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Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
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  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Jeff Johnson

Guidelines for Educators Using Social Networking Sites - Home - Doug Johnson... - 0 views

doug-johnson.squarespace.com/...g-social-networking-sites.html

socialnetworking guidelines social_networking skunk web2.0 web_2.0

shared by Jeff Johnson on 09 Aug 09 - Cached
  • Jeff Johnson on 09 Aug 09
     
    Social networks are rapidly growing in popularity and use by all ages in society. The most popular social networks are web-based, commercial, and not purposely designed for educational use. They include sites like Facebook, MySpace, Bebo, and Xanga. For individuals, social networking sites provide tremendous potential opportunities for staying in touch with friends and family.   Other educational networking sites are also growing in use. These sites are usually restricted to only certain users and not available to the general public. These include resources such as Moodle, educational wikis, a professional online communities such as the Classroom2.0 Ning, or district adoptions of online applications such as Google Apps for Education.
Professional Learning Board

Social Networking Sites in Education - 28 views

k12teacherstaffdevelopment.com/...-networking-sites-in-education

social networking technology education internet safety

shared by Professional Learning Board on 22 Feb 11 - No Cached
  • Professional Learning Board on 22 Feb 11
     
    In addition to Social Network sites the Internet offers many popular services that have become part of most teens social network including chat, instant messaging, blogs, peer-to-peer networks, text messaging and gaming. What are your thoughts about the use of social networks in the classroom, teachers connecting with students in online social environments and social networking sites in general for education?
Ruth Howard

An Idea Worth Spreading: The Future is Networks « emergent by design - 27 views

emergentbydesign.com/...reading-the-future-is-networks

future the an idea worth networks collaboration resources technology tools blog learning web2.0 education digital

shared by Ruth Howard on 18 Mar 10 - Cached
  • It’s now become so incredibly complex and enmeshed, that each of us now has access to EVERY SINGLE PERSON ON THE PLANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
  • ANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
  • e’ve transitioned past the point of scarcity.
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  • There is no longer such thing as scarcity.
  • There are only misallocated resources.
  • It happened right under our noses
  • strengths “come naturally.”
  • If you have any connection with your strengths
  • My strength is the ability to see patterns. It’s what enabled me to write this post. People call me “insightful.” I have the ability to see stuff that other people don’t see, even when it’s staring them right in the face. (I’ve been calling this process “metathinking,”
  • I started writing about the patterns I was seeing. Explaining trends I was seeing in simple language, distilling down big concepts into words that people could “get.
  • they’ve provided you with a free resource. They’re publicly exposing you to their network.
  • What I did was go to Listorious.com. I looked at all the Top Lists that were interesting to me, and started following every single person who I thought I could learn from. That means I looked through their tweetstream to see if it was filled with potentially useful links to info, and I also clicked through to their personal website.
  • This takes effort and time. It’s work. And it’s unpaid. So why on Earth would you waste your time doing this? Because something interesting happens when you start sending people links to information that they can turn around and apply in the real world,
  • It builds trust. This was literally a revelation for m
  • As I started interacting more with these real life humans in an online space, I couldn’t understand why people were being so nice to me and sharing information with me and providing me with resources.
  • Do you know how this makes me feel? Empowered.
  • All of this free giving and sharing actually does something tremendously valuable. It enables us.
  • It’s networks. The answer is networks. Networks solve the problem of complexity
  • It turns out, life is EXACTLY like a game. If you can access the right resources, you can win. Now here’s the kicker. Everyone can win.
  • complex system can only function with independently acting agents who collaborate.
  • a globally cooperative society, as we’ve assumed. She showed, in practice, that this could actually work.
  • This whole online thing is essentially a simulation – it mimics the actual world
  • Turns out, we’re all actually in this together, all trying to figure out a way that we can all utilize our strengths, connect, collaborate, and survive. If helping each other and building trust is the way to make it work, let’s make it work.
  • Networks self-organize.
  • The point is that we want to build trust
  • What happens when your entire organization of people, as a unit, is a network in itself, but each person also has their personal networks of relationships to draw on, which extend beyond the organization?
  • The world will keep moving. It’s accelerating at an accelerating rate. The ONLY WAY to deal with it is not to cling to the old hierarchies and silos and pride and egos. We have to understand that we can only deal with this as a fully connected system. And the really crazy part is: we already have everything we need to make this happen. It’s already in place.
  • All that needs to change is the mindset.
  • We’ll be flexible, adaptive, and intelligent, because we’ll be able to quickly and freely allocate resources where they’re needed in order to make change.
  • If you think so too, pass it on.
  • I thought that made this an idea worth spreading.
  • It’s an option that seems not only possible, but preferable, and comes with a plan that’s implementable immediately.
  • A missing element, in my view, is a simple way for participants to tangibly contribute to the growth of the network. I would love to see a curated version of Pledgebank.org woven into blogs like EBD, where ideas for enhancing the network could be proposed. These crowdfunding/crowdsourcing elements might spark donations of funds and time to enrich the commons and help the network to grow.
  • Systems – biological, social and economic – are driven by avoiding risk and moving forward. Moving forward is life – no choice. Avoiding risk is the constraints and dangers of the environment – no choice. But life does make a choice.
  • that the transparency provided by social media, especially in its revealing the structure of networks, drives the growth of trust.
  • Ruth Howard on 18 Mar 10
     
