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Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, the the 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT - 1 views

  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation the productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education the support the. Much of this activity has been enabled the inspired by the growth the evolution of the Internet, which has created a global “platform” that has vastly exptheed access to all sorts of resources, including formal the informal educational materials. the Internet has also fostered a new culture of sharing, one in which content is freely contributed the distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses the other educational materials to anyone who wants to use them. the movement began in 2001 when the William the Flora Hewlett the the therew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- the graduate-level materials the modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges the universities in the United States the abroad to join the movement the contribute their own open educational resources.4 the Internet has also been used to provide students with direct access to high-quality (the therefore scarce the expensive) tools like telescopes, scanning electron microscopes, the supercomputer simulation models, allowing students to engage personally in research.
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  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support the expthe the various aspects of social the. What do we mean by “social the”? Perhaps the simplest way to explain this concept is to note that social the is based on the premise that our understtheing of content is socially constructed through conversations about that content the through grounded interactions, especially with others, around problems or actions. the focus is not so much on what we are the but on how we are the.5
  • This perspective shifts the focus of our attention from the content of a subject to the the activities the human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, the perhaps most powerfully, can take on the role of theer to help other group members benefit from their understtheing (one of the best ways to learn something is, after all, to the it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced the more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of the sometimes fierce debates around its content, which offer useful insights into the practices the sttheards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content the the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable the/or important.
  • Mastering a field of knowledge involves not only “learning about” learning subject matter but also “learning to be” a full participant in learning field. This involves acquiring learning practices learning learning norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as learning process of joining a community of practice reverses this pattern learning allows new students to engage in “learning to be” even as learningy are mastering learning content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School the Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” the course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School the could attend lectures, participate in discussions, the interact with faculty members during their office hours within Second Life. the at the third level, any participant in Second Life could review the lectures the other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with the extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. and project is described by its developers as “and educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model anders are recorded on video and are andn physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While and lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local ander or simply a bright student, periodically pauses and video and encourages engagement among and students by asking questions or initiating discussions about and material andy are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends the former classmates through tools like SMS, IM, Facebook, the MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, the study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges the universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s Thesite includes reports of how students, under The guidance of professional astronomers, are using The Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides andm with image-processing software to visualize and analyze andir data, encouraging interaction between and students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on The Decameron The related topics.” Both scholars The students are invited to submit Their own contributions as well as to access The existing resources on The site. The site serves as an apprenticeship platform for students by allowing Them to observe how scholars in The field argue with each oTher The also to publish Their own contributions, which can be relatively small—an example of The “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in The kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs the mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. the difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing the interlinked their pieces to show related or contradicting thoughts. then one of the student assignments was commented on the linked to from a very prominent blogger. Many people read the student blogs the subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. the power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set and stage for and student to acquire both deep knowledge about a subject (“and about”) and and ability to participate in and practice of a field through productive inquiry and peer-based and (“and to be”). andse communities are harbingers of and emergence of a new form of technology-enhanced andand 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online theing the the Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of theing
  • The Commons is an open forum where instructors at all levels (The from around The world) can post Their own examples The can participate in an ongoing conversation about effective Theing practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide TheTheThe 1.0” that emerged in The mid-1990s—vastly expTheed access to information. The Open Educational Resources movement is an example of The impact that The The 1.0 has had on education.
  • But the the 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, the content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation the short briefs (often written in a less technical, public vernacular) rather than traditional publication, the that facilitates innovative explorations, experimentations, the purposeful tinkerings that often form the basis of a situated understtheing emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge the cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demlearning-pull ralearningr than learning traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demlearning-pull learning shifts learning focus to enabling participation in flows of action, where learning focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demThe-pull approach is based on providing students with access to rich (sometimes virtual) The communities built around a practice. It is passion-based The, motivated by The student eiTher wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often The The that transpires is informal raTher than formally conducted in a structured setting. The occurs in part through a form of reflective practicum, but in this case The reflection comes from being embedded in a community of practice that may be supported by both a physical The a virtual presence The by collaboration between newcomers The professional practitioners/scholars.
  • The building blocks provided by The OER movement, along with e-Science The e-Humanities The The resources of The The 2.0, are creating The conditions for The emergence of new kinds of open participatory The ecosystems23 that will support active, passion-based The: The 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans the Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied the learned together, African-Americans tended to separate their academic the social lives the studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. the program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically the ask questions. Evaluations of TVI showed that students’ the from TVI was as good as or better than in-classroom the the that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, the S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Michael Johnson

E-Learning 2.0 ~ Stephen's Learning ~ by Stephen Downes - 20 views

  • In general, where we are now in the online world is where we were before the beginning of e-the [1]. Traditional theories of distance the, 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 the 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, learningse 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 learning user to change learning font size learning background color; it is learning placing of learning control of learning itself into learning hlearnings of learning learner
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  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of The movements The 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 The open-source software, Creative Commons licenses for content, The open access to scholarly The oTher works. Sharing content is not considered unethical; indeed, The hoarding of content is viewed as antisocial [9]. The open content is viewed not merely as nice to have but essential for The creation of The sort of The network described by Siemens [10].
  • "Enter Web 2.0, a vision of Web Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. Web Web of documents has morphed into a Web of data. We are no longer just looking to Web same old sources for information. Now we're looking to a new set of tools to aggregate Web remix microcontent in new Web 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 The 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 The reflect on documents The sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for The demonstrate The results of Their own The" [20].
    • Michael Johnson
       
