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Jeff Johnson

Langwitches » Digital StoryTelling- What Comes to Mind? - 0 views

langwitches.org/...torytelling-what-comes-to-mind

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shared by Jeff Johnson on 11 Jul 08 - Cached
  • As many of you know, who follow me on Langwitches, I am working on a Digital Storytelling Guide for Educators. I will be using Wordle to create a storytelling cloud with words that come to mind when you think what Digital Storytelling means to or for you. Please contribute keywords, that come to YOUR mind when you think of storytelling in a comment. Don’t hesitate to add duplicate keywords what digital storytelling means to you. That way Wordle will highlight more important keywords. I will add your reponses through the comments and through Twitter and Plurk to Wordle and add the collaborative cloud to this post and as part of the cover art of the hardcover book that will be available for free download on Lulu.com . This cloud will be a digital story in itself, told by all of us!
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

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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."
LUCIAN DUMA

BLOGGING USING WEB 2.0 AND SOCIAL MEDIA IN EDUCATION IN XXI CENTURY: Building a powerfu... - 0 views

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shared by LUCIAN DUMA on 17 Mar 11 - No Cached
  • LUCIAN DUMA on 17 Mar 11
     
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shared by LUCIAN DUMA on 14 Aug 11 - No Cached
  • LUCIAN DUMA on 14 Aug 11
     
    Complete #edtech20 guide to #googleplus in #education20 . Please add comments , feed-back and your thoughts related to google plus 
Clif Mims

Blerp - Say anything anywhere! - 1 views

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shared by Clif Mims on 23 May 09 - Cached
  • Clif Mims on 23 May 09
     
    Blerp allows you to start discussions right on top of your favorite websites. Unlike typical web comments, you are in full control. You can post on any webpage you choose, regardless of whether they permit user feedback. In other words, Blerp transforms the entire Web into one giant forum where everyone can participate. Useful for annotating websites, designing online instruction, virtual tours, and Internet scavenger hunts.
LUCIAN DUMA

Top 10 tools to share secure your files in the cloud . Feed-back welcome - 26 views

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shared by LUCIAN DUMA on 23 Apr 13 - No Cached
  • LUCIAN DUMA on 23 Apr 13
     
    What cloud tool do you like more to keep your files secure in the cloud ? Leave a comment after you read article
  • Liu Kah Yang on 27 Apr 13
     
    Google Drive works well for me since I log in to Gmail for work everyday. Nowadays, everything seemed to be googling around my life. Google is already part of my life for all social media platforms. It just make sense for me to use Google Drive and not try to manage so many other cloud-based accounts. Thanks for sharing!
wallaceclient56

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shared by wallaceclient56 on 03 Aug 23 - No Cached
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dqscenter

New blog post The end of slide show #edchat using gr8 #edtech20 alternatives Animoto, F... - 6 views

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started by LUCIAN DUMA on 20 Dec 10 1 follow-up, last by dqscenter on 07 Oct 23
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shared by elliswhite5 on 03 Aug 23 - No Cached
  • wallaceclient56 on 03 Aug 23
     
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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
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Rasi in leading European Masters first round Li Haotong behind five ranked 12Beijing ti... - 0 views

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started by li li on 06 Sep 13 no follow-up yet
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