    awe and some! Complexity connectivity simplified Blogpost by Vanessa Miemis
Robert Letcher

Survey of K12 Educators on Social Networking and Content Sharing Tools - 15 views

www.edweb.net/...K12Survey.pdf

application k12survey social network content sharing

shared by Robert Letcher on 09 Nov 09 - Cached
  • Robert Letcher on 09 Nov 09
     
    The final research report for a Survey of K-12 Educators on Social Networking and Content-Sharing Tools is now available. The survey was sent to 83,000 educators nation-wide (teachers, principals, and librarians) during late August and September and was co-sponsored by edWeb.net, MCH, Inc., and MMS Education. Educators, like millions of other Americans, are exploring the world of social networks and see a high value for this technology in education. Here are some key findings
Nigel Coutts

PZ Sydney Network becomes PZ Australia - The Learner's Way - 1 views

thelearnersway.net/...y-network-becomes-pz-australia

thinking education learning research network

shared by Nigel Coutts on 11 Oct 20 - No Cached
  • Nigel Coutts on 11 Oct 20
     
    The PZ Sydney Network has achieved many of its goals in the past five years. Most importantly the network has been able to provide high-quality professional development to many educators through free events large and small and both face-to-face and online. The PZ Sydney Network has been able to expand its reach and in recognition of this is transforming to become the PZ Australia Network.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Jeff Johnson

Social Networking: Learning Theory in Action - 0 views

www.thejournal.com/22646

debate education learning_theory learningtheory social_networking socialnetworking web2.0

shared by Jeff Johnson on 16 Jul 08 - Cached
  • Jeff Johnson on 16 Jul 08
     
    There has been a lot of recent debate on the benefits of social networking tools and software in education. While there are good points on either side of the debate, there remains the essential difference in theoretical positioning. Most conventional educational environments are "Objectivist" in nature and highly structured in terms of students progress and choice. Social networking essentially requires a less controlled, user-generated environment, which challenges conventional views of the effective "management" of teaching and learning. Therefore, can social networking both as an instructional concept and user skill be integrated into the conventional approaches to teaching and learning? Do the skills developed within a social networking environment have value in the more conventional environments of learning?
Hare Marke

