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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views

www.ascilite.org.au/...drexler.html
shared by Ian Woods on 23 Sep 10 - Cached
    • jordi guim
      jordi guim on 23 Sep 10
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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Little Known Ways to Integrate Wikis in Science Class - 0 views

www.teachscienceandmath.com/...tegrate-wikis-in-science-class advantages of wikis animations flickr learning Science simulations teaching stratgeies Technology web 2.0 wiki
shared by David Wetzel on 28 Apr 10 - Cached
  • David Wetzel on 28 Apr 10
     
    Wiki pages are always a work in progress. The wiki is like a dynamic online science classroom which continually grows and changes. Applications for the use of Wikis in science classrooms is only limited by the creativeness of the teacher in support science teaching and student earning.
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Technology in the Middle » Blog Archive » Spanish Blogs - 15 views

pwoessner.com/...spanish-blogs-2 language web2.0
shared by Judy Robison on 26 Mar 10 - Cached
  • Judy Robison on 26 Mar 10
     
    "Speaking and writing in the target language are two fundamental goals of the World Languages Department. To that end, our 5th grade Spanish students maintain a class blog (hosted by MICDS and powered by WordPress MU) where they can showcase their language skills. For their first exercise, each student posted a letter that included an audio recording created using Audacity. These posts will, over time, become a portfolio of the students' progression in Spanish."
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The Answer Sheet - Willingham: Why doesn't reading more make us better readers? - 25 views

voices.washingtonpost.com/...oesnt-reading-more-make-u.html reading literacy
shared by Allison Kipta on 22 Dec 09 - Cached
  • Allison Kipta on 22 Dec 09
     
    "We have supposedly been in the midst of an educational back-to-basics movement since the 1983 release of "A Nation at Risk," a report by a national commission that said American society was in danger of deteriorating because of an eroding public education system. Why, then, have reading scores (as measured by the National Assessment of Educational Progress, a test often called the nation's report card), been flat since 1971? One obvious answer is that even if we're getting back to basics in school, kids read less and less outside of school. Think of all of the new technologies that compete for their time: they have ipods, video games, text messaging, instant messaging, cell phones. Who has time to read? Surprise! Americans read more now than they did in 1980. A lot more, according to an exhaustive study done at the University of California, San Diego."
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Islamic Education: Seeking Knowledge - 2 views

islamiceducationonline.blogspot.com/...seeking-knowledge.html learning education teaching
shared by Sussana Martin on 30 Sep 09 - Cached
  • Sussana Martin on 30 Sep 09
     
    Human history pre-dates the advent of Islam by about twenty five thousand years. During this long period man made little progress in knowledge and science.
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American Cultures 2.0 - 0 views

amcult20.blogspot.com education students skills
shared by Fabian Aguilar on 11 Aug 09 - Cached
  • If we want students to become citizens who understand their role as a citizen then we need to teach them to understand and respect the power of questions.
  • Without the freedom and courage to ask that paradigm shifting question then progress and innovation would cease to exist and we would become slaves to our past and out-dated solutions.
  • The power of just one word can totally change the meaning of something as intrinsic as national identity.
  • ...5 more annotations...
  • The more students have an opportunity to read, speak and write the more they are going to understand the power of words.
  • The moment students craft words meant not just for the teacher and a few other peers, but for the wider world, is the moment students learn that a misplaced, mispronounced, or misspelled word has consequences far beyond a grade. These authentic learning opportunities are crucial to prepare students for the new realities of a more global and transparent world.
  • Students (and teachers) need to understand that everything they do communicates, whether they know what they are communicating or not.
  • Once students really figure out who they are and what they stand for then they can more comfortably be themselves. However, an important social skill that many students have difficulty grasping is knowing appropriate social norms in various settings.
  • Anyone can be a teacher... if you are alert and willing to learn from others. We need to teach students to be alert and willing to learn from sources other than textbooks. We need to teach students how to create and cultivate learning from a personal learning network, in order to extend the traditional capabilities of school from the limited hours of the school day to the unlimited hours beyond the school day. The informal classroom of life offers lessons far more valuable than the classroom if only we are open to learning from each other each and every day.
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John Quincy Adams, Twitterer? - NYTimes.com - 0 views

