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Clif Mims

Tradtional Approaches and Digital Alternatives - 1 views

www.bloglines.com/...andrewch

2.0 educational-technology hots idt7078 instructional-design learning lesson-plans resources teaching

shared by Clif Mims on 08 May 08 - Cached
  • Clif Mims on 08 May 08
     
    Helpful chart for helping teachers migrate to integrating digital strategies
Clif Mims

Bloom's Digital Taxonomy - 0 views

techlearning.com/showArticle.php

2.0 educational-technology hots idt7078 instructional-design learning lesson-plans resources teaching

shared by Clif Mims on 21 Jul 08 - Cached
  • Clif Mims on 21 Jul 08
     
    Andrew Churches' article in Techlearning
Clif Mims

ignitePhilly - 0 views

www.ignitephilly.org

2.0 education educational-technology future instructional-technology presentations reform technology-integration

shared by Clif Mims on 07 Oct 08 - Cached
  • Clif Mims on 07 Oct 08
     
    If you had five minutes on stage what would you say? What if you only got 20 slides and they rotated automatically after 15 seconds? Around the world geeks have been putting together Ignite nights to show their answers...
Clif Mims

Educon 2.1 - 0 views

educon21.wikispaces.com

2.0 conference=convention education future instructional-design learning reform teaching

shared by Clif Mims on 15 Jul 08 - No Cached
  • Clif Mims on 15 Jul 08
     
    EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams.
Clif Mims

Kaltura - Open Source Video Platform - 0 views

corp.kaltura.com

2.0 Video Presentations Instructional-Design Tutorials Web-Apps Collaboration=Telecollaboration

shared by Clif Mims on 18 Nov 08 - Cached
  • Clif Mims on 18 Nov 08
     
    Easily add full video capabilities to any site at little or no cost
Clif Mims

Posterous - 0 views

posterous.com

2.0 blogging instructional-design social-software storage web-apps

shared by Clif Mims on 22 Jul 08 - Cached
  • Clif Mims on 22 Jul 08
     
    The place to post everything. Just email us. Dead simple blog by email.
Donna W

Lesson Plan Models - Clif's Wiki - 0 views

clifmims.wetpaint.com/...Lesson+Plan+Models

shared by Donna W on 02 Aug 08 - Cached
  • Robert Gagne's nine events of instruction
    • Donna W
      Donna W on 02 Aug 08
       
      This link does not work.
  • Understanding Geometry
    • Donna W
      Donna W on 02 Aug 08
       
      This link does not work
    • Donna W
      Donna W on 02 Aug 08
       
      Understanding Geometry link does not work
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  • Trends of the Periodic Table
    • Donna W
      Donna W on 02 Aug 08
       
      This link does not work.
  • An Introduction to Verb Conjugation
    • Donna W
      Donna W on 02 Aug 08
       
      This link does not work
Brian Yearling

Podcasting - The Complete Guide to Creating Your Own Podcast - 28 views

www.voices.com/podcasting.html

tutorial podcasting podcast instructional technology education beginners

shared by Brian Yearling on 06 Apr 10 - Cached
  • Brian Yearling on 06 Apr 10
     
    Nice tutorial for new podcasters.
Dennis OConnor

E-Learning Graduate Certificate Program: mLearning: Using Mobile Technologies to Enhanc... - 0 views

elearning-certificate.blogspot.com/...ng-mobile-technologies-to.html

elearning graduate credit mobile mlearning iphone blackberry android

shared by Dennis OConnor on 12 Jan 11 - No Cached
  • Fundamental to the modern definition of mlearning is that it is the learner/learning that is mobile, not the device. In-depth analysis of mobile learning research, trends, instructional strategies, curriculum integration, professional development, and on-the-job training using handheld technology such as the iPad, iPod Touch, iPhone, and smartphones.
  • Dennis OConnor on 12 Jan 11
     
    This is a terrific class taught by author and online educator Ann Bell. Cutting Edge!
Cheska Lorena

Using Diigo Webslides to access and interact with learning resources | Instructional De... - 27 views

instructionaldesignfusions.wordpress.com/...teract-with-learning-resources

technology Diigo social-bookmarking

shared by Cheska Lorena on 17 Dec 10 - No Cached
  • Cheska Lorena on 17 Dec 10
     
    How to create, embed and share free and easy webslides on Diigo through RSS feeds or specific bookmarks
social learning

How Mobile Technology is a Game Changer for Developing Africa - 0 views

mashable.com/...mobile-africa

technology mobile education mxit nokia learning instant Education

shared by social learning on 13 Mar 11 - Cached
  • MXIt, a mobile messaging and social networking client, reaches 40% of South Africa’s population according to a company spokesperson, and has teamed up with scores of organizations to provide educational information on everything from mathematics to driving instructions.
Kay Cunningham

Personal Archiving - Digital Preservation (Library of Congress) - 19 views

www.digitalpreservation.gov/you

preservation archives instructions Library of Congress digital preservation

shared by Kay Cunningham on 14 Jun 11 - Cached
  • Kay Cunningham on 14 Jun 11
     
    'Chances are that you want to keep some digital photos, e-mail, and other files so that you-and your family-can look at them in the future. But preserving digital information is a new concept that most people have little experience with.'
Andrew Cock

Learn It In 5 - Home - 22 views

www.learnitin5.com

tutorials Web2.0 technology

shared by Andrew Cock on 14 Aug 11 - Cached
  • Dennis OConnor on 14 Aug 11
     
    Video site dedicated to short instructional tutorials for the technology classroom.  
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
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
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