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Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 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
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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.
  • 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."
David Wetzel

Making the Most of Wikis in Your Science or Math Classroom - 1 views

www.teachscienceandmath.com/...your-science-or-math-classroom

algebra chemsitry education techmology physics podcasts real world math Science teaching and learning web 2.0 wiki

shared by David Wetzel on 24 May 10 - Cached
  • David Wetzel on 24 May 10
     
    Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers - 43 percent use them to support their teaching and student learning. A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology. By the way - this includes most students today!
Dennis OConnor

Live Tools: A-K - 0 views

c4lpt.co.uk/...conferencing.html

synchronous web2.0 e-learning collaboration

shared by Dennis OConnor on 11 Jan 11 - Cached
  • Live Tools These tools can be used for live meetings/conference, virtual classrooms, for remote access to computers and/or to access or create virtual worlds.
  • Dennis OConnor on 11 Jan 11
     
    Excellent listing of synchronous tools!
Clif Mims

Skype in the classroom (beta) | Skype Education - 15 views

education.skype.com

Skype 2.0 Telecommunication Collaboration=Telecollaboration

shared by Clif Mims on 20 Dec 10 - No Cached
  • Meet new people, discover new cultures and connect with classes from around the world, all without leaving the classroom.
  • Clif Mims on 20 Dec 10
     
    "Skype in the classroom is a free directory for teachers who want to use Skype to bring education to life in their classrooms. Join today to share resources, chat with teachers and even pair classes."
Dennis OConnor

Skype and Kinect could be Microsoft's new killer combo - GeekWire - 12 views

www.geekwire.com/...osofts-skype-deal-sense-kinect

skype kinect web 2.0

shared by Dennis OConnor on 10 May 11 - No Cached
  • Microsoft’s blockbuster agreement to acquire Skype is all but assured now, with multiple reports citing a purchase price of $8.5 billion,
  • The skepticism is warranted. Microsoft has had a rough time with big acquisitions in the past, and Skype will be seen by many in the industry as tying its fortunes to an over-the-hill technology giant that has struggled in consumer markets.
  • But many of the people trying to wrap their heads around the deal are missing an important point — the more than 10 million Microsoft cameras connected to television screens in homes around the world.
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  • That’s how many Xbox 360 Kinect sensors have been sold in six months.
  • Whether or not all of this justifies the $8+ billion price tag isn’t clear. Google and Facebook were reportedly discussing $3 billion to $4 billion at one point in their talks with Skype, which suggests that Microsoft was willing to pay a premium to keep those competitors at bay.
  • Dennis OConnor on 10 May 11
     
    A few years from now when the 'Holo Deck" is real and brought to you via the Cloud by our buddies in Redmond, will we remember it all started with Kinect & Skype?    if games drive virtual presence toward a 3d experience... I'll take the ride and try to figure out how to use it in teaching and learning. 
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 5 views

virtualschooling.wordpress.com/...-university-of-wisconsin-stout

Wisconsin-Stout graduate certificate series e-learning graduate certificate e-learning and online teaching K-12 online teaching

shared by Dennis OConnor on 30 Aug 11 - No Cached
  • Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
  • Dennis OConnor on 30 Aug 11
     
    Michael, Thanks for letting your readers know about our program. I am the advisor for the E--Learning and Online Teaching Graduate Certificate program. I also wrote and teach two of our 5 classes, E-Learning for Educators and the E-Learning Practicum. Our graduate classes are offered by the University of Wisconsin Stout, School of Education. (We are not an extension program.) I'm delighted to be able to talk with those interested in K-12 Virtual Education. I was a public school teacher for 25 years before I went fully online. Working online has been a journey of discovery and a constant reminder of the joys of being a lifetime learner. As you mention we do mix together all kinds of educators in our classes. A typical course will include K-12 classroom teachers, some K-12 online teachers and a good number of community college and university instructors. We also see health educators and some corporate trainers. Folks join us from around the country and the world. It's an eclectic mix of people who all share an interest in teaching online. Our goal is to help people become experienced professional online teachers as a way to expand and grow their careers. To accommodate everyone's interests we have our materials highly differentiated. K-12 teachers have the option of investigating the great resources from iNacol. They are encouraged to build useful quizzes and surveys and to craft discussion prompts as they practice facilitation skills. The topics for all projects are learner selected. We emphasize a practical hands on approach where participants can use what they learn and make right away. The great thing is to see a strong community of practice develop between all kinds of educators. Everyone is richer for it. When it comes to the E-Learning Practicum, I customize each student's experience. I have managed some placements with K-12 Virtual Schools. More often, K-12 teachers take one of two options. Both involve teaching with one of our cooperating
Jerry Bates