Buy Twitter Followers - 100% Real & Safe | Guaranteed - 0 views

realserviceit.com/...buy-twitter-followers

education web2.0 technology learning tools teaching resources collaboration science Free

shared by Hare Marke on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
    Why You Should seriously consider buying Twitter Followers: One of the most widely used social networking sites on the internet is Twitter. With more than 336 million active users each month, it's a terrific location to network with potential clients and expand your business. If you haven't already, you should give Twitter for business some serious thought. Advantages of purchasing Twitter followers? Twitter is one of the most well-known social networking sites, with more than 320 million users. Twitter is used by a lot of people and businesses to interact with potential clients or followers. Some people spend money on Twitter followers in an effort to appear more influential or popular. The practice of buying Twitter followers has several benefits. Buy Twitter Followers Possessing more popularity, which might draw more natural followers, is one benefit of purchasing Twitter followers. Also, purchasing followers may help your tweets have a wider audience, which may result in more people viewing your content. The Benefits of Purchasing Twitter Following? There are several justifications for why somebody could decide to purchase Twitter followers. The following are some advantages of doing so: Pros: You may instantly expand your Twitter presence by buying Twitter followers. It might be a reasonably affordable strategy to grow your Twitter following. It can aid in increasing your Twitter social proof and authority. Buy Twitter FollowersHow to Purchase Following on Twitter? There are a few considerations to make when thinking about buying Twitter followers. First, it's crucial to confirm that the followers are actual people and not robots. It is possible to spot fraudulent followers by keeping an eye out for inactive accounts, phony profile images, and duplicate accounts. Consideration should also be given to the caliber of the followers. Some firms will sell you followers who are fraudulent or of low quality and won't interact with your material. Your en
  • Hare Marke on 18 Apr 24
     
    Buy Twitter Followers Introduction With millions of members worldwide, Twitter has emerged as one of the most well-liked social networking sites on the web. As a result, a lot of companies and people are seeking for strategies to boost their Twitter presence and attract more followers. Purchasing Twitter followers is one method for doing this. It can be tempting to sign up for one of the services offered by the many companies, especially if you're looking to fast increase your Twitter following. Why You Should seriously consider buying Twitter Followers: One of the most widely used social networking sites on the internet is Twitter. With more than 336 million active users each month, it's a terrific location to network with potential clients and expand your business. If you haven't already, you should give Twitter for business some serious thought. Advantages of purchasing Twitter followers? Twitter is one of the most well-known social networking sites, with more than 320 million users. Twitter is used by a lot of people and businesses to interact with potential clients or followers. Some people spend money on Twitter followers in an effort to appear more influential or popular. The practice of buying Twitter followers has several benefits. Buy Twitter Followers Possessing more popularity, which might draw more natural followers, is one benefit of purchasing Twitter followers. Also, purchasing followers may help your tweets have a wider audience, which may result in more people viewing your content. The Benefits of Purchasing Twitter Following? There are several justifications for why somebody could decide to purchase Twitter followers. The following are some advantages of doing so: Pros: You may instantly expand your Twitter presence by buying Twitter followers. It might be a reasonably affordable strategy to grow your Twitter following. It can aid in increasing your Twitter social proof and authority. Buy Twitter FollowersHow to Purchase Following o
LUCIAN DUMA

Web 2.0 blog is p#diaspora #opensouce social network alternative for #googleplus and #f... - 0 views

web20socialmediasafetyineducation.blogspot.com/...-opensouce-social-network.html

diaspora googleplus social network facebook technology resources learning teaching collaboration

shared by LUCIAN DUMA on 02 Nov 11 - No Cached
  • LUCIAN DUMA on 02 Nov 11
     
    What are the best social networks to build a pln in education 2.0 ? http://www.quora.com/What-are-the-best-social-networks-to-build-a-pln-in-education-2-0
J Black

ed4wb » Blog Archive » The New Bottom-up Authority - 0 views

www.ed4wb.org/?p=164

21stcenturyskills education learning learners

shared by J Black on 31 Jan 09 - Cached
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
  • It appears that most teachers today underestimate the amount of learning that is happening among youth outside of schools.  Since this informal learning sometimes dubbed “hanging out”, “messing around” or “geeking out”  happens outside of the classroom and doesn’t look like traditional learning, it’s easy for educators to miss. The quality and quantity of learning, the process by which it occurs, and the way authority is established in these informal environments, should be something that teachers become familiar with. Will Richardson, who writes extensively on these matters, believes that, “One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.” (see article)
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  • Schools, in general, are not taking advantage of the power of peer-based learning or the benefits of a more decentralized type of expertise which lies outside of its ivory walls.
  • The same study later describes a writer’s heightened sense of authenticity that comes from peer feedback as opposed to school evaluations: “It’s something I can do in my spare time, be creative and write and not have to be graded,” because, “you know how in school you’re creative, but you’re doing it for a grade so it doesn’t really count?”
  • J Black on 31 Jan 09
     
