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Carlos Quintero

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

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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
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
Dennis OConnor

News: The Evidence on Online Education - Inside Higher Ed - 0 views

www.insidehighered.com/...online

elearning online learning research

shared by Dennis OConnor on 02 Jul 09 - Cached
  • WASHINGTON -- Online learning has definite advantages over face-to-face instruction when it comes to teaching and learning, according to a new meta-analysis released Friday by the U.S. Department of Education.The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
  • the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate, across a range of disciplines, the study said.
  • On the topic of online learning, there is a steady stream of studies, but many of them focus on limited issues or lack control groups. The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria. They had to contrast an online teaching experience to a face-to-face situation, measure student learning outcomes, use a "rigorous research design," and provide adequate information to calculate the differences.
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  • Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.
  • n noting caveats about the findings, the study returns to the issue of time."Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
  • " What the study demonstrates, she said, is that colleges need to think broadly about using online education, and not be "artificially limited" to face-to-face instruction.
  • Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
  • Dennis OConnor on 02 Jul 09
     
    Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.
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.

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started by sophiya miller on 08 Dec 23 1 follow-up, last by patricajohnson51 on 11 Jan 24
sophiya miller

Master Your Courses with Ease: Dive into the World of TakeMyClassCourse - 2 views

Welcome to the digital age, where the pursuit of knowledge has taken on new dimensions with the advent of online education. As students navigate the complex landscape of virtual classrooms and e-le...

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started by sophiya miller on 09 Dec 23 no follow-up yet
Glenn Hoyle

Microsoft Learning: Rapidly Create Online Courses - 0 views

www.microsoft.com/...lcds.aspx

microsoft elearning learning courses coursedevelopment tools resources collaboration web2.0

shared by Glenn Hoyle on 04 May 10 - Cached
  • Glenn Hoyle on 04 May 10
     
    The Microsoft Learning Content Development System (LCDS) is a free tool that enables the Microsoft Learning community to create high-quality, interactive, online courses. The LCDS allows anyone in the Microsoft Learning community to publish e-learning courses by completing the easy-to-use LCDS forms that seamlessly generate highly customized content, interactive activities, quizzes, games, assessments, animations, demos, and other multimedia.
marciabeard

Buy 5 Star Google Reviews - 100% Positive 5 Star Non-Drop ... - 0 views

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shared by marciabeard on 26 Jul 23 - No Cached
  • nathanielcowan54 on 26 Jul 23
     
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  • wallaceclient56 on 17 Aug 23
     
    Buy 5 Star Google Reviews Introduction A fantastic option for companies to receive client feedback is through Google 5 Star Reviews. Customers can use it as a useful tool while selecting a company. Customers can discover more about a company's goods or services, customer support, and other information by reading reviews. What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as G
  • Hare Marke on 30 Dec 23
     
    What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as Google 5 Star Reviews. A written review can also be left by customers. Businesses need to hear this input because it can help them make improvements to their goods and services. Businesses are more likely to draw new customers if they consistently receive five-star evaluations. Potential clients are more inclined to trust a
  • marciabeard on 30 Dec 23
     
    What Is Google 5 Star Reviews? Customers can rank businesses on a scale of one to five stars using the new Google 5 Star Reviews service. Businesses with a rating of four stars or above will be ranked above those with a lower rating in search results, while Google 5 Star Ratings will also be displayed. Buy 5 Star Google Reviews To assist customers in locating the top establishments in their neighborhood, Google 5 Star Reviews was created. Businesses must register with Google My Business, add their contact information, and include their opening and closing times. Then, clients can provide a review of their interactions with the company. Why Need Buy Google 5 Star Reviews? There are numerous reasons why companies have to think about purchasing Google 5 Star Reviews. One of the most crucial elements in local search ranking is reviews. They assist Google in calculating a company's star rating, which is shown on search engine results pages (SERPs). A company's star rating can be raised with the use of Google 5 Star Reviews, which may increase exposure and click-through rates (CTRs). Reviews can also aid in establishing credibility and trust with new clients. Buy 5 Star Google Reviews Businesses with better Google star ratings typically receive more clicks, phone calls, and foot traffic. In fact, companies with ratings of 4 or 5 get up to 70% more clicks than those with a 3. Your business can benefit from additional clicks, calls, and consumers thanks to Google 5 Star Reviews. The Benefits of Buying 5 Star Google Reviews? Customers are able to score their interactions with businesses on a scale of 1 to 5 stars using the popular tool known as Google 5 Star Reviews. A written review can also be left by customers. Businesses need to hear this input because it can help them make improvements to their goods and services. Businesses are more likely to draw new customers if they consistently receive five-star evaluations. Potential clients are more inclined to trust a
David Wetzel

12 Mobile Learning Science Applications for the iPod Touch - 0 views

www.teachscienceandmath.com/...pplications-for-the-ipod-touch

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shared by David Wetzel on 21 Aug 10 - Cached
  • David Wetzel on 21 Aug 10
     
