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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."
Ninja Essays

Tools for Teaching Essay Writers: A Guide for Educators | EdCircuit - 0 views

www.edcircuit.com/-writing-a-guide-for-educators

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shared by Ninja Essays on 22 Apr 15 - No Cached
  • Ninja Essays on 22 Apr 15
     
    "Have you ever wondered why your students don't like writing essays? The most obvious reason is natural talent: some people have an intuitive tendency to express themselves well, while others struggle with words. However, the approach you make as a teacher also makes a visible difference in the work of your students."
Ninja Essays

US Government Teachers Blog: How to Teach Writing with the Help of Technology - 0 views

usgovteducatorsblog.blogspot.com/...each-writing-with-help-of.html

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shared by Ninja Essays on 02 Dec 14 - No Cached
  • Ninja Essays on 02 Dec 14
     
    If you are constantly frustrated by your students' inability to understand what you expect from academic assignments, maybe it's time to turn to technology tools.
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Buy Google 5 Star Reviews - 100% Non-Drop,Safe,Real 5 Star Reviews.... - 0 views

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shared by elliswhite5 on 02 Aug 23 - No Cached
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Ninja Essays

Great Educational Tools for All Teachers and Students - Berkeley, CA - 0 views

www.americantowns.com/...teachers-and-students-19305885

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shared by Ninja Essays on 30 May 14 - No Cached
  • Ninja Essays on 30 May 14
     
    "Modern educational technology provides endless opportunities for teachers to make the educational process more interesting and students to become more motivated to learn. Teachers from all around the world have started to rely on educational tools that enhance the students' performance and participation in the classroom."
Brian Yearling

Free Screenwriting Software by Scripped.com - 15 views

scripped.com

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shared by Brian Yearling on 03 Mar 10 - Cached
  • Brian Yearling on 03 Mar 10
     
    Script writing software that is free and web based. Really like the format of the software. Easy to use and forces students to follow proper script format.
  • Brian Yearling on 03 Mar 10
     
    If you do any script writing in your classes (for movies or anything else interesting), this is a neat resource. Check out the help section as it provides a brief run-down of the key elements of scriptwriting to serve as a reminder to students.
Christopher Pappas

The Twitter Guide for Teachers - 0 views

elearningindustry.com/the-twitter-guide-for-teachers

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shared by Christopher Pappas on 06 Aug 13 - No Cached
  • Christopher Pappas on 06 Aug 13
     
    The Twitter Guide for Teachers Twitter can be an incredible tool for both teachers and students when used correctly. As a teacher, your role in the process is to be professional, understanding, and as creative as possible. In regards to Twitter, the possibilities are as endless as you make them. At the Teachers Guide to Twitter you will find: How as a teacher can you effectively utilize Twitter, a creative writing lesson plan using Twitter, 15 creative ways to use Twitter in the classroom, and 17 videos on how as a teacher can you use Twitter in classroom! http://elearningindustry.com/the-twitter-guide-for-teachers
Ninja Essays

Apps and Tools For College Students | Internet Billboards - 0 views

www.internetbillboards.net/...d-tools-you-should-start-using

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shared by Ninja Essays on 07 Aug 15 - No Cached
  • Ninja Essays on 07 Aug 15
     
    "When you are trying to find ways of making your life in college easier, technology can always come to the rescue. There are apps for nearly all problems you encounter: budgeting, academic writing, studying, organizing, reading, eating, and anything else you could think of."
Ninja Essays

Top Writing Tools of Famous Authors - 0 views

www.ninjaessays.com/...riting-tools-of-famous-authors

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shared by Ninja Essays on 27 May 14 - No Cached
  • Ninja Essays on 27 May 14
     
    From Mark Twain to everyone's favorite George R.R. Martin, here is what some of the most famous writers used to produce their works!
elliswhite5

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shared by elliswhite5 on 02 Aug 23 - No Cached
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Teresa Pombo

Graphic Organizers - 19 views

www.eduplace.com/graphicorganizer

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shared by Teresa Pombo on 14 Oct 09 - Cached
  • Teresa Pombo on 14 Oct 09
     
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shared by wallaceclient56 on 03 Aug 23 - No Cached
  • wallaceclient56 on 03 Aug 23
     
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Rose Black

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shared by Rose Black on 11 Jul 12 - No Cached
  • Rose Black on 11 Jul 12
     