    The top-down, authoritarian model found in most classrooms today looks very different from the model many students experience when they learn online. The classroom's hierarchical approach, with the sage on the stage, requires, (and, ultimately demands) passivity and deference on the part of the learner. Informal, interest-driven networked learning, with its access to large stores of information and variety of opinion, on the other hand, takes a much different view of authority. It's usually peer based, largely democratic, meritocratic, often creates dissonance due to variety and demands evaluation. Knowing what we do about active learning, one would seem clearly superior to the other.
Ruth Howard

What is the (Next) Message?: No Educator Left Behind - 0 views

whatisthemessage.blogspot.com/...no-educator-left-behind.html

ubiquitous connection collaboration networked learners educators education paradigm shift

shared by Ruth Howard on 23 Mar 09 - Cached
  • Ruth Howard on 23 Mar 09
     
    Quotes from Mark Federman "Educators and policy makers seem to be tremendously ambivalent and confused by what is going on." "The UCaPP generation who "say everything" through diverse social media, from weblogs to Facebook, are not indulging in narcissistic wastes of time, or publicity-seeking through the realization of Andy Warhol's iconic fifteen minutes of fame. They are instead rehearsing a fundamental existential imperative, answering the timeless question, "who am I?" with a through-the-break-boundary Cartesian redux: "I blog, tweet, and post, therefore I am." That sounds very very true to me. Said with such respect, thank you that you said it Mark Federman, it is essential youth overthrow the last generation's paradigms, I understand that the content/context is pretty phenomenal tho- these learners have done all of this despite education! My hat's off! quote Mark Federman "the reframing of identity as being collaboratively constructed suggests that the foundation of our contemporary education system must similarly be reframed."
  • Ruth Howard on 23 Mar 09
     
    But in the UCaPP world, the reframing of identity as being collaboratively constructed suggests that the foundation of our contemporary education system must similarly be reframed. In my view, this means replacing the 3 Rs of the modern education system with the 4 Cs of an education system that is consistent with living on this side of the break boundary. Those 4 Cs are Connection, Context, Complexity, and Connotation.
Sheri Edwards

Kids Create -- and Critique on -- Social Networks | Edutopia - 0 views

www.edutopia.org/tion-youth-network-literacy%20

social media students sharing creating edutopia consructive criticism

shared by Sheri Edwards on 24 Jun 09 - Cached
  • "With Web 2.0, there's a strong impetus to make connections," says University of Minnesota researcher Christine Greenhow, who studies how people learn and teach with social networking. "It's not just creating content. It's creating content to share."
  • And once they share their creations, kids can access one of the richest parts of this learning cycle: the exchange that follows. "While the ability to publish and to share is powerful in and of itself, most of the learning occurs in the connections and conversation that occur after we publish," argues education blogger Will Richardson (a member of The George Lucas Educational Foundation's National Advisory Council).
  • In this online exchange, students can learn from their peers and simultaneously practice important soft skills -- namely, how to accept feedback and to usefully critique others" work.
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  • "I learn how to take in constructive criticism," says thirteen-year-old Tiranne
  • image quality, audio, editing, and content
  • Using tools such as the social-network-creation site Ning, teachers can easily develop their own networks, Mosea says. "It is better to create your own," he argues. "If a teacher creates his or her own network, students will post as if their teacher is watching them, and they'll tend to be more safe. "You can build social networks around the curriculum," Mosea adds, "so you can use them as a teaching resource or another tool." An online social network is another tool -- but it's a tool with an advantage: It wasn't just imposed by teachers; the students have chosen it.
  • Sheri Edwards on 24 Jun 09
     