Teaching and Learning with Technology - Learning Telecollaboratively - 0 views

clifmims.wetpaint.com/...g+and+Learning+with+Technology

shared by Jerry Bates on 27 Jul 09 - Cached
Amanda Bevis liked it
  • Technology, when used for strategic purposes in educational settings, can have a positive impact on the nature of the classroom and student achievement (Cramer, 2007).
    • Lisa Durff
      Lisa Durff on 27 Jul 09
       
      I'm using Diigo to facilitate informal discussion.Has anyone seen the movie, Two Million Minutes? It is well worth your time to google it and watch the free preview. I paid for the full movie to show my 7th graders.
    • Jerry Bates
      Jerry Bates on 04 Aug 09
       
      Thanks, Durff! most provocative.. as former h.s. teacher, makes me shudder to think how I facilitated wasted time. Teachers of the world, unite!
  • Why Should I Integrate Technology?
    • Jerry Bates
      Jerry Bates on 04 Aug 09
       
      I would like the citations for the videos. It all sounds good, but I want to know who the speaker is.
    • Jerry Bates
      Jerry Bates on 04 Aug 09
       
      source appears as the video concludes: http://t4.jordandistrict.org. Isn't it interesting that a senior learner wants to know the "Who" said it before hearing "What" they are saying? Anybody else think that?
Clif Mims

ipadio - phonecast live to the World, any phone, anywhere - 0 views

www.ipadio.com

2.0 Audio Podcasting Telecommunication Digital

shared by Clif Mims on 17 Aug 09 - Cached
  • Clif Mims on 17 Aug 09
     
    Broadcast from any phone to the Internet live. Useful for phone blogs, collecting audio data, podcasting, and other digital recordings
Rhondda Powling

World Wide Words - 8 views

www.worldwidewords.org/index.htm

language words English reference etymology writing history linguistics dictionary

shared by Rhondda Powling on 12 Nov 09 - Cached
  • Rhondda Powling on 12 Nov 09
     
    A facinating site on 'Words' (British. It offers more than 2100 pages on the origins, history, evolution and idiosyncrasies of the English language worldwide. .
Rhondda Powling

Geocube - The world of Geography at your fingertips - 7 views

www.geo-cube.eu/index.html

geography geocube socialstudies resources education

shared by Rhondda Powling on 12 Nov 09 - Cached
  • Rhondda Powling on 12 Nov 09
     
    Really cool application for Web 2 using Geo teachers. Similar to youcube - search engine with visualization and click and watch/listen to each square.
Dennis OConnor