    "As a mobile learning device, the iPod Touch encourages learning anytime, anywhere! These mobile devices do not tie students to their desks or the classroom; they bring the world into the classroom through the lens of personalized learning. The value of an iPod Touch as a mobile learning device is its ability to transform student learning behavior. According to research by K-Nect Project (2009), students using this digital device achieved higher test scores. This was attributed to more interactivity between students, teachers, and content."
James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

www.jmir.org/e26

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • 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.
  • Roger’s Diffusion of Innovations Theory
  • ...32 more annotations...
  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • 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.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • 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 medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • 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
  • there are reported advantages to having students engage in these emerging technologies
  • 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
  • health information island
  • 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 example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • 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
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • 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.
  • 2006 health fair
David Peter

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

shared by David Peter on 23 Mar 09 - Cached
  • Now, with study becoming a lifelong enterprise, and with the advent of a galaxy of new media, “learning” seems once again poised to become all things to all people, be they lay or scholarly.
    • David Peter
      David Peter on 23 Mar 09
       
      So, since we are all lifelong learners with access to transparent, pervasive and ubiquitous technology ... not sure NEW media is all that NEW.
  • learning that do not occur automatically, readily, naturally, or by dint of simply living in a certain place at a certain time
    • David Peter
      David Peter on 23 Mar 09
       
      Almost seems to be speaking of PROGRAMMED learning, and not the new learning environment/commons. Isn't all learning contextual?
  • we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before
    • David Peter
      David Peter on 23 Mar 09
       
      Barr and Tagg mentioned this SHIFT earlier.
  • ...7 more annotations...
  • advent of a galaxy of new media
    • David Peter
      David Peter on 23 Mar 09
       
      What NEW media are they speaking of? The NEW media is always changing and may be difficult to specifically link to lifelong learners. Prensky speaks of digital natives and digital immigrants. Does all media work for all readers/users?
  • we may well have reached a set of tipping points
    • David Peter
      David Peter on 23 Mar 09
       
      We are BEYOND the tipping point. More likely to be a GROUNDSWELL and it's up to us to ride the wave or not.
  • learning may be at once more individual
    • David Peter
      David Peter on 23 Mar 09
       
      Thanks to technology, or inspite of technology?
  • Both the demands of the workplace and the demands of education have changed profoundly and promise to do so for the foreseeable future.
    • David Peter
      David Peter on 23 Mar 09
       
      And, in addition, the focus has shifted to global learning, and not localized learning. The advent of 21st century skills, the reemergence of liberal education ... all are continuing to change and demand change.
  • technology is often cited as a primary driver of cultural change
    • David Peter
      David Peter on 23 Mar 09
       
      Interesting thought. Is this an anthropological conclusion? A social conclusion? Who has cited this?
  • One could argue that a strictly formal learning experience is characterized by classroom-based instruction featuring an explicit curriculum and traditional pedagogical goals, and scaffolding implemented by a single educator; a pure informal learning experience lacks all of these characteristics
    • David Peter
      David Peter on 23 Mar 09
       
      This would imply that informal learnnig, without structure, is somehow inferior. Isn't the tone of learning set by the classroom, the teacher and other variables?
  • A successful informal learning practice depends upon an independent, constructivistically oriented learner who can identify, locate, process, and synthesize the information he or she is lacking
    • David Peter
      David Peter on 23 Mar 09
       
      Hard to imagine that this can ONLY occur with a constructivist paradigm?
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Jeff Johnson

K-12 Online reflections ? Moving at the Speed of Creativity - 0 views

www.speedofcreativity.org/...k-12-online-reflections

blog k-12 reflections

shared by Jeff Johnson on 01 Jul 08 - Cached
  • Jeff Johnson on 01 Jul 08
     
    K-12 Online was a fundamentally different conference experience for presenters, participants, and conveners because the format challenged everyone to maximize the learning opportunities of blended instruction. As learners who grew up in the twentieth century, most teachers today (and everyone who participated in K-12 Online this year) are most familiar with face-to-face (synchronous) learning formats. Online, blended learning environments which involve both asynchronous and synchronous interactions between novice and expert learners can offer much richer opportunities for interaction and learning. This was the case with K-12 Online 2006.
sophiya miller

Navigating the Biological Realm: A Dive into the Advantages of Our Online Biology Courses! - 2 views

Are you ready to embark on a journey of academic excellence in the world of biology? There are some situations which make the students think who will take my online biology class to complete my pr...