www.nytimes.com/...06adams.html twitter history
shared by Dennis OConnor on 06 Aug 09 - Cached
  • They may be two centuries old, but, written with staccato-like brevity, entries from one of Adams’s diaries resemble tweets sufficiently that they began appearing Wednesday on Twitter.
  • The diary, which Adams maintained until April 1836, is a rarity among the many he kept, in that the description for each day is no more than one line long. Historians believe he used the descriptions as references to longer entries in other journals.
  • Word spread, and the society decided to tweet the entries. They average 110 to 120 characters, below the 140-character limit imposed by Twitter, and there is nary an LOL or BFF among them.
  • ...2 more annotations...
  • The posts will link to maps that, using the latitude and longitude coordinates from his entries, pinpoint his progress across the ocean. There will also be links to the longer entries of other Adams diaries, which can be found on the society’s Web site, http://www.masshist.org/jqadiaries/.
  • The idea appears to be working. As of Wednesday evening, only nine hours after the first entry was Twittered, the post had more than 4,800 followers, and Mr. Dibbell said the number was climbing.
  • Dennis OConnor on 06 Aug 09
     
    Clever use of social networking tech. The initial take on twitter was that it just broadcast mindless sort personal observations. This use turns that idea around. Interesting way to teach a bit of history. What if we started tweeting Basho & Issa, the great Japanese haiku poets? Hmmm sounds like a fun lit project doesn't it?
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U6: E-portfolios - Supporting Distance Learners in the 21st Century - 0 views

saide.weebly.com/u6-e-portfolios.html u6 google apps googleeinducation googleforeducators
shared by Tom Daccord on 03 Jul 09 - Cached
  • Tom Daccord on 03 Jul 09
     
    Using e-portfolios for assessment The use of computers in distance education creates many opportunities for learners to record their progress through a course. In many institutions, tutors are using e-portfolios as a method of formative or continuous assessment. E-portfolios can be produced and published on the Web using some of the simple tools that were discussed in Unit 4, such as wikis, blogs and Google Docs. In addition, some learners might choose to add multimedia elements such as video or audio recordings, if they have the basic equipment - and the inclination - to do so. As the following illustration by Helen Barret (2007) shows, it is possible to create quite an elaborate, multimedia portfolio system using only freely available tools on the Web.
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Pablo Picasso - Bull: a master class on abstract art - 0 views

www.artyfactory.com/...pablo_picasso.htm Picasso bull abstract art
shared by Tero Toivanen on 27 Jun 09 - Cached
  • Tero Toivanen on 27 Jun 09
     
    Pablo Picasso created 'Bull' around the Christmas of 1945. 'Bull' is a suite of eleven lithographs that have become a master class in how to develop an artwork from the academic to the abstract. In this series of images, all pulled from a single stone, Picasso visually dissects the image of a bull to discover its essential presence through a progressive analysis of its form.
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Where's the Innovation? | always learning - 0 views

mscofino.edublogs.org/...wheres-the-innovation innovation technology learning change
shared by J Black on 04 Jun 09 - Cached
  • Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
  • nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
  • what are we mistakenly not valuing now?
  • ...7 more annotations...
  • Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
  • his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
  • The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
  • I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
  • bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
  • I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
  • “The best way to predict the future is to invent it.” - Alan Kay
  • J Black on 04 Jun 09
     
    Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
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Music and the Brain - 0 views

www.cerebromente.org.br/...musica.html music brain learning memory
shared by Tero Toivanen on 16 May 09 - Cached
  • A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
  • Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
  • Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
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  • Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
  • Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
  • According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
  • Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
  • Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
  • One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
  • William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
  • Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
  • One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
  • George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
  • Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
  • Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
  • Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
  • She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
  • One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
  • Tero Toivanen on 16 May 09
     
    Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
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Teaching as transparent learning « Connectivism - 0 views

www.connectivism.ca/?p=122 learning connectivism siemens transparency leadership mc
shared by ActionsFLE --- on 02 May 09 - Cached
  • Putting ideas out for discussion contrasts with formal “reach a conclusion and publish” model.
  • but it seems to me that individuals who share similar cognitive architectures (novices with novices and experts with experts) have greater capacity to communicate.
  • But the value of dialogue and discourse in learning can’t be subjugated to the view that all contributions should advance a field. Transparency in expressing our understanding, our frustrations, and our insights helps others who are at a similar stage.
  • ...1 more annotation...
  • progressive insights.
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Education Outrage: Why do we still have schools? - 1 views

educationoutrage.blogspot.com/...-do-we-still-have-schools.html education school learning competition stress right answers bullying curiosity classroom grades certification practical skills learning by doing Plato Dewey
shared by Melissa Seifman on 18 Apr 09 - Cached
  • Competition: Why should school be a competitive event?
  • We learn what we choose to know in real life.
  • Stress: When 6 year olds are stressed about going to school you know that something is wrong.
  • ...32 more annotations...
  • Right answers: School teaches that there are right answers.
  • But, in real life, there are very few right answers.
  • Bullying and peer pressure
  • In school there are always other kids telling you how to dress, how to act, how to be cool.
  • Stifling of curiosity: Isn’t it obvious that learning is really about curiosity?
  • Adults earn about things they want to learn about. Before the age of 6, prior to school, one kid becomes a dinosaur specialist while another knows all about dog breeds. Outside of school people drive their own learning. Schools eliminate this natural behavior.
    • Tero Toivanen
      Tero Toivanen on 18 Apr 09
       
      Exactly!
  • Subjects chosen for you:
  • Classrooms:
  • Classrooms make no sense as a venue for learning unless of course you want to save money and have 30 (or worse hundreds of) students be handled by one teacher.
  • Schools cannot work as places of learning if they employ classrooms.
  • Grades: Any professor can tell you that students are pretty much concerned with whether what you are telling them will be on the test and what they might do for extra credit.
    • Melissa Seifman
      Melissa Seifman on 21 Apr 09
       
      I disagree - Employers do have rating systems, performance evaluations, but most of those are on the whole person, not just technical or academic skills
  • Parents do not give grades to children and employers do not give grades to employees. They judge their work and progress for sure, but not by assigning numbers to a report card.
  • Certification: We all know why people attend college. They do primarily to say they are college graduates so they can get a job or go on to a professional school.
    • Caroline Roche
      Caroline Roche on 20 Apr 09
       
      So, why is this the student's fault? Why blame, or disadvatage them for this? We should be fighting the system that causes students to work like this, not blaming them for doing it! it is the constant testing and league table system that is wrong.
  • Confined children: Children like to run around.
  • Of course in school, sitting still is the norm. So we have come up with this wonderful idea of ADD, i.e. drug those who won’t sit still into submission. Is the system sick or what?
  • Academics viewed as winners: Who are the smartest kids in school?
  • Those who are good at these subjects go on to be professors. So those are certainly the smartest people we have in our society.
  • But, I can tell you from personal experience that our society doesn’t respect professors all that much, so something is wrong here.
  • Practical skills not valued: When I was young there were academic high schools and trade high schools. Trade high schools were for dumb kids. Academic high schools were for smart kids.
  • The need to please teachers: People who succeed at school are invariably people who are good out at figuring what the teacher wants and giving it to them.
  • In real life there is no teacher to please and these “grade grubbers” often find themselves lost.
  • Self worth questioned: School is full of winners and losers.
  • In school, most everyone sees themselves as a loser. Why do we allow this to happen?
  • Politicians in charge: Politicians demand reform but they wouldn’t know reform if it hit them over the head.
  • Major learning by doing mechanism ignored: And last but not least, scholars from Plato to Dewey have pointed that people learn by doing. That is how we learn. Doing. Got it? Apparently not. Very little doing in schools. Unless you count filling in circles with number 2 pencils as doing.
  • Government use of education for repression: As long as there have been governments there have been governments who wanted people to think that the governments (and the country) is very good.
  • School is about teaching “truth.”
  • Discovery not valued: The most important things we learn we teach ourselves.
    • Tero Toivanen
      Tero Toivanen on 18 Apr 09
       
      Autotelic learning!
  • This kind of learning is not valued in school because it might lead to, heaven forbid, failure, and failure is a really bad word in school. Except failure is how we learn, which is pretty much why school doesn’t work.
    • Tero Toivanen
      Tero Toivanen on 18 Apr 09
       