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shared by Keith Schoch on 27 Feb 14 - No Cached
  • Keith Schoch on 27 Feb 14
     
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  • clarafelix on 20 Jan 23
     
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shared by elliswhite5 on 03 Aug 23 - No Cached
  • wallaceclient56 on 03 Aug 23
     
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    How do you respond to a negative comment? When you receive a negative comment, it's easy to get defensive and react with a harsh reply. But this only makes the issue worse. Instead of responding with a stern "no," try responding with something positive: "Thanks for your feedback! I'll take it under consideration." Or: "Thanks for your feedback-I'm happy to discuss if there's anything else I can do." You might even try an apology: "I'm sorry that this didn't turn out as we'd hoped." Remove Google Bad Reviews These responses are much more likely to create goodwill than being sarcastic or dismissive (which won't win any friends). How do you Remove a bad review on Google? You can't Remove a bad review on Google. You can remove a bad review from Google with three different methods: Contacting the reviewer, who may be willing to remove the review if you ask them politely enough (this is not recommended). Contacting Google directly and asking them to take down your listing (this is also not recommended). Contacting the site owner, who may be willing to remove your listing if they want it gone but aren't able to do so directly through their own system (you could also try contacting them via Twitter or Facebook). Remove Google Bad Reviews How long does it take for a bad review to go away? A bad review on Google is permanent. It's not like when you leave a review for someone else and it disappears after three days. Once you submit a complaint, there's no way to Remove it or change the rating for good. If your review happens to be about an accident or injury caused by another person (and not yourself), then you may be able to get Google to remove that portion of your original post from its database after some time has passed-but only if they verify that what happened was actually an accident or injury and not just something silly like "I spilled my drink." Remove Google Bad Reviews
  • elliswhite5 on 25 Mar 24
     
    Remove Google Bad Reviews Introduction As a small business owner, you probably want to make sure everyone is happy with your business. But what if someone posts a negative review on Google? Do you have any control over whether or not it stays up? And even if you could remove a bad review from Google, how would that be possible? If a customer post a negative comment about one of your products or services on Google, then how do you respond? Is there anything that can be done about this problem? In this article we'll discuss everything about deleting bad reviews from google play store and other platforms like Facebook, Yelp and Yelp! How do you respond to a negative comment? When you receive a negative comment, it's easy to get defensive and react with a harsh reply. But this only makes the issue worse. Instead of responding with a stern "no," try responding with something positive: "Thanks for your feedback! I'll take it under consideration." Or: "Thanks for your feedback-I'm happy to discuss if there's anything else I can do." You might even try an apology: "I'm sorry that this didn't turn out as we'd hoped." Remove Google Bad Reviews These responses are much more likely to create goodwill than being sarcastic or dismissive (which won't win any friends). How do you Remove a bad review on Google? You can't Remove a bad review on Google. You can remove a bad review from Google with three different methods: Contacting the reviewer, who may be willing to remove the review if you ask them politely enough (this is not recommended). Contacting Google directly and asking them to take down your listing (this is also not recommended). Contacting the site owner, who may be willing to remove your listing if they want it gone but aren't able to do so directly through their own system (you could also try contacting them via Twitter or Facebook). Remove Google Bad Reviews How long does it take for a bad review to go away? A bad review o
Clif Mims

Research Tool - Google Docs - 43 views

support.google.com/...answer.py

Research Language-Arts Writing Google

shared by Clif Mims on 16 May 12 - No Cached
  • Clif Mims on 16 May 12
     
    The Research tool makes it easy to add information from the web to your documents.
  • David Jones on 21 Aug 15
Teresa Pombo

Welcome to virtualdub.org! - virtualdub.org - 11 views

www.virtualdub.org

software opensource editing freeware windows tools capture virtualdub

shared by Teresa Pombo on 12 Apr 10 - Cached
  • Teresa Pombo on 12 Apr 10
     
    VirtualDub is a video capture/processing utility for 32-bit and 64-bit Windows platforms (98/ME/NT4/2000/XP/Vista/7), licensed under the GNU General Public License (GPL). It lacks the editing power of a general-purpose editor such as Adobe Premiere, but is streamlined for fast linear operations over video. It has batch-processing capabilities for processing large numbers of files and can be extended with third-party video filters. VirtualDub is mainly geared toward processing AVI files, although it can read (not write) MPEG-1 and also handle sets of BMP images.
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