    Self-Directed Learning "When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
  • Sheri Edwards on 24 Jun 09
     
    "Self-Directed Learning When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
Dennis OConnor

Why The FCC Wants To Smash Open The iPhone - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009080101074.html

cloud google voice apps iphone e-learning 21cif

shared by Dennis OConnor on 01 Aug 09 - Cached
  • Right about now, Apple probably wishes it had never rejected Google Voice and related apps from the iPhone. Or maybe it was AT&T who rejected the apps. Nobody really knows. But the FCC launched an investigation last night to find out, sending letters to all three companies (Apple, AT&T, and Google) asking them to explain exactly what happened.
  • The FCC investigation is not just about the arbitrary rejection of a single app. It is the FCC's way of putting a stake in the ground for making the wireless networks controlled by cell phone carriers as open as the Internet.
  • On the wired Internet, we can connect any type of PC or other computing device and use any applications we want on those devices. On the wireless Internet controlled by cellular carriers like AT&T, we can only use the phones they allow on their networks and can only use the applications they approve.
  • ...4 more annotations...
  • Google must secretly be pleased as punch. It was only two years ago, prior to the 700MHz wireless spectrum auctions, that it was pleading with the FCC to adopt principles guaranteeing open access for applications, devices, services, and other networks. Now two years later, in a different context and under a different administration, the FCC is pushing for the same principles.
  • FCC cites "pending FCC proceedings regarding wireless open access (RM-11361) and handset exclusivity (RM-11497). That first proceeding on open access dates back to 2007 when Skype requested that cell phone carriers open up their networks to all applications (see Skype's petition here). Like Google Voice, Skype helps consumers bypass the carriers. The carriers don't like that because that's their erodes their core business and turns them into dumb pipes. But dumb pipes are what we need. They are good for consumers and good for competition because they allow any application and any device, within reason, to flower on the wireless Internet.
  • The FCC also wants Apple to explain the arbitrariness of its app approval process: 4. Please explain any differences between the Google Voice iPhone application and any Voice over Internet Protocol (VoIP) applications that Apple has approved for the iPhone. Are any of the approved VoIP applications allowed to operate on AT&T?s 3G network?5. What other applications have been rejected for use on the iPhone and for what reasons? Is there a list of prohibited applications or of categories of applications that is provided to potential vendors/developers? If so, is this posted on the iTunes website or otherwise disclosed to consumers?6. What are the standards for considering and approving iPhone applications? What is the approval process for such applications (timing, reasons for rejection, appeal process, etc.)? What is the percentage of applications that are rejected? What are the major reasons for rejecting an application?
  • Why does it take a formal request from a government agency to get Apple (and AT&T) to explain what the rules are to get on the wireless Internet?
  • Dennis OConnor on 01 Aug 09
     
    Opening the iPhone would make educational apps much easier to publish. Apple's monopoly means e-text-book readers and classroom use of hand held computers (which is what the iPhone and iPod reall are) have to pay a toll to Apple. Right now, Apple's approval system is cloaked in mystery. Developers have no way to market their products without 'official' approval. Opening up the iPhone and by extension opening up wireless networks around the country will drive down high prices and bring connectivity to more inexpensive computing devices. I hope this FCC investigation is the domino that kicks open the door to the clouds of connectivity that are already out there!
Bill Graziadei, Ph.D. (aka Dr. G)

Online Education at its Peek: Innovative Online Learning Network to Bring The Best Teac... - 0 views

www.onlineedublog.com/eachers-to-students-everywhere

Online Courses Schools College University Teacher Instructor Student Education eLearning Teaching Learning technology

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 12 Nov 08 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 12 Nov 08
     
    Brightstorm has taken on to bring students the best of education no matter where they are. For this they have designed a new online education network where students can access college preparatory subjects and choose which teacher they want to study from.
Fatima Anwar