      Exactly!
  • Boredom ignored: Boredom is a bad thing. We drug bored kids with Ritalin so they will stop being bored.
  • What they mean is that school should be like they remember rather than how it is now
    • Caroline Roche
      Caroline Roche on 20 Apr 09
       
      Not accepting students with straight A's only shows your own prejudices. Students can be good at a range of subjects, without being passionately interested in all of them. Lots of people are self motivated, without being teacher pleasers, they just wish to do their best in everything for their own satisfaction.
  • Caroline Roche on 20 Apr 09
     
    Why do we have schools? Instead of answering this question by listing all the good things that schools provide, which anyone can do, I will turn the question around: What is bad about having schools?
  • Melissa Seifman on 21 Apr 09
     
    Why do we have schools? Instead of answering this question by listing all the good things that schools provide, which anyone can do, I will turn the question around: What is bad about having schools?
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e-competence in the European Framework: 21st century literacies (UOC, Seminar... - 0 views

www.slideshare.net/...oc-work-in-progress-abril-2009 e-skills ICT Knowledge society Knowledge economy ICT skills 21st century literacies ICT competence e-competence E-awareness Technological Literacy Informational Literacy Digital Literacy Media Literacy
shared by Tero Toivanen on 13 Apr 09 - Cached
  • Tero Toivanen on 13 Apr 09
     
    Cristóbal Cobo's excellent presentation about 21st century literacies, e-skills, knowledge society, ICT skills etc.
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Master of Our Online Universe: Progression to Web 3.0 | cyberCulture - 0 views

blog.aaronpsmith.com/?p=13 cyberculture web3.0 web2.0 progression internet
shared by Tero Toivanen on 28 Feb 09 - Cached
  • In my opinion, Web 2.0 started with the introduction of the Social Networking Site (SNS) to the Web.
  • We can look back to 2002 and the launch of Friendster to see Web 2.0 in its infancy.
  • “Friendster was the first explicit social networking site in terms of the way we think about it today.”
  • ...5 more annotations...
  • With the introduction of Friendster the user can now create a digital persona without having any programming knowledge.
  • First was MySpace, which gave users access to their profiles HTML and CSS.
  • This feature to the SNS provided the user the ability to personalize their digital persona, and allowed them to express their individuality.
  • The next step in user control was given by Facebook, when the site allowed users develop and incorporate widgets into their profiles. The SNS Ning goes one step further by combining both the ideas of MySpace and Facebook, Ashlock says, “Giving users the power to construct an authentic identity while providing access to a rich array of Web 2.0 content.”
  • It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user’s ability to be connected has progressed away from the desktop computer.
    • Tero Toivanen
      Tero Toivanen on 28 Feb 09
       
      Progress from Web 2.0 to Web 3.0 is user's ability to be connected away from the desktop computer.
  • Tero Toivanen on 28 Feb 09
     
    Master of Our Online Universe: Progression to Web 3.0 It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user's ability to be connected has progressed away from the desktop computer.
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Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html
shared by Tom Daccord on 12 Feb 09 - Cached
  • Tom Daccord on 12 Feb 09
     
    United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness
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Measuring Up 2008 - 0 views

measuringup2008.highereducation.org/index.php 21stCenturySkills flat_world education2.0
shared by J Black on 31 Jan 09 - Cached
  • J Black on 31 Jan 09
     
    Since 2000, the Measuring Up report cards have evaluated the progress of the nation and all 50 states in providing Americans with education and training beyond high school through the bachelor's degree. In their totality, the five editions of the national
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Social Networking: Learning Theory in Action - 0 views

www.thejournal.com/22646 debate education learning_theory learningtheory social_networking socialnetworking web2.0
shared by Jeff Johnson on 16 Jul 08 - Cached
  • Jeff Johnson on 16 Jul 08
     
    There has been a lot of recent debate on the benefits of social networking tools and software in education. While there are good points on either side of the debate, there remains the essential difference in theoretical positioning. Most conventional educational environments are "Objectivist" in nature and highly structured in terms of students progress and choice. Social networking essentially requires a less controlled, user-generated environment, which challenges conventional views of the effective "management" of teaching and learning. Therefore, can social networking both as an instructional concept and user skill be integrated into the conventional approaches to teaching and learning? Do the skills developed within a social networking environment have value in the more conventional environments of learning?
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