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Carlos Quintero

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

  • 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.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
patricajohnson51

The Future of Learning: Thriving with Online Assignment Assistance - 7 views

Thanks for sharing insights on the future of learning! Online assignment assistance is indeed a reliable companion for students seeking academic success.

college university student education takemyclasscourse

Moses Akinmuyiwa

Why do people suffer from poverty and disease? - 0 views

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    It is the right of every human being to be happy. Happiness is the normal condition, as natural as the landscapes and the seasons. Suffering is unnatural and it is due largely to ignorance. Happiness is the product of wisdom. To attain perfect wisdom, to comprehend fully the purpose of life, to realize completely the relationship of human beings to each other, is to put an end to all suffering and to escape most ill. Perfect wisdom is an un-shadowed joy.
Antoine Taly

My Library - 0 views

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    An analysis of the arrival of publishers in the MOOC landscape and its implications in term of business
Love Prathvee

5 Creative Ways To Market On Facebook - 0 views

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    Businesses are continuously harnessing the power of social media as a marketing strategy. But creating engaging Facebook posts are no longer as effective as they once were if you're trying to reach out to your audience. This becomes particularly challenging if your product or service is not part of the daily consumer landscape. read more...
Martin Burrett

School Email: 9 Top Tips for Teachers & Students by @musictheoryguy - 0 views

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    "Staff and students are expected to be fully conversant with school email. Not only do users need to check their email regularly enough so that they don't miss important announcements but they also have to understand and apply the complex landscape of netiquette, respond to emails quickly (and politely) and action any instructions that they receive. Being on top of your email inbox has never been so important in schools. So why, whenever I help a member of staff or a student, do they have an email account that is bursting at the seams with often more than 1000 emails in their inbox? It seems that how email is managed in schools is, well, often not managed well."
Roland Gesthuizen

THE END OF TEACHING by @agalorda - 0 views

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    Slideshow that explores how the landscape and pedagogy of teaching is changing in the tertiary classrooms and halls.
Martin Burrett

Weathering & climate - 0 views

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    A great science resource showing and explaining how weathering can change the landscape. http://ictmagic.wikispaces.com/Science
ashok rai

Wave City Center - 0 views

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    Today, the group is actively involved in Food Processing, Paper Manufacturing, Sugar, Distilleries & Power Manufacturing, operation of Bottling Plants, Retailing of Liquor, Real Estate Development as well as Film Distribution. In keeping with the times, the group's recent focus has been on its Real Estate and Film Distribution divisions. With acres of greens, wide congestion free roads, Wave City is a city full of vigor and vitality, designed to take care and bring smiles to all its citizens. The landscaping for this extravagant city has been done by world class landscape planners, as they gave shapes to your dreams.
Martin Burrett

Geograph British Isles - photograph every grid square! - 0 views

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    An unbelievable site with a landscape photo from every square kilometre of the UK. Browse the photos and submit your own. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Julie Shy

BBC News - Top US universities put their reputations online - 29 views

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    make no mistake, this is higher education evolved.
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    This autumn more than a million students are going to take part in an experiment that could re-invent the landscape of higher education.
anonymous

16 People Changing the Landscape of Online Education Forever - 0 views

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    The field of online education has seen tremendous growth in the recent past. More than 6.1 million students are enrolled in various accredited degree programs offered by 2,500 colleges and universities across the United States. Almost 30 states in the country have full-time, online K-12 schools. Close to 2 million children were enrolled in K-12 distance learning programs. Source: http://findonlineeducation.com/
Gail Casey

Net Pedagogy Portal - Glossary - - 0 views

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    The Net Pedagogy Portal is a resource whose purpose is to increase understanding, knowledge, and awareness of the changing landscape of teaching and learning online.
J Black

World Without Walls: Learning Well with Others | Edutopia - 0 views

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    I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these
Jeff Johnson

How To: Start a Place-Based Blog (Edutopia) - 0 views

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    No two places are the same, and when students create blogs that relate to their local communities, they can do so in an infinite number of ways. But taking the right initial steps to set up the place-based blog project can help you and your students focus on the content -- the local landscapes, people, or events -- instead of getting bogged down with logistics.
Kathleen N

A Portal to Media Literacy - 0 views

    • Kathleen N
       
      25:10 There are no natives. Students may know how to use these technologies for entertainment purposes but they do not know how to use them for critically thinking
    • Kathleen N
       
      Rarely know how to create something interesting and new.
    • Kathleen N
       
      21:10
    • Kathleen N
       
      25:18 This is a great point. Students in teachers are in the same boat--no natives here. Although students may know how to navigate these technologies, they rarely know how to use for their own learning, to think critically, and to create meaningfully. Students and teachers become partners in learning. Students help with the navigation the new media--but teachers guide students in meaningful learning to analyze, synthesize, and generalize.
    • Kathleen N
       
      Experiment & Play
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    Making sense of new media. This is a fabulous presentation with great ideas for educators to understand their role in this new media landscape.
Kathleen N

Project New Media Literacies - 0 views

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    Project New Media Literacies (NML), a research initiative based within MIT's Comparative Media Studies program, explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world
BTerres

How much carbon… - 0 views

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    How much CO2 is created by a banana? A wedding? A flight to New York? We teamed up with GE to turn 'tons of carbon' into an interactive visual landscape. Enter a CO2 value. Hit the 'random' button for serendipity. Or just click through objects like stepping stones. (There are nearly 200 objects so it may take a second to load) Designed by David McCandless
Martin Burrett

Minecraft - 0 views

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    Minecraft is an award winning building game and something of an educational phenomenon. It's an addictive game where players build a 3D landscape by adding and destroying blocks. Play this free java version to get your class creating and imagining. No registration required. Play the multi-player version at http://www.minecraft.net/classic/list, but a free registration is needed to play as a team. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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