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shahbazahmeed

dsfdsfdsf - 0 views

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Science free

started by shahbazahmeed on 04 Apr 21 no follow-up yet
shahbazahmeed

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education

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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technology

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

ruyrtyryt - 0 views

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education web2.0

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

tyrytryt - 0 views

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education

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

tuytuy - 0 views

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web2.0 technology

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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education

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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web2.0

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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learning tools

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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collaboration Science

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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Science free

started by shahbazahmeed on 05 Apr 21 no follow-up yet
shahbazahmeed

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resources teaching tools

started by shahbazahmeed on 12 Apr 21 no follow-up yet
shahbazahmeed

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learning technology web2.0

started by shahbazahmeed on 12 Apr 21 no follow-up yet
shahbazahmeed

rtyrytr - 0 views

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education web2.0

started by shahbazahmeed on 11 Apr 21 no follow-up yet
Nigel Coutts

Realising the benefits of reflective practice - The Learner's Way - 4 views

thelearnersway.net/...enefits-of-reflective-practice

practice reflection thinking learning education teaching collaboration

shared by Nigel Coutts on 09 Jun 19 - No Cached
  • Nigel Coutts on 09 Jun 19
     
    It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 
intermixed intermixed

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Blouson A&F Femme Doudoune Homme

started by intermixed intermixed on 30 Jun 16 no follow-up yet
intermixed intermixed

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started by intermixed intermixed on 11 Dec 13 no follow-up yet
Paul Beaufait

Arch Pediatr Adolesc Med -- Reducing At-Risk Adolescents' Display of Risk Behavior on a... - 7 views

archpedi.ama-assn.org/...35

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shared by Paul Beaufait on 21 Jun 10 - Cached
  • Paul Beaufait on 21 Jun 10
     
    "A brief e-mail intervention using social networking sites shows promise in reducing sexual references in the online profiles of at-risk adolescents" (ABSTRACT, Conclusions, ¶1).
Ihering Alcoforado

Le e-portfolio pour apprendre, capitaliser, échanger | Le blog de la formatio... - 0 views

www.formation-professionnelle.fr/...apprendre-capitaliser-echanger

E-portfolio

shared by Ihering Alcoforado on 19 Sep 10 - No Cached
  • Ihering Alcoforado on 19 Sep 10
     
    la définition du e-portfolio: « collection d'informations qui illustre (…) l'apprentissage ou la vie professionnelle d'une personne à travers une sélection de résultats marquants au cours de formations ou d'études mais aussi qui regroupe les réflexions personnelles de l'apprenant sur son apprentissage, son parcours, la planification d'une carrière ou la construction d'un CV (…).
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)
  • ...19 more annotations...
  • 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
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