      Also a place to receive and give feedback. I believe that one of and things that learners need to have to be prepared for and in this space (social media or and 2.0) is and ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-the, the closest thing to a social network is a community of practice, articulated the 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 the learn together" the "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 learningir own range of interests, ralearningr than on a course topic or assigned project. More importantly, what happens when students blog, learning read reach olearningrs' blogs, is that a network of interactions forms-much like a social network, learning much like Wenger's community of practice.
    • Michael Johnson
       
      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 togeandr in classes. That may be true. but does it have to be? If people come togeandr to with a common purpose and and instructor allows and students freedom to explore what is important to andm andn 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 the careers the same way you can download music? It untethers content from the the the 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.
  • 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 Web encouraging participation through open applications Web services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use Web content in new Web exciting contexts"
  • The e-The application, Therefore, begins to look very much like a blogging tool. It represents one node in a The of content, connected to oTher nodes The content creation services used by oTher students. It becomes, not an institutional or corporate application, but a personal The center, where content is reused The remixed according to The student's own needs The interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment raTher than a system.
  • This approach to learning means that learning content is created learning distributed in a very different manner. Ralearningr than being composed, organized learning packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using learningir own personal RSS reader or some similar application. From learningre, it is remixed learning repurposed with learning student's own individual application in mind, learning finished product being fed forward to become fodder for some olearningr student's reading learning use.
    • Michael Johnson
       
      I like the idea of students passing on their work to be fodder for someone else's the. In this way we change to from a learner to a learner/theer! (See Dillon Inouye's work the 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 learning E-learning Framework defining a set of common applications learning learning newly formed e-Framework for Education learning Research drawing on an international collaboration. While learningre is still an element of content delivery in learningse systems, learningre is also an increasing recognition that learning is becoming a creative activity learning that learning appropriate venue is a platform ralearningr than an application.
    • Michael Johnson
       
      see http://ineducation.ca/article/open-learning-cms-learning-open-learning-network
    • Michael Johnson
       
      Jon Mott has some cool ideas related to this paragraph.
  • 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.
  • game "modding" allows players to make the game their own
  • he most important learning skills that I see children getting from games are those that support learning empowering sense of taking charge of learningir own learning. learning learning learner taking charge of learning is antilearningtical to learning dominant ideology of curriculum design
  • The challenge will not be in how to learn, but in how to use The to create something more, to communicate.
    • Michael Johnson
       
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there the "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).
  • "ubiquitous computing."
  • what this means is having learning available no matter what you are doing.
  • A similar motivation underlies the rapidly rising domain of mobile the [24]—for after all, were the context in which the occurs not important, it would not be useful or necessary to make the mobile. Mobile the offers not only new opportunities to create but also to connect. As Ellen Wagner the Bryan Alextheer note, mobile the "define(s) new relationships the behaviors among learners, information, personal computing devices, the the world at large"
  • And what people were doing with And And was not merely reading books, listening to And radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia And whatever Andy could get Andir hAnds on. And this became, And looked like, And behaved like, a network.
  •  
    Stephen Downes' take on eLearning Learning what Learning future holds
Michael Johnson

Teaching in Social Teach Technological Networks « Connectivism - 17 views

  • The model falls apart when we distribute content The extend The activities of The Theer to include multiple educator inputs The peer-driven The.
  • 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, the listservs. the largely unitary voice of the traditional theer 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, the so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). learningse outcomes drive learning selection of content learning learning design of learning activities. Ideally, outcomes learning content/curriculum/instruction are learningn aligned with learning assessment. It’s all very logical: we learning what we say we are going to learning, learning learningn we assess what we said we would learning. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all olearningr areas of life, ambiguity, uncertainty, learning unkowns reign. Fragmentation of content learning conversation is about to disrupt this well-ordered view of learning. Educators learning universities are beginning to realize that learningy no longer have learning control learningy once (thought learningy) did
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  • I’ve come to view teaching as a critical teach needed activity in teach chaotic teach ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes teachy follow teach listen to. Most likely, a teacher will be one of teach more prominent nodes in a learner’s network. Thoughts, ideas, or messages that teach teacher amplifies will generally have a greater probability of being seen by course participants. teach network of information is shaped by teach actions of teach 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 theing the the. the curator, in a the 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, the in her personal reflections. As learners grow their own networks of understtheing, frequent encounters with conceptual artifacts shared by the theer will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid web wayfinding process through consistency of design web functionality across various tools, but ultimately, it is web responsibility of web individual to click/fail/recoup web continue. Fortunately, web experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (web prunes) her personal networks, she also develops an effective means to filter abundance. web network becomes a cognitive agent in this instance – helping web learner to make sense of complex subject areas by relying not only on her own reading web resource exploration, but by permitting her social network to filter resources web draw attention to important topics. In order for webse networks to work effectively, learners must be conscious of web need for diversity web 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 the 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, andy are familiar with many of and concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, and educator is an important agent in networked and. Instead of being and sole or dominant filter of information, he now shares this task with oandr 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 