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Clif Mims

VideoSurf Video Search Engine - 1 views

www.videosurf.com

Video Tutorials Presentations Search

shared by Clif Mims on 11 Feb 09 - Cached
  • Clif Mims on 11 Feb 09
     
    VideoSurf has created a better way for users to search, discover and watch online videos. Using a unique combination of new computer vision and fast computation methods, VideoSurf has taught computers to "see" inside videos to find content in a fast, efficient, and scalable way. Basing its search on visual identification, rather than text only, VideoSurf's computer vision video search engine provides more relevant results and a better experience to let users find and discover the videos they really want to watch.
elliswhite5

Buy YouTube Accounts - Best Social Service Provider - 0 views

realserviceit.com/...buy-youtube-accounts

Education Web2.0 tools technology learning resources teaching immigration visa 2.0

shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    Why Your Company Should Own a YouTube Account? As a business owner, you are aware of how crucial marketing is to the success of your enterprise. You are also aware that one of the most effective marketing strategies now in use is social media. So why not promote your company on YouTube? With over 1 billion subscribers, YouTube is the second most popular search engine after Google. That implies that YouTube has a sizable potential customer base for your company. Buy YouTube Accounts How to Get a YouTube Account? A few things should be taken into account before buying a YouTube account for your company. Choosing a personal or business account is the first step. A business account would be more appropriate if you intend to use YouTube for marketing purposes. You will then have access to features like personalized branding, sophisticated analytics, and business-specific tools. Price is another factor to take into account. The number of subscribers, the caliber of the content, and the quantity of views are some of the variables that will impact the cost of a YouTube account. Choose a less expensive account if you are on a tight budget. However, remember that the standard the account is more significant than the cost. How to Create a YouTube Account? You must create a YouTube account for your company in order to begin using YouTube marketing. This account, which is made exclusively for your business, will be distinct from any personal YouTube accounts you might have. How to create a YouTube account: -Click "Create an Account" on the YouTube website. Your name, email address, password, and birthdate must all be entered. -Press "Next." -Type in your phone number and choose your nation. -Press "Next." -Choose if you want to sign up for Google promotional mailings. Then click "I Agree." -Input the code for verification that was texted to your phone number. Choose "Verify." You've now created an account on YouTube. You can start with your Yo
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Luis Rojas Alves

VidEntice Review - Making Money Has Never Been Easier! - 0 views

azonbundlereview.com/videntice-review

VidEntice Review Demo And Interview Bonuses Scam

shared by Luis Rojas Alves on 23 Jun 17 - No Cached
  • Luis Rojas Alves on 23 Jun 17
     
    VidEntice is a video marketing tool that allows users to insert calls to action buttons into the video without any barrier. Then the tool will automatically redirect the audience to the landing page you have set before.
Michael Johnson

Learning with 'e's: Search results for identity - 18 views

steve-wheeler.blogspot.com/search

learning Social Media Higher Ed

shared by Michael Johnson on 03 Aug 10 - Cached
  • Michael Johnson on 03 Aug 10
     
    The Social Web is transforming the way students interact with others, and is challenging traditional pedagogies, values and practices. An analysis of students' uses of social networking tools (e.g. Facebook, Myspace) and video/photo sharing sites (e.g. YouTube, Flickr) reveals the emergence of collective digital literacies. These include filtering content, new textual and visual literacies, managing multiple digital identities, representing self in cyberspace and engaging in new modes of interaction. In this presentation I will argue that identification through digitally mediated tools has become the new cultural capital - the set of invisible bonds that ties a community together. It is this 'social glue' - such mutual understandings and exchanges that occur on a daily basis within social media - that build the digital communities, and create new learning spaces, nurturing the habitus of a new 'digital tribe'.
Leslie Holwerda

Five steps to a basic news video for the web · kellyfincham · Storify - 0 views

storify.com/...a-basic-news-video-for-the-web

news video storify tools web2.0

shared by Leslie Holwerda on 20 Nov 11 - No Cached
  • Leslie Holwerda on 20 Nov 11
     
    creating videos
Clif Mims

TroopTube - 0 views

www.trooptube.tv

2.0 Video Digital Service

shared by Clif Mims on 23 Dec 08 - Cached
  • Clif Mims on 23 Dec 08
     
    TroopTube is the new online video site designed to help military families connect and keep in touch while miles apart. The site is designed for easy use, so you can quickly upload videos and share the simple joys of each day with each other.
Clif Mims

