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elliswhite5

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elliswhite5

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discordaccount

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angelica laurencon

Web 2.0: Terminator of European Eudcation Systems - 0 views

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    NTIC have changed our communication rules. Web 2.0 offers unlimited access to knowledge, skills, sustained by Open Source. The traffic on IT highways is fast, dense... endless and offers to digital natives fare-away trips on the www. Pupils and students born and grown up in digital environment develop intuitive intelligence, are used to receive, to handle and to store messages and infos arriving from many channels at the same time. And they are able to stay concentrated. They are also capable to think in snippets and keep a global understanding. Even alone, in front of their desktop, with a headset on the ears, the learning and memorizing of new skills becomes intuitive - a didactic game, and just like any game, there are rules and tasks to respect. Listing to an E-lesson, accomplishing exercices and tasks turns out into an individual challenge where pupils and students don't have any longer to cope with the disapproval of their mates or teachers. Sitting in one of these unpleasant classrooms facing a nasty prof droning out fastidious or fancy French vocabulary doesn't really open the mind. ... didn't understand? No matter with e-learning: Click on the repeat until you got it. Repeat as many times as you want. Nobody will call you an idiot. E-Teaching and E-Learning with all the Web 2.0 opportunities, Wikis and links is the best way to broad global minds and to catch all the minds lost somewhere on the roads of our messy education systems. And it's the end of segregation: Segregation inside our education systems and our societies, all the messy education environment. Let the schools or colleges be places of coming together and socialization, learning is an individually defined way.
Jeff Johnson

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Barbara Lindsey

Textbook Piracy Grows Online, Prompting a Counterattack From Publishers - Chronicle.com - 0 views

  • College students are increasingly downloading illegal copies of textbooks online, employing the same file-trading technologies used to download music and movies. Feeling threatened, book publishers are stepping up efforts to stop the online piracy.
  • Textbook Torrents, promises more than 5,000 textbooks for download in PDF format, complete with the original textbook layout and full-color illustrations. Users must simply set up a free account and download a free software program that uses a popular peer-to-peer system called BitTorrent. Other textbook-download sites are even easier to use, offering digital books at the click of a mouse.
  • culture of infringement
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  • So far the publishing group has not sought to take legal action against individual student downloaders, as the Recording Industry Association of America has done in its campaign to stamp out the illegal trading of music at colleges. The book-publishing group has not sought to shut down entire Web sites that offer downloads either, said Mr. McCoyd. Instead, officials are doing research on the extent of the problem and asking Web-site owners to remove individual files. "We've just tried to keep sweeping away these infringements as they continue to come online," he said.
  • Individual academic publishers have also taken steps to stop book pirates.
  • "We have been fairly vigorous in monitoring these sites and in requesting that they take down our copyrighted content,"
  • One place their titles keep popping up is Scribd, a document-sharing Web site that opened this year. The site's policies do not allow users to post copyrighted content without permission, but some people break the rules.
  • He said that if the problem worsens, publishers may have to take other steps to prevent piracy, such as releasing a new version of most textbooks every semester. The versions could include slight modifications that could be changed easily—such as altering the numbers in math problems. "They may compelled to," he said, "in order to stay one step ahead of the pirates."
    • Barbara Lindsey
       
      Wrong response. Instead of trying to force students into a model that doesn't work any longer, why not give them what they want and need? Look at MIT OpenCourseWare, Berkeley course content on iTunes, Flat World Knowledge, the California Open Source Project, Connexions. Heck! Look at OpenSource software such as Linux, Firefox, OpenOffice. THIS is the new model and companies will need to figure out a way to monetize this in a way that works for everyone.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

  • 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
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  • 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.
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    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."
Ann Steckel

lingro: The coolest dictionary known to hombre! - 1 views

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    A site which embeds a website students are reading and allows all words on the site to be clickable, enabling a dictionary. Also keeps track of words you've clicked on and allows you to play study games with them!
duncwilson

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