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Lone Guldbrandt Tønnesen

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
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  • 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…
Lone Guldbrandt Tønnesen

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
Cris Crissman

An Optimist's Tour of the Future: One Curious Man Sets Out to Answer "What's Next?" - 3 views

us2.campaign-archive2.com/?u=13eb080d8a315477042e0d5b1&id=4163842f30&e=6b24b6dc7d

conversations future

shared by Cris Crissman on 16 Oct 11 - No Cached
  • Cris Crissman on 16 Oct 11
     
    "The future . . . it could be a Renaissance."
anonymous

The Agile Learning Train is Leaving the Station - 3 views

jaycross.posterous.com/ing-train-is-leaving-the-stati

jay cross change leadership

shared by anonymous on 26 Jan 12 - No Cached
  • A sustainable workscape must provide the means and motivation for corporate citizens to learn what they need: the know-how, know-who, and know-what to get things done and get better at doing them. This takes more than access to social networking tools, blogs, and wikis. Self-organization helps but L&D professionals need to supplement social systems with scaffolding that focuses on learning. Without that, many organizations will descend into an aimless world of social noise and meaningless chit-chat.
anonymous

Charlie Angus: Why I'm Saying Goodbye to Twitter - 3 views

www.huffingtonpost.ca/...quit-twitter_b_1394617.html

social learning networks Twitter

shared by anonymous on 04 Apr 12 - No Cached
  • Being on Twitter is like being badgered by a drunk on a 24-hour bus ride.
  • It is vital for people to deconstruct how technologies affect and change our interactions.
  • more and more Twitter seems to be morphing into a bully pulpit for trolls
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  • Tossing a hate bomb is the easiest thing in the world when you have a Twitter account with a fake name. It's a technology tailor made for the knee jerk reaction.
  • I had tracked down the sixth largest corporation in America and found that they were engaged in the same level of slacktivism as somebody sitting on a couch with a smart phone and a couple of bottles of beer.
Rob Parsons

Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views

www.bloomsburyacademic.com/...-9781849666275-chapter-009.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
  • From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
  • Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
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  • citation levels of articles that are published online versus those that are in closed access journals. Hajjem, Harnad and Gingras (2005) compared 1,307,038 articles across a range of disciplines and found that open access articles have a higher citation impact of between 36 and 172 per cent. So publishing in an online, open manner aids in the traditional measures of citation.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Openness as a working method, and openness as a movement, with a definable set of values.
  • This section will look at the most concrete realisation of the open education movement, namely that of open education resources. In particular I want to revisit the notion of granularity and how changes in this, afforded by new technologies, are changing scholarly behaviour.
  • Zittrain (2008) terms ‘generativity’, which he defines as ‘a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences’. Little OERs are high in generativity because they can easily be used in different contexts, whereas the context is embedded within big OERs, which in turn means they are better at meeting a specific learning aim.
  • Big OER projects have a variety of models of funding, and Wiley highlights three of these demonstrating a range of centralisation: a centralised team funded by donors and grants (such as MIT), linking it into teaching responsibilities (as practised at Utah State University) and a decentralised collaborative authoring approach (e.g. Rice Connexions, http://cnx.org).
  • The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the ‘content provided on the site was of high quality and so discouraged alteration’.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I wonder how much of a barrier the final integration of the material is - in a well structured object internal integration is high so the cost rises of extracting part or repurposing even the whole.
Jeff Merrell

Mobile learning: A tutor in your pocket « Jenny Connected - 3 views

jennymackness.wordpress.com/...earning-a-tutor-in-your-pocket

#change11 MOOC mobile learning UOM

shared by Jeff Merrell on 21 Sep 11 - No Cached
  • Jeff Merrell on 21 Sep 11
     
    Another good summary/commentary re:Mobile Learning at Open University Malaysia presentation
markuos morley

About the Repository - ROARMAP - 3 views

roarmap.eprints.org

openaccess open access registry register

shared by markuos morley on 14 Feb 12 - No Cached
  • markuos morley on 14 Feb 12
     
    ROARMAP - Registry of Open Access Repositories List of universities and research funding councils, etc. Open Access
onewheeljoe

http://www.mpiweb.org/CMS/uploadedFiles/Article%20for%20Marketing%20-%20Mary%20Boone.pdf - 3 views

www.mpiweb.org/...rketing%20-%20Mary%20Boone.pdf

change11 Cynefin networks #change11 education decision

shared by onewheeljoe on 06 Apr 12 - No Cached
  • onewheeljoe on 29 Apr 12
     
    Harvard Business Review article on Cynefin Framework.
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