Next Vista for Learning - 1 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.
Keith Schoch

Video Viewing with a Purpose - 125 views

howtoteachanovel.blogspot.com/...ideo-viewing-with-purpose.html

video assessment tools teaching responding

shared by Keith Schoch on 27 Feb 14 - No Cached
  • Keith Schoch on 27 Feb 14
     
    Embed quiz questions, surveys, and comments into videos easily, while recording scores via the teacher dashboard. Assess understanding of videos assigned.
  • ...7 more comments...
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  • hmmallick on 21 Mar 23
     
    we should more often create engaging activities for students to increase their learning activities. In our school Bodhi Bhavans: https://bodhibhavans.org/ we create learning environments and apply them with our children.
nailmallpro

5 Ways to Know You Need A Plumber | U'GoPros Inc - 0 views

5 Ways to Know You Need A Plumber | U'GoPros Inc

Window Tinting- Detailing Wash Catering Wedding Planner Organiser Complete Plumbing Auto Repair Tinting DJ Performing & Planne Roofing Service Tips Maintenance in Professional Mechanic D Filed in: ServicesTags: best home services app inc Local company Clo

shared by nailmallpro on 03 Apr 19 - No Cached
  • nailmallpro on 03 Apr 19
     
    Plumbing Repair Are you looking for a qualified, professional plumbing service provider or emergency plumber near me that knows the latest technological processes for fixing leaks, repairing and replacing plumbing pipes and ensuring your plumbing system is clean and operating normally? If you are, we can help you find the right plumber for your needs. Signs You Need a Plumbing Repair Contractor in Space Coast Florida Plumbing systems in the homes and businesses of Brevard County are often overlooked until they fail and result in the need to shut off your home or business' water until a qualified plumbing contractor can be contacted to locate and repair the problem. Thankfully, there are some signs you can look for to determine if your plumbing system needs a plumber repair or service leak repair before it completely fails, potentially resulting in floods and backed up sewer lines. 1. You Have Limited or No Hot Water Hot water is essential for washing laundry, taking a shower and general cleaning around your home or business. When you don't have hot water or you have very limited hot water, it could mean that you have a problem with the gas or electrical connections to your hot water heater, the hot water heating elements have failed or the inside is filled with debris and corrosion. The good news is that one of our water heater plumbing professionals can diagnose the problem with your water heater and repair it or replace your water heater. 2. More than One Drain is Slow If just one drain is slow, it most likely means there is a clog in that drain that needs to be removed. Drains that commonly clog include sinks, showers and bathtubs, and typically, all it takes is cleaning the clogged drain out with a plumbing snake or auger. However, if you have multiple slow drains or your toilet is backing up into your bathtub, there's a good chance you have a sewer line clog that needs immediate attention. Sewer lines can be safely cleaned out by an experienced plumb
Donna Baumbach

Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (... - 10 views

www.amazon.com/...0262013363

edtech learning teaching digital_natives web2.0 research reports MacArthur

shared by Donna Baumbach on 22 Nov 10 - No Cached
  • Donna Baumbach on 22 Nov 10
     
    "Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings-at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. Integrating twenty-three different case studies-which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups-in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis."
Barbara Lindsey