Martin Dougiamas Keynote at Moodlemoot Canada | Some Random Thoughts - 13 views

www.somerandomthoughts.com/...s-keynote-at-moodlemoot-canada

keynote martin dougiamas imoot moodle

shared by Dennis OConnor on 07 May 11 - No Cached
  • Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmonton.
  • Martin updated us with the current stats on Moodle 54,000 verified sites worldwide. 41 Million users 97 language packs (17 fully complete, the rest are in various states) 54 Moodle Partners who fund the project and its going very well ensuring the project will continue into the future. (such as Remote-Learner who I work for) USA still has the highest raw number of installations and Spain has half of that with much less population. Brazil is now 3rd in the world and has overtaken the UK now in total installs. 3 of the top 10 are English speaking per head of population, Portugal has the largest number of Moodle installations.
  •  ”a lot of people find that giving students the ability to teach is a valuable learning process” – Martin Dougiamas.
  • ...10 more annotations...
  • As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined on Moodle Docs. It details the typical 10 step progression which looks like: Putting up the handouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes and Assignments (less management) Using the Wiki, Glossary and Database tools (interactive content) Facilitate discussions in Forums, asking questions, guiding Combining activities into sequences, where results feed later activities Introduce external activities and games (internet resources) Using the Survey module to study and reflect on course activity Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways Conducting active research on oneself, sharing ideas in a community of peers
  • A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies and knowledge.  Many people really want this “Content Pump” focus, becuase it is what they need. Others use it as a community of practitioners, connected activities, content created by students and teachers alike and many methods of assessment. These are the two ends of the spectrum of usage.
  • Moodle has two roles: to be progressive and integrate with things coming up, and a drag and drop UI, with innovate workflows and improve media handling and mobile platforms to be conservative and improve  security and usability and assessment , accredition, detailed management tracking and reports and performance and stability
  • Since Moodle 1.9 came out three years ago,  March 2008 and most are still using the three year old code which has had fixes applied since then (1.9.11 is the current release.) The support for 1.9 will continue until the middle of 2012 as it is understood that it will be a big move to Moodle2.   “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 months more work” .
  • However, the ongoing support for each release will be 1 yr moving to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
  • What will be in Moodle 2.1? Performance Restore 1.9 backups Quiz/question refactor Page course format Interface polishing Official Mobile app (there now is a Mobile division)
  • HQ are working on an official app which uses Moodle 2 built-in web services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
  • Moodle HQ has looked at what is Mobile really good at and identified them one by one and implemented them.  This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for the iPhone first and then someone will make it for Android so it will lag behind, but will be the same.
  • What is going to happen in 2.2 and beyond?
  • Grading and Rubrics Competency Tracking (from activity level, course level, outside courses to generate a competency profile) Assignment (planning to combine all 4 into one type and simplify it) Forum (big upgrade probably based on OU Forum) Survey (to include feedback/questionnaire – being rewritten currently) Lesson Scorm 2 Improved reporting IMS LTI IMS CC (although it is in 1.9 needs to be redone)
  • Dennis OConnor on 07 May 11
     
    An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 .  (I'll make the move when we have 2.1 or 2.2.)  
Angela Christopher

Gapminder: Unveiling the beauty of statistics for a fact based world view. - Gapminder.org - 19 views

www.gapminder.org

statistics visualization data economics information development presentation

shared by Angela Christopher on 15 Jul 11 - Cached
R Cabezas liked it
  • Angela Christopher on 15 Jul 11
     
    Animated graphs!
iupdateyou123

Email Marketing | I Update You - 0 views

www.iupdateyou.org/...email-marketing

shared by iupdateyou123 on 13 Jan 15 - No Cached
  • iupdateyou123 on 13 Jan 15
     
    Email marketing has become a vital tool for business ever since the introduction of the internet to the world. Email marketing helps to Send emails with the purpose of improving the relationship of abusiness owner with its current or previous customers and to encourage customer reliability and repeat business. Send emails with the objective of attaining new customers or compelling current customers to buy something instantly.
iupdateyou123

Web Hosting Companies - 0 views

www.iupdateyou.org/...web-hosting-companies

Internet computer education

shared by iupdateyou123 on 14 Jan 15 - No Cached
  • iupdateyou123 on 14 Jan 15
     
    Web hosting is one of the most different industries and certain hosting companies specialize in a very particular niche. There are some of the best web hosting companies in the world that are cheap and there are some companies that are expensive. There are many ways to market your web hosting company. Here are some ways that you can get profits with your web hosting companies that you will see results from.
jenifarjaf

EarnMoneyOnline.com - 0 views

onlinemoneymaking365.blogspot.com

shared by jenifarjaf on 11 Mar 15 - No Cached
  • jenifarjaf on 11 Mar 15
     
    How to work: 99 designs are a website, here you can purchase or sell your design with contest your luck. That means if you are a good designer so you can participate competitively in 99 design.com,, here you have a great opportunity to win the competition and win lots of money if your design is world class content.
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