The Integrated Learning Platform: Cardiff Univeristy - Cardiff is everything a good uni... - 0 views

schoolcolleged2l.blogspot.com/...iff-univeristy-cardiff-is.html

glamorgan university hospital of wales learning platform cathays geography Europe the united kingdom tim Sebastian vincent kane education cardiff primary place center for long school kids union southern eastern students

shared by Fatima Anwar on 02 Nov 13 - No Cached
  • Fatima Anwar on 02 Nov 13
     
    Cardiff University is recognized in independent government tests as one of The British leading educating and analysis colleges. Established by Royal Charter in 1883, the University today brings together impressive modern facilities and a powerful approach to educating and analysis with its proud culture of service and accomplishment. Cardiff University is the biggest University of mature education and learning in Wales, with the Cardiff Center for Long term Studying offering several hundred programs in locations across Southern Eastern Wales. The University's lifelong learning actions also include the professional growth work performed by educational institutions for companies, and many of these is custom-made to match an individual business's needs. The Center also provides business terminology training at all levels. Founded: 1883. Structural features: Merged with University of Wales College of Medicine (UCWM) in 2004. Location: Close to Cardiff city center. Healthcare care learners also at hospital website, Heath Recreation area University, 1 mile away. Getting there: Cardiff Primary Place on the national train network; trainers to bus station (next to train station); M4 from London and M5 (west county and Midlands). For school, frequent teaches from Primary Place to Cathays station (on campus), regional vehicles from bus station (53, 79, 81 for main campus; 8 or 9 for hospital site). Academic features: 4-year incorporated food techniques, 5-year two-tier techniques in structure and town planning. 5-year medical and dental programs, plus foundation season for those without science backgrounds; medical teaching throughout Wales. Awarding body: Cardiff University; Wales University for some healthcare programs. Main undergrad awards: BA, BD, BDS, BMus, BN, BSc, BEng, BScEcon, LLB, BArch, MB BCh, MPhys, MChem, MEng, MPharm. Length of courses: 3 years; others 4 and 5 decades. Library & IT facilities: Integrated collection,
Nigel Coutts

Learning And Teaching for Understanding - A day of learning with PZ Sydney Network - Th... - 2 views

thelearnersway.net/...earning-with-pz-sydney-network

learning teaching understanding sydney network

shared by Nigel Coutts on 19 May 19 - No Cached
  • Nigel Coutts on 19 May 19
     
    Today I had the pleasure of joining over three-hundred educators for a day of learning and sharing. That this was a Sunday and that the event was organised as a free event for educators by educators speaks volumes of the quality and care that educators bring to their role. 
Tero Toivanen

Education Futures - The role of teachers in Education 3.0 - 0 views

www.educationfutures.com/...le-of-teachers-in-education-30

constructivism Education 3.0 futures knowledge Leapfrog learning students teaching

shared by Tero Toivanen on 10 May 09 - Cached
  • Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination.
  • Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future.
  • Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past
  • ...1 more annotation...
  • The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0? ShareThis
  • Tero Toivanen on 10 May 09
     
    The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?
Hare Marke

Buy Facebook Comments - Buy Real Facebook Comments - 0 views

realserviceit.com/...buy-facebook-comments

education web2.0 technology learning tools teaching resources collaboration science Free

shared by Hare Marke on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
    Buy Facebook Comments Introduction Facebook is one of the most widely used social networking platforms. With more than two billion active users each month, it makes sense that companies would want to purchase Facebook comments. But there are a few things you should know first. Facebook comments for businesses can be a terrific method to solicit client feedback, increase brand recognition, and increase website traffic. What Are Facebook Comments? Posts on a Facebook page or profile are referred to as Facebook comments. Anyone who is friends with the person who posted it or with the person who left a comment on it can view these posts. Everyone who has liked the page or profile can also view the post. When someone leaves a remark on a post, it will show up in both their own feed and the feeds of their friends. The commenter is also able to see who posted it. The comment is visible to everyone if the post is public. Buy Facebook Comments Why Facebook Comments Matter? Engagement is essential in social media. The importance of comments cannot be overstated in terms of interaction. Facebook comments demonstrate that readers are eager to interact with your material and are interested in what you have to say. Also, comments expand the audience for your work. Your content is more likely to be seen by others if it receives more comments. Also, the more eyes on your material, the more likely it is to receive likes, shares, and finally, purchases. Why Should Your Purchase Facebook Comments? Facebook is one of the most crucial sites to concentrate on when it comes to social media marketing. Facebook provides businesses with a tremendous opportunity to contact their target audience because to its more than 2 billion monthly active users. One of the most successful methods of marketing on Facebook is to purchase Facebook comments. In essence, when you purchase comments, you are paying for others to submit favorable reviews or comments on your page or blog. This may be a really
  • Hare Marke on 30 Dec 23
     