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Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
  • ...23 more annotations...
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
anonymous

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

web2.0 teaching technology mulimedia participatorylearning 21stCskills information-revolution

shared by anonymous on 09 Jan 09 - Cached
  • ess important for students to know, memorize, or recall information
  • more important
  • to find, sort, analyze, share, discuss, critique, and create information
  • ...20 more annotations...
  • move from being simply knowledgeable to being knowledge-able
  • “information revolution”
  • new ways of relating
  • discourse,
  • social revolution, not a technological one
  • new forms of
  • Wikis, blogs, tagging, social networking
  • nspired by a spirit of interactivity, participation, and collaboration.
  • important
  • “spirit” of Web 2.0
  • new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating.
  • technology is secondary.
  • empowers us to rethink education and the teacher-student relationship
  • dea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • first address why, facilitate how, and let the what generate naturally from there.
  • mportance of the form of learning over the content of learning
  • teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world.
  • We can't “teach” them. We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
    • anonymous
      anonymous on 09 Jan 09
       
      Einstein - I don't each my pupils. I just create the environment in which they can learn
  • love and respect your students and they will love and respect you back. With the underlying feeling of trust and respect this provides, students quickly realize the importance of their role as co-creators of the learning environment and they begin to take responsibility for their own education.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions. Questions of the very best kind abound, and we become students again, pursuing questions we might have never imagined, joyfully learning right along with the others. In the best case scenario the students will leave the course, not with answers, but with more questions, and even more importantly, the capacity to ask still more questions generated from their continual pursuit and practice of the subjectivities we hope to inspire. This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases. The beauty of the current moment is that new media has thrown all of us as educators into just this kind of question-asking, bias-busting, assumption-exposing environment. There are no easy answers, but we can at least be thankful for the questions that drive us on.
Hare Marke

Buy Google 5 Star Reviews - 100% Non-Drop,Safe,Real 5 Star Reviews.... - 0 views

realserviceit.com/...buy-google-5-star-reviews

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

shared by Hare Marke on 26 Jul 23 - No Cached
  • nathanielcowan54 on 26 Jul 23
     
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Tero Toivanen

12 Findings on Mind, Brain & Education | Getting Smart - 24 views

gettingsmart.com/...ndings-on-mind-brain-education

edchat brain learning mind education teaching

shared by Tero Toivanen on 19 Mar 12 - No Cached
  • Students’ brains continuously adapt to the environments where they live and work.  As students learning in these places, these experiences gradually sculpt the architecture of the brain.
  • Students’ genetic predispositions interact with learning experiences to give rise to a wide range of individual differences.
  • Students learning English as a second language are processing written information in somewhat different ways than native English speakers so standard reading instruction techniques may not be the right fit for their needs.
  • ...9 more annotations...
  • Education should give students opportunities to practice setting goals, tracking progress toward them, adjusting strategies along the way, and assessing outcomes.
  • Emotions direct students’ learning processes, helping them gravitate toward positive situations and away from negative ones.
  • Mathematics is at least partially dissociable from other cognitive domains and abilities within the domain of mathematics can be dissociable from one another.
  • Education can support the development of emotional regulation skills, and this should be a priority as emotional regulation skills strongly predict academic achievement.
  • When students from disadvantaged backgrounds are in high-quality schools, their cortisol levels decrease throughout the day. The better the school, the more the cortisol levels decrease. Therefore, a quality learning environment can help students reach healthy cortisol levels, which lead to better emotional regulation and more favorable learning outcomes.
  • Environments that promote positive relationships and a sense of community promote learning.
  • Providing meaningful learning experiences with ongoing guidance can enable students at all levels to build toward mastery of a common set of skills.
  • This scientific evidence that emotion is fundamental to learning settles longstanding ideological debates concerning whether educators should be responsible for emotional development—if educators are responsible for intellectual development, they are inherently involved in emotional development as well.
  • Student-centered approaches to learning require students to be self-directed and responsible for their own learning, which requires executive functioning skills such as goal setting, planning, and monitoring progress.
  • Tero Toivanen on 19 Mar 12
     
    Important findings!
Jorge Gonçalves

Internet Etiquette in Online Learning - 37 views

learningonlineinfo.org/...rnet-etiquette-online-learning

online learning onlinelearning e-learning learning learning technologies etiquette netiquette

shared by Jorge Gonçalves on 03 Jun 11 - No Cached
  • Jorge Gonçalves on 03 Jun 11
     
    Technology is changing the way we communicate, as well as the way we learn. The Internet has made online learning almost instant: students can interact with each other through e-mail, online chat, and other communication software. For both students and teachers, it is important to set rules for how
Nigel Coutts

Desirable Patterns of Learning for Online Learning - The Learner's Way - 6 views

thelearnersway.net/...f-learning-for-online-learning

learning online learning education covid19 coronavirus thinking

shared by Nigel Coutts on 15 Mar 20 - No Cached
  • Nigel Coutts on 15 Mar 20
     
    With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.
Tom Daccord

Interactive technology in Broward schools expands world of learning -- South Florida Su... - 0 views

www.sun-sentinel.com/...ech0212sbfeb12,0,7649562.story

sun-sentinel.com interactive whiteboards e-learning smartboards

shared by Tom Daccord on 17 Feb 09 - Cached
  • Tom Daccord on 17 Feb 09
     
    Interactive technology in Broward schools expands world of learning Software puts the universe at students' fingertips
  • Tom Daccord on 17 Feb 09
     
    Some Florida students using interactive whiteboards to participate in lessons with students from other schools. . .
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