ples… …but, some­thing new is emerg­ing in the 21st cen­tury: Know­mads. A know­mad is what I term a no­madic knowl­edge worker -that is, a cre­ative, imag­i­na­tive, and in­no­v­a­tive per­son who can work with al­most any­body, any­time, and any­where. In­dus­trial so­ci­ety is giv­ing way to knowl­edge and in­no­va­tion work.
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Typography for Lawyers - 4 views

www.typographyforlawyers.com/?page_id=3161 Bryan A. Garner #change11 open education open source
shared by Keith Hamon on 14 Jan 12 - No Cached
  • Keith Hamon on 14 Jan 12
     
    Here are seven qual­i­ties that I con­sider essen­tial to the iden­tity of open source, con­trasted with the diluted forms they com­monly assume.
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mooc - Irvine & Code - 3 views

mooc.wikispaces.com/Irvine+%26+Code
shared by Lone Guldbrandt Tønnesen on 12 Jan 12 - No Cached
  • Through modification of our registration system, we will be able to let the learner choose the delivery method they want for course enrollment. We will demonstrate a live multi-access session this week.
  • Have you ever been affected by having to take a course or program in a delivery method you did not want?
  • Would it affect your choices in where you did your learning if you could access the programs or courses you wanted at brick and mortar universities that may have been inaccessible because of geography and face-to-face learning delivery mode?
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Organizing a Massive Open Online Course (MOOC) - 4 views

blog.clomedia.com/...assive-open-online-course-mooc Tammara Combs mooc
shared by Keith Hamon on 09 Jan 12 - No Cached
  • Typically, a MOOC begins by setting up a simple registration website put together by your facilitators
  • Offering a MOOC is like putting on Woodstock. It will probably be chaotic, unruly, produce totally unexpected outcomes
  • Everyone is part participant and part presenter
  • ...5 more annotations...
  • If your company is looking for ways to expand its client base and position itself as a thought leader, consider hosting a MOOC.
  • For our purposes, consider a MOOC to be a free, open-ended, online course involving potentially thousands of participants using all kinds of social tools like websites, blogs, Facebook, Twitter, discussion forums — you name it — to discuss and learn about a topic from every angle and generate a body of knowledge that all can share.
  • I usually ask clients what they can give away for free that will increase their brand recognition or status. A MOOC is a great example.
  • the necessary ingredients for a MOOC: Knowledge or the opposite of knowledge: a question to which you don’t have an answer, but that you’d like to have answered. People to serve as facilitators. A digital infrastructure.
  • Hosting a MOOC doesn’t require: A large budget for staff. The mandate to measure ROI. A significant input of time, since participants take much of the lead. Physical space, since MOOCs take place in the virtual world.
  • Vanessa Vaile on 09 Jan 12
     
    Not just for ed or other training, relevant to local development, PR, marketing, branding, etc. 
  • Keith Hamon on 11 Jan 12
     
    the necessary ingredients for a MOOC:  Knowledge or the opposite of knowledge: a question to which you don't have an answer, but that you'd like to have answered. People to serve as facilitators. A digital infrastructure.
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#Change11 Social Media Literacies and Multiple Intelligences | Learner Weblog - 2 views

suifaijohnmak.wordpress.com/...ies-and-multiple-intelligences howard Gardner Video multiple intelligence social media literacies intelligences multiple learner change11
shared by Lone Guldbrandt Tønnesen on 09 Jan 12 - No Cached
  •  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.
  • Lone Guldbrandt Tønnesen on 09 Jan 12
     
    Great point in the end about learning managment systems
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Crap Detection 101 | City Brights: Howard Rheingold | an SFGate.com blog - 5 views

blog.sfgate.com/...crap-detection-101 crap detection literacy Harold rheingold
shared by Louise Lee on 04 Jan 12 - No Cached
  • Louise Lee on 04 Jan 12
     
    steps to take to verify a tweet,

FactCheckED - 0 views

factchecked.org crap detection
shared by Louise Lee on 04 Jan 12 - Cached
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mooc - rheingold - 3 views

mooc.wikispaces.com/rheingold change11 rheingold
shared by Lone Guldbrandt Tønnesen on 04 Jan 12 - No Cached
  • 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.
  • 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
  • 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
  • ...1 more annotation...
  • We will look at facets of each of these five literacies and engage in learning activities that can both increase our own competencies and provide public useful public goods
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https://wiki.mozilla.org/images/b/b1/OpenBadges-Working-Paper_092011.pdf - 1 views

wiki.mozilla.org/...adges-Working-Paper_092011.pdf badges open mozilla education Change11
shared by Allan Quartly on 27 Dec 11 - No Cached
  • Allan Quartly on 27 Dec 11
     
    Discussion paper about Open Badges by Mozilla
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2011 The Year of Open « Paul Stacey - 4 views

edtechfrontier.com/...2011-the-year-of-open OER education MOOC Creative Commons OERU Open Pedagogies
shared by Maha Abdelmoneim on 22 Dec 11 - No Cached
  • Maha Abdelmoneim on 22 Dec 11
     
    Summary of Open Education accomplishments in 2011
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Week 10: Erik Duval Learning in a time of abundance ~ #change11 - 3 views

change.mooc.ca/359 Erik Duval abdundance MOOC #change11 learning
shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • As in most courses I ‘teach’, I expect that I will be the one who learns most…
  • e resul
  • Secondly
  • ...4 more annotations...
  • The third effec
  • In this week, I’d like to explore how this abundance and the ‘connected, open and always on‘ world it has created influences what and how we learn and teach
  • , then we need to prepare them to leverage that abundance
  • Really big caveat: of course, all of this abundance talk is only relevant to us who are the privileged few, who do not need to worry about where we will sleep this evening, or how we will feed our children…
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Learnlets » Learning Experience Design thru the Macroscope - 0 views

blog.learnlets.com/?p=2027 Clark Quinn learning #change11 design
shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  •  But with mobile technologies, we have the capability to truly start to deliver what I call ‘slow learning’: delivering small bits of learning over time to really develop an individual.
  •  Most of our learning comes from outside the learning experience.  But can we do better?
  • to develop individuals in micro bits over a macro period of time rather than macro bits over a micro bit of time (which really doesn’t work)
  • ...9 more annotations...
  •  We have pieces of the puzzle ( smaller chunks, content models) and we have the tools (individualized delivery, semantics), but putting them together really hasn’t been done yet.
  •  We still have to figure out what our design process would look like,
  •  It’s really trying to build a system that is more mentor like than instructor like.
  • The point is to take the fact that technology is no longer the limit, our imaginations are.
  • You have more small chunks of content, and more distributed performance model.
  • : "Are you trying to teach information or skills? Okay – a skill. Well, that will require practice.
  • that calling it “slow learning” gives the opposite impression of what it actually is
  • and one could argue that what you are describing could actually be FAST learning
  • “spaced learning”
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