    Introduction Facebook is one of the most widely used social networking platforms. With more than two billion active users each month, it makes sense that companies would want to purchase Facebook comments. But there are a few things you should know first. Facebook comments for businesses can be a terrific method to solicit client feedback, increase brand recognition, and increase website traffic. What Are Facebook Comments? Posts on a Facebook page or profile are referred to as Facebook comments. Anyone who is friends with the person who posted it or with the person who left a comment on it can view these posts. Everyone who has liked the page or profile can also view the post. When someone leaves a remark on a post, it will show up in both their own feed and the feeds of their friends. The commenter is also able to see who posted it. The comment is visible to everyone if the post is public. Buy Facebook Comments Why Facebook Comments Matter? Engagement is essential in social media. The importance of comments cannot be overstated in terms of interaction. Facebook comments demonstrate that readers are eager to interact with your material and are interested in what you have to say. Also, comments expand the audience for your work. Your content is more likely to be seen by others if it receives more comments. Also, the more eyes on your material, the more likely it is to receive likes, shares, and finally, purchases. Why Should Your Purchase Facebook Comments? Facebook is one of the most crucial sites to concentrate on when it comes to social media marketing. Facebook provides businesses with a tremendous opportunity to contact their target audience because to its more than 2 billion monthly active users. One of the most successful methods of marketing on Facebook is to purchase Facebook comments. In essence, when you purchase comments, you are paying for others to submit favorable reviews or comments on your page or blog. This may be a really effective strategy to
  • Hare Marke on 18 Apr 24
     
    Buy Facebook Comments Introduction Facebook is one of the most widely used social networking platforms. With more than two billion active users each month, it makes sense that companies would want to purchase Facebook comments. But there are a few things you should know first. Facebook comments for businesses can be a terrific method to solicit client feedback, increase brand recognition, and increase website traffic. What Are Facebook Comments? Posts on a Facebook page or profile are referred to as Facebook comments. Anyone who is friends with the person who posted it or with the person who left a comment on it can view these posts. Everyone who has liked the page or profile can also view the post. When someone leaves a remark on a post, it will show up in both their own feed and the feeds of their friends. The commenter is also able to see who posted it. The comment is visible to everyone if the post is public. Buy Facebook Comments Why Facebook Comments Matter? Engagement is essential in social media. The importance of comments cannot be overstated in terms of interaction. Facebook comments demonstrate that readers are eager to interact with your material and are interested in what you have to say. Also, comments expand the audience for your work. Your content is more likely to be seen by others if it receives more comments. Also, the more eyes on your material, the more likely it is to receive likes, shares, and finally, purchases. Why Should Your Purchase Facebook Comments? Facebook is one of the most crucial sites to concentrate on when it comes to social media marketing. Facebook provides businesses with a tremendous opportunity to contact their target audience because to its more than 2 billion monthly active users. One of the most successful methods of marketing on Facebook is to purchase Facebook comments. In essence, when you purchase comments, you are paying for others to submit favorable reviews or comments on your page or blog. This may be a really
Richard Fanning

The Educator's PLN - The personal learning network for educators - 31 views

edupln.ning.com

pln ning education collaboration edtech learning educator web2.0 technology

shared by Richard Fanning on 19 Oct 09 - Cached
  • This is a ning site dedicated to the support of a Personal Learning Network for Educators
  • Richard Fanning on 16 Jun 11
     
    This is a ning site dedicated to the support of a Personal Learning Network for Educators.
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