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Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 9 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
hamastrickland

TeacherTube Educational Videos for the School Classroom and Home - Including Educationa... - 0 views

www.teachertube.com

Teaching Videos idt3600

shared by hamastrickland on 10 Feb 20 - No Cached
  • ajohnson43 on 10 Feb 20
     
    Educating future students.
  • ...1 more comment...
  • Mackenzie White on 28 Apr 21
     
    Teaches are able to use this for videos to share to their class. Using this website you are assured that child appropriate videos are only shown.
  • emily6613 on 15 Feb 22
     
    School appropriate videos
  • hamastrickland on 20 Sep 23
     
    website for videos on multiple teaching subjects
Clif Mims

HippoCampus - Free Educational Multimedia - 2 views

www.hippocampus.org

EdTech Technology-Integration Free Video Math Science Resources Social-Studies

shared by Clif Mims on 01 Feb 10 - Cached
  • Clif Mims on 11 Dec 12
     
    "HippoCampus is a project of the Monterey Institute for Technology and Education (MITE). The goal of HippoCampus is to provide high-quality, multimedia content on general education subjects to high school and college students free of charge. HippoCampus was designed as part of Open Education Resources (OER), a worldwide effort to improve access to quality education for everyone. HippoCampus content has been developed by some of the finest colleges and universities in the world..."
Dean Mantz

25 Best Sites for Free Educational Videos - 14 views

www.refseek.com/...educational_videos.html

multimedia educational directory education resources tools Educational videos list technology teaching learning free video

shared by Dean Mantz on 04 Jan 10 - Cached
  • 25 best online resources for finding and viewing educational videos. With the exception of BrainPOP and Cosmeo, all listed sites offer their extensive video libraries for free and without registration.
Ben Rimes

Prelinger Archives : Free Movies : Download & Streaming : Internet Archive - 21 views

www.archive.org/prelinger

video archive prelinger psa commercials educational hygiene instructional film

shared by Ben Rimes on 19 Apr 11 - Cached
  • Ben Rimes on 19 Apr 11
     
    HUGE archive of old video, including old commercials, PSAs, and educational videos. Very useful archive for video production classes.
hamastrickland

YouTube - 0 views

www.youtube.com

Video idt3600

shared by hamastrickland on 13 Feb 18 - No Cached
  • jazminedaniel2 on 13 Feb 18
     
    Youtube is a credible search engine that provides you with videos of all sorts. Educational videos, how-to-do videos and tutrioals that students and teachers can use in the classroom.
  • ...2 more comments...
  • ajohnson43 on 10 Feb 20
     
    Educating future students.
  • Mackenzie White on 28 Apr 21
     
    This is a well known website, it allows you to search videos for learning or music purposes.
  • emily6613 on 15 Feb 22
     
    Easily Accessible Videos
  • hamastrickland on 20 Sep 23
     
    video search engine
Roland O'Daniel

Center for Interactive Learning and Collaboration (CILC): Advancing education through v... - 0 views

www.cilc.org

collaboration edtech education internet2 technology video videoconferencing web2.0

shared by Roland O'Daniel on 09 Jun 08 - Cached
  • Roland O'Daniel on 09 Jun 08
     
    Pushing the envelope with interactive video-conferencing. This site is a clearinghouse manager of online video/video conferencing Professional Development and Content material. Very informative site.
Barbara Lindsey

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

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

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea 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.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • 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.
Clif Mims

Next Vista for Learning - 0 views

www.nextvista.org

Video Lesson-Plans Student-Created Collaboration=Telecollaboration Creativity Educational-Technology Technology-Integration

shared by Clif Mims on 17 Jun 09 - Cached
  • Clif Mims on 17 Jun 09
     
    An online library of free videos for learners everywhere - find resources to help you learn just about anything, meet people who make a difference in their communities, and even discover new parts of the world. And Next Vista for Learning wants to post your educational videos online, too.
Barbara Lindsey

