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David Freeburg

Notes from Google Teachers Academy - 18 views

epicepoch.wordpress.com/...gtadc

GoogleTeacherAcademy WashingtonDC web2.0 epicepoch Education ed

shared by David Freeburg on 10 Dec 09 - Cached
  • David Freeburg on 10 Dec 09
     
    Here are my notes after attending Google Teachers Academy in Washington D.C.
nick k

Home (All Aboard Tech) - 18 views

sites.google.com/...allaboardtech

shared by nick k on 04 Dec 09 - Cached
  • nick k on 04 Dec 09
     
    Please check out this new Ed tech resource site.
eniko draskovits

News: Hybrid Education 2.0 - Inside Higher Ed - 0 views

www.insidehighered.com/...carnegie

hybrid technology web2.0

shared by eniko draskovits on 28 Dec 09 - Cached
  • eniko draskovits on 28 Dec 09
     
    Researchers at Carnegie Mellon have developed an online learning environment that could make lecture halls obsolete.
Michael Johnson

Surprising Study: 4 of 5 Professors Embrace Social Media | Higher Ed and Social Media... - 13 views

edudemic.com/...and-teaching-with-social-media

Social Media teaching Teaching and Learning educational technology

shared by Michael Johnson on 18 May 10 - Cached
  • Michael Johnson on 18 May 10
     
    It's apparently a common misconception that professors are not willing to embrace social media. According to a new study from the Babson Survey Research Group, more than 80 percent of ...
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
Lissa Davies

Cool Tools for Writing - Part IV « Ed Tech Ideas - 36 views

edtechideas.com/...cool-tools-for-writing

LA writing onlinewritingtools languagearts

shared by Lissa Davies on 21 May 11 - No Cached
  • Lissa Davies on 21 May 11
     
    This is part IV in a series dedicated to free, online writing tools for kids. 
Victor Hugo Rojas B.

Ed Tech Crew - 6 views

www.edtechcrew.net

podcast elearning podcasts edtech blog innovation tech crew

shared by Victor Hugo Rojas B. on 09 Oct 09 - Cached
  • Victor Hugo Rojas B. on 09 Oct 09
     
    Hosted by Darrel Branson (The ICT Guy) and Tony Richards from itmadesimple.com. We discuss all things digital in education - technologies, issues, great websites, web 2.0 and much, much more!
nick k

Playing History - 1 views

playinghistory.org

ed-simulations edgames

shared by nick k on 17 Oct 09 - Cached
  • nick k on 17 Oct 09
     
    "There are tons of free historical games, interactives and simulations on the web. Playing history aggregates info on these resources in a simple, searchable database making it easy to find, rate, and review historical games. There are currently 130 shared games. "
David Freeburg

Do These Britches Make My Technology Look Fat? - 0 views

epicepoch.wordpress.com/...es-make-my-technology-look-fat

education web2.0 technology

shared by David Freeburg on 09 Nov 09 - Cached
  • David Freeburg on 09 Nov 09
     
    Epic Epoch ed tech blog.
David Freeburg

Gaming for N00bs in the Classroom - 5 views

epicepoch.wordpress.com/...ing-for-n00bs-in-the-classroom

diigo ed tech Xbox 360 video games epicepoch

shared by David Freeburg on 13 Nov 09 - Cached
  • David Freeburg on 13 Nov 09
     
    What types of video games would be suitable for a classroom?
Kay Cunningham

News: Google Who? - Inside Higher Ed - 2 views

www.insidehighered.com/...ion_of_google_books_settlement

Google books HathiTrust ebooks search

shared by Kay Cunningham on 28 Mar 11 - No Cached
  • Kay Cunningham on 28 Mar 11
     
    'The Google Books project has been put on ice, delaying what some academic librarians had hoped would be a watershed moment in the accessibility and searchability of digital texts. But a pair of library services scheduled to be announced today show that even as the world's most high-profile digital search-and-retrieval effort has been set back, smaller, academically oriented projects are hoping to continue making electronic texts more discoverable.'
aivlis1977

corsi mooc e corsi mooc gamification - 0 views

fupress.net/...19460

mooc moocgamification corsionline corsigratuiti formazioneonline web

shared by aivlis1977 on 12 Nov 18 - No Cached
  • aivlis1977 on 12 Nov 18
     
    I corsi mooc rappresentano una innovazione l'ultima frontiera dell'educazione a distanza .Si seguono in maniera diacronica e con facilità di accesso L'uso dei mooc potrebbe tornare utile per corsi di aggiornamento e miglioramento dei docenti nella didattica La visione non ha obblighi di orari ed è totalmente gratuita per una formazione democratica Inoltre stanno nascendo nuovi mooc che si uniscono alla gamification cioè a strategie didattiche innovative e coinvolgenti che danno vita ai moocgamification come nuova risorsa di educazione ,unire il piacere al sapere per sviluppare modelli di conoscenza sempre più adeguati
Robert Vouter

Identity, Power, and Education's Algorithms - 13 views

hackeducation.com/...identity-power-algorithms

shared by Robert Vouter on 01 Jun 16 - No Cached
  • An algorithmic education, despite all the promises made by ed-tech entrepreneurs for “revolution” and “disruption,” is likely to re-inscribe the power relations that are already in place in school and in society. Profiling has very different implications for different groups.
Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 20 views

www.edweek.org/...barnett_hightechteaching.html

education Low-Tech 21st century skills ed-tech blended learning

shared by Dennis OConnor on 04 Sep 11 - No Cached
  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
  • ...10 more annotations...
  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Group Consensus Method
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  • Dennis OConnor on 04 Sep 11
     
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
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