Visualize your GPS tracks with Breadcrumbs | Google Earth Blog - 19 views

www.gearthblog.com/...your_gps_tracks_with_brea.html

gps visualize socialannotation 3d googleearth googlemaps

shared by Barbara Lindsey on 02 Jan 11 - No Cached
  • Our users can log their ski trip, hiking trip or sightseeing trip, upload it to Breadcrumbs with their photos and videos, and send it to all their friends, who can relive the adventure in 3D. And this is only the start, as we plan to provide our users with a platform to not only edit and maintain tracks, but also to find new places to explore and interact within a social network.
  • Breadcrumbs is the first web application of its kind, where users can manage GPS tracks, photos and videos in one place - it can be thought of as 'Flickr for GPS tracks'.
  • The key features of Breadcrumbs include:Relive your adventure: Breadcrumbs brings together photos, videos and GPS tracks in one quick and easy process and our 3D playback function brings the track alive. Edit and manage: Breadcrumbs comes with a suite of tools which let users edit and manage their GPS tracks, photos and videos. These include:- Automated geotagging of photos.- Track editing tool to correct GPS points.- Add information to your adventure to help tell the story, such as show where you ate your lunch or spotted some wildlife.- Organize: Breadcrumbs offers a rich set of tools to help users to manage adventures.- Share: Breadcrumbs makes it easy to share adventures, with options including a public page for each track and direct integration with Facebook.
  • ...2 more annotations...
  • Our utilization and heavy integration with the Google Earth plugin is also a big bonus for the user. Garmin allows you to look at your data in Google Maps and indeed Google Earth. However, Breadcrumbs builds on this as we have built a track playback feature on top of the plugin which allows you to hit play and replay your trip step by step. It's like watching a movie of your day out! This really does bring the users' GPS data to life especially when sharing with friends and family.
  • We are already integrated with one smartphone application allowing the user to push their tracks directly to Breadcrumbs from their phone.
Kim Collazo

Video Websites For Kids - 0 views

www.educational-freeware.com/...youtube-for-kids.aspx

videos

shared by Kim Collazo on 17 Jun 11 - No Cached
  • Kim Collazo on 17 Jun 11
     
    Great sources for videos to use in classroom, especially when YouTube is blocked.
chakri_seo

Video Information kiosk - 0 views

chakradharseo.wordpress.com/...video-information-kiosk

video conferencing software solution india technology kiosk peoplelink

shared by chakri_seo on 22 Jan 15 - No Cached
  • chakri_seo on 22 Jan 15
     
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Michael Johnson

E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes - 20 views

www.downes.ca/31741

eLearning social media teaching learning web 2.0 e-learning Downes

shared by Michael Johnson on 12 Jan 11 - Cached
  • In general, where we are now in the online world is where we were before the beginning of e-learning [1]. Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world. Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
  • networked markets
  • In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
  • ...21 more annotations...
  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared. This belief is manifest in such things as free and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
  • "Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways"
  • Web 2.0 is not a technological revolution, it is a social revolution.
  • It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Also a place to receive and give feedback. I believe that one of the things that learners need to have to be prepared for learning in this space (social media or web 2.0) is the ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-learning, the closest thing to a social network is a community of practice, articulated and promoted by people such as Etienne Wenger in the 1990s. According to Wenger, a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
  • Yahoo! Groups
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      So, I believe he is saying that virtual communities of practice that form naturally are more real and approach what Wenger was talking about better than contrived "communities" put together in classes. That may be true. but does it have to be? If people come together to with a common purpose and the instructor allows the students freedom to explore what is important to them then I would hope that this kind of community can develop even in formal educational settings. Relevance is a key issue here!
  • "We're talking to the download generation," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the option to download information about education and careers the same way you can download music? It untethers content from the Web and lets students access us at their convenience." Moreover, using an online service such as Odeo, Blogomatrix Sparks, or even simply off-the-shelf software, students can create their own podcasts.
  • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
  • Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
  • This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I like the idea of students passing on their work to be fodder for someone else's learning. In this way we change to from a learner to a learner/teacher! (See Dillon Inouye's work and Comments from John Seeley Brown)
  • More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications. Work on such a set of applications has begun in a number of quarters, with the E-Learning Framework defining a set of common applications and the newly formed e-Framework for Education and Research drawing on an international collaboration. While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Jon Mott has some cool ideas related to this paragraph.
  • he most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
  • game "modding" allows players to make the game their own
  • Words are only meaningful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meaning depending on whether I ask for a broom or a mop. You cannot create that context ahead of time— it has to be part of the experience.
  • A similar motivation underlies the rapidly rising domain of mobile learning [24]—for after all, were the context in which learning occurs not important, it would not be useful or necessary to make learning mobile. Mobile learning offers not only new opportunities to create but also to connect. As Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large"
  • "ubiquitous computing."
  • what this means is having learning available no matter what you are doing.
  • The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there and "learn from the best" that is available. Find, organize, evaluate, analyze, synthesize, as well as create. I agree with Chris Lott (@fncll) that creativity is vital! (I am just not so sure that it is a non-starter to say that we should be moral first...though it could be argued that we should become moral through the creative process).
  • And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
  • Michael Johnson on 12 Jan 11
     
    Stephen Downes' take on eLearning and what the future holds
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