The Tech Curve: RSU #19 Google Apps for Education Plan - 9 views

thetechcurve.blogspot.com/...e-apps-for-education-plan.html

googleapps education gmail

shared by Barbara Lindsey on 18 Dec 09 - Cached
  • Barbara Lindsey on 18 Dec 09
     
    Great description of how one school district is using Google Apps for lifelong learning and teaching. Terrific embedded video on advantages to migrating over to Google Email for educational institutions.
Stacy King

PBS KIDS: Educational Games, Videos and Activities For Kids! - 0 views

pbskids.org

idt7064 education children learning interactive

shared by Stacy King on 22 Jul 13 - Cached
  • Stacy King on 22 Jul 13
     
    A site where students can play educational games, listen to storybooks, color, and watch videos.
Clif Mims

Ken Burns . For Educators | PBS - 0 views

www.pbs.org/educators

lesson-plans resources teachiing video

shared by Clif Mims on 29 Jun 08 - Cached
  • Clif Mims on 29 Jun 08
     
    Lesson plans and educational activities related to Ken Burns' films. Weaves together video and online resources.
Clif Mims

Adobe - Vlog It! : Create Vlogs, Video Blog Software - 0 views

www.adobe.com/vlogit

Video Blogging Development Instructional-Design Instructional-Technology Educational-Technology

shared by Clif Mims on 07 Apr 09 - Cached
  • Clif Mims on 07 Apr 09
     
    Vlog It creates video blogs faster and easier than traditional video editing software because there's no editing! In fact, it's more like an automatic TV newsroom right inside your computer.
Dean Mantz

Freeware screen video capture software: Record video from screen for free - 8 views

all-streaming-media.com/...een-video-capture-software.htm

freeware screen software Screencast video screencasting

shared by Dean Mantz on 08 Apr 10 - Cached
  • Dean Mantz on 08 Apr 10
     
    Freeware for creating screen casts as tutorial or educational videos.a
Stacy King

BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math,... - 0 views

www.brainpop.com

education science technology math Idt7064 language arts videos quizzes social studies

shared by Stacy King on 22 Jul 12 - Cached
  • Alicia Kelley on 22 Jul 12
     
    Brain Pop allows teachers to stream short videos related to their content area.
  • Natasha Gossett on 24 Jul 12
     
    It is a educational website for all subjects. The website offers excellent information in the form of video and then as a follow up to what is taught a quiz to test comprehension is given.
  • Stacy King on 22 Jul 13
     
    Animated games, movies and activities that teach science, math, "social studies" and "language arts".
Dean Mantz

Educational Videos for Kids about Science, Math, Social Studies and English - 22 views

www.neok12.com

english kids multiple curricula science videos math resources educational_videos Education teaching

shared by Dean Mantz on 02 Oct 09 - Cached
  • Dean Mantz on 02 Oct 09
     
    Educational videos and lessons for K-12 students.
Dean Mantz

Free K-8 Educational Videos - 0 views

www.sqooltube.com

middleschool sqooltube education youtube elementary k-8 videos curriculum resources

shared by Dean Mantz on 05 Jan 09 - Cached
  • Dean Mantz on 05 Jan 09
     
    Free educational videos for K-8.
Dean Mantz

100 Best YouTube Videos for Teachers - Classroom 2.0 - 21 views

www.classroom20.com/...649749:BlogPost:177332

youtube education teachers technology web2.0 resources classroom teaching

shared by Dean Mantz on 15 Dec 09 - Cached
  • View the list of the Top 100 Videos for Teachers. This list is provided by SmartTeaching.org, a leading online resource for current teachers, and aspiring education students and student teachers.
  • Dean Mantz on 15 Dec 09
     
    Top 100 educational videos on YouTube.
Clif Mims

CrunchEd Productions - Apple Distinguished Educator Tutorials - 17 views

www.crunchedproductions.com

Tutorials Video Technology-Integration Apps iPad iPhone Podcasting

shared by Clif Mims on 04 Mar 11 - Cached
  • Clif Mims on 04 Mar 11
     
    "CrunchEd Productions provides bite-sized video tutorials on popular educational applications, helping teachers maximize the use of technology in and out of the classroom."
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