Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views
![](/images/link.gif)
-
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)
- ...19 more annotations...
-
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.
Basics - In a Helpless Baby, the Roots of Our Social Glue - NYTimes.com - 0 views
![](/images/link.gif)
-
Quote "Our capacity to cooperate in groups, to empathize with others and to wonder what others are thinking and feeling - all these traits, Dr. Hrdy argues, probably arose in response to the selective pressures of being in a cooperatively breeding social group, and the need to trust and rely on others and be deemed trustworthy and reliable in turn. Babies became adorable and keen to make connections with every passing adult gaze. Mothers became willing to play pass the baby. "Dr. Hrdy points out that mother chimpanzees and gorillas jealously hold on to their infants for the first six months or more of life.Dr. Hrdy wrote her book in part to counter what she sees as the reigning dogma among evolutionary scholars that humans evolved their extreme sociality and cooperative behavior to better compete with other humans." Very cool.
In Blume: News from the Blume Library: Information Literacy News - 0 views
![](/images/link.gif)
-
Not sure what Information Literacy involves? Also known as Information Competency or Information Fluency, Information Literacy refers to the skills used to identify when information is needed, and then locate, evaluate, and use it effectively. These abilities are especially crucial in our current environment of technological change and nearly unlimited information choices.
The Essential Role of Information Fluency in E-Learning and Online Teaching | The Sloan... - 0 views
-
Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.
-
As online teachers and learners we work in a computer where information is just a few keystrokes away.
-
I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
-
I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views
-
The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
- ...32 more annotations...
-
it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
-
Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
-
A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
-
US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
-
Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
-
By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
-
High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
-
Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
-
Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
-
Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
-
Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
-
Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
-
there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
-
One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
-
The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
-
one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
Education Futures - Designing Education 3.0 - 0 views
![](/images/link.gif)
-
The role of the corresponding Education 1.0 regime was to create graduates that would perform well in jobs with easily defined parameters and relationships.
-
The role of Education 2.0 is to develop our talents to compete in a global market with new social relationships, and where we are able to leverage our knowledge.
- ...3 more annotations...
-
In this paradigm, information is no longer as important as the knowledge that’s created as we interpret information and create meaning. Increasingly, people are becoming more valued for their personal knowledge rather than their ability to perform tasks.
-
Society 3.0 refers to an emerging innovation-based society that is not quite here, yet. This is a society that is driven by accelerating change, globalized relationships, and fueled by knowmads. In an era of accelerating change, the amount of information available doubles at an increasing rate, and the half-life of useful knowledge decreases exponentially. This requires innovative thinking and action by all members of society.
e-competencies - Bookmarks - by Alpha Grouped - 0 views
e-competencies - Bookmarks - by Alpha Grouped - 0 views
InformIT: Comparing Google Docs with Competing Cloud Computing Applications > Comparing... - 0 views
Danger: America Is Losing Its Edge In Innovation - CIO Central - CIO Network - Forbes - 7 views
![](/images/link.gif)
-
Almost every adult I’ve talked with in these countries shares a belief that the path to success is paved with science and engineering.
-
Already, 70% of engineers with PhD’s who graduate from U.S. universities are foreign-born. Increasingly, these talented individuals are not staying in the U.S – instead, they’re returning home, where they find greater opportunities.
- ...7 more annotations...
-
Saudi Arabia has a new university for science and engineering with a staggering $10 billion endowment.
-
Five years ago, I was part of a commission that studied U.S. competitiveness. We issued a report called Rising Above the Gathering Storm,
-
Improve K-12 science and math education. Invest in long-term basic research. Attract and retain the best and brightest students, scientists and engineers in the U.S. and around the world. Create and sustain incentives for innovation and research investment.
Advise the Advisor: Melody Barnes | The White House - 9 views
-
Advise the Advisor is a new program to help senior staff at the White House stay connected to the American people.
Providing our nation’s students with a world-class education is a shared responsibility. It’s going to take all of us – teachers, parents, students, philanthropists, state and local governments, and the federal government – working together to prepare today’s students for the future.
This week, Melody Barnes, Director of the Domestic Policy Council and one of President Obama’s senior advisors on education policy, is asking for feedback from parents, teachers and students about what’s working in their communities and what needs to change when it comes to education.
You can add your voice to the conversation by answering one or all of the following questions:
- Parents: Responsibility for our children’s education and future begins in our homes and communities. What are some of the most effective ways you're taking responsibility at a personal and local level for your child’s education?
- Teachers: President Obama has set a goal of having the highest proportion of college graduates in the world by 2020. How are you preparing your students for college and career? What’s working and what challenges do you face?
- Students: In order to compete for the jobs of the 21st century, America’s students must be prepared with a strong background in reading, math and science along with the critical thinking, problem solving, and creativity needed to succeed in tomorrow’s workforce. How has your education prepared you for a career in the 21st century? What has worked and what challenges do you face?
Past Questions
David Plouffe, Senior Advisor to the President, kicked off the series by asked for your feedback on how American innovation affects your community and the obstacles to innovation you see where you live. Check out David’s video and read his follow up blog post responding to some of the major themes we saw in reading your feedback.
Austan Goolsbee, Chairman of the Council of Economic Advisors, posted the second edition of Advise the Advisor asking for feedback from small businesses about the obstacles they face in getting off the ground. Austan responded to some of your feedback during a live chat at the Winning the Future Forum on Small Business in Cleveland.
Transforming Homework to Home Learning - The Learner's Way - 5 views
-
A recent strategy to alter the negative image that homework has built is to re-brand it as "home learning". But is this enough and if we are going to "get it right" what do we need to change besides the name?
-
I loved this quote from the article: "...options should be constructed that are relevant to students' interests and goals (autonomy support), are not too numerous or complex yet not too easy (competence support), and are congruent with the values of the students' families and culture of origin (relatedness support).' (Katz. & Assor. p439. 2007)."