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Michael Johnson

Apprehending the Future: Emerging Technologies, from Science Fiction to Campus Reality (EDUCAUSE Review) | EDUCAUSE - 8 views

www.educause.edu/...171774

Learning educational technology future directions

shared by Michael Johnson on 15 Feb 10 - Cached
  • environmental scan
  • The environmental scan method offers several advantages, starting with the fact that drawing on multiple sources and perspectives can reduce the chances of bias or sample error. The wider the scan, the better will be the chance of hitting the first trace of items that, although small at the moment, could expand into prominence. A further advantage is pedagogical: trying to keep track of a diverse set of domains requires a wide range of intellectual competencies. As new technologies emerge, more learning is required in subfields or entire disciplines, such as nanotechnology or digital copyright policy.
  • Disadvantages of this method start from its strengths: environmental scanning requires a great deal of sifting, searching, and analyzing. Finding the proverbial needle in the haystack isn't useful if its significance can't be recognized. Furthermore, the large amount of work necessary for both scanning and analyzing can be daunting, especially for smaller schools or enterprises.
  • ...3 more annotations...
  • That complexity demands non-simple responses. Each of the techniques sketched above offers one way of helping groups to think through these emergent forces and to apprehend the future. Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • to apprehend the future. Crowdsourcing, sce
  • Michael Johnson on 15 Feb 10
     
    Alexander discusses methods for keeping up with the future of technology and its use in higher education.
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."
Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital nation: 21st century schools: learning in the digital age | PBS - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
jodi tompkins

Glossopedia Home - 1 views

www.globio.org/...Default.aspx

encyclopedia science glossopedia search research

shared by jodi tompkins on 24 Mar 10 - Cached
  • jodi tompkins on 24 Mar 10
     
    This site is designed especially with the young learner in mind with its age-appropriate content and emphasis on visual and auditory learning. Glossopedia is the kind of site that you can leave open for students to explore and find a fast fact of the day, find their favorite image, or video Glossopedia Categories Geography and Places Nature and the Environment Technology Animals Earth and Space People and Cultures Human Body Chemistry Natural Forces This site is simple and visually pleasing. The font size is great for young learners. Words are hyperlinked to an audio pronunciation that is a real person, speaking really slowly at first then more quickly, and finally the written meaning of the word. Images and photos have a print button prominently displayed.
Ben Rimes

Pennsylvania Civil War Trails in Google Earth - 10 views

www.pacivilwartrails.com/...index.aspx

civil_war history social_studies google_maps

shared by Ben Rimes on 07 Apr 10 - Cached
  • Ben Rimes on 07 Apr 10
     
    Explore historic places, monuments, and museums from Pennsylvania about the Civil Way in Google Earth. State Historical markers are included with short "story stops", battlefields, and several panoramic photographs that cover significant locations. Every placemarks includes links to other locations nearby of interest and direct links to the Pennsylvania Civil War Trails website with additional information.
Ben Rimes

HP Eco Solutions - 2 views

www.hp.com/...environment

ewaste computers manufacturing toxins environment hp

shared by Ben Rimes on 26 Apr 10 - Cached
  • Ben Rimes on 26 Apr 10
     
    Ideas from HP about how to recycle and reuse old electronics. Also includes links to individual HP products and what's on their Eco Highlights Label. Energy star ratings are included, as well as low-carbon solutions that HP is exploring to help reduce carbon and other toxic emissions.
Roland O'Daniel

Top 50 Mobile Learning Resources | Upside Learning Blog - 11 views

www.upsidelearning.com/...p-50-mobile-learning-resources

education resources mobile

shared by Roland O'Daniel on 16 Dec 10 - Cached
  • Roland O'Daniel on 16 Dec 10
     
    List of mobile learning resources/examples worth exploring.
Ben Rimes

AT&T Archives: Microworld - AT&T Tech Channel - 10 views

techchannel.att.com/...AT&T-Archives-Microworld

microprocessors transistors william shatner technology silicon chips

shared by Ben Rimes on 23 May 11 - No Cached
  • Ben Rimes on 23 May 11
     
    Classic 1976 video in which William Shatner hosts a 15 minute exploration of microprocessor, silicon chips, and the history of their creation. An interesting look back at the history of the microprocessor while it was still in its relative infancy. Might be useful for students looking to piece together a digital history of computing.
IJSRD Journal

IJSRD - International Journal For Scientific Research - 0 views

ahmedabad.yalwa.in/...l-For-Scientific-Research.html

ijsrd ijsrd journal

shared by IJSRD Journal on 15 Oct 14 - No Cached
  • IJSRD Journal on 15 Oct 14
     
    IJSRD Journal is a leading e-journal, under which we are encouraging and exploring newer ideas of current trends in Engineering and Science by publishing papers containing pure knowledge. The Journal is started with noble effort to help the researchers in their work and also to share knowledge and research ideas.
Clif Mims

Be Internet Awesome - 1 views

beinternetawesome.withgoogle.com/en_us

digitalcitizenship digcit online-safety Cyberbulling

shared by Clif Mims on 13 Dec 19 - No Cached
  • Clif Mims on 13 Dec 19
     
    "Helping kids be safe, confident explorers of the online world."
Susan Oxnevad

Top 10 Tech Tools: An Interactive Graphic Packed with Resources - 0 views

d97cooltools.blogspot.com/...tools-interactive-graphic.html

education resources technology web2.0 teaching tools learning 2.0 free

shared by Susan Oxnevad on 17 Jul 12 - No Cached
  • Susan Oxnevad on 17 Jul 12
     
    I created a ThingLink graphic to feature the top 10 free and user friendly tech tools I use the most. Explore the graphic by scrolling over the colored nubbins, then choose topics the resources that interest you the most.
aghora group

Educrib - Exploring Horizons. Kerala, Bangalore, Coimbatore Colleges - 0 views

educrib.com

Education india kerala bangalore coimbatore

shared by aghora group on 17 Jan 14 - No Cached
  • aghora group on 17 Jan 14
     
    Colleges india
Dean Mantz

About | FreshBrain - 0 views

freshbrain.org/about

technology education collaboration sharing resources projects 21stCenturyLearning socialnetworking

shared by Dean Mantz on 16 Feb 09 - Cached
  • Why call it an Organic Release? We think this perfectly describes how freshbrain.org will evolve and grow. As new technologies emerge and mature, we will add them. As more and more teens do projects and activities, enter contests, participate in scholarships and have discussions, the value of the site will grow. Some companies might call this their General Availability release, we think that Organic is a much better term!
  • help educate teenagers about new technologies within a hands-on environment. "I wanted to give kids a chance to explore with technology, to be creative." Ferrario was also frustrated by the fact that schools struggle to keep up with the constant evolution in technology.
  • Dean Mantz on 16 Feb 09
     
    Social collaboration for teens and their education counterparts. Free resource for education to share, create, and connect projects by teens with teens.
Matt Clausen

DoodleBuzz:Typographic News Explorer - 0 views

www.doodlebuzz.com

doodlebuzz resources search socialstudies visualization wordle

shared by Matt Clausen on 26 Sep 08 - Cached
  • Matt Clausen on 26 Sep 08
     
    DoodleBuzz is a new way to read the news through an experimental interface that allows you to create typographic maps of current news stories.
Dean Mantz

The Secret Life of the Brain : 3-D Brain Anatomy - 1 views

www.pbs.org/...index.html

anatomy brain animation interactive biology science education technology learning classroom images web_2.0

shared by Dean Mantz on 23 Jan 09 - Cached
  • Dean Mantz on 23 Jan 09
     
    Interactive 3-D brain. You can explore it by area or function.
Dean Mantz

MapSkip - Places Have Stories! - 0 views

www.mapskip.com

web2.0 maps geography mapskip project digitalstorytelling storytelling ETRweekly6

shared by Dean Mantz on 23 Feb 09 - Cached
  • Join the MapSkip community in exploring the world through shared stories and pictures about all the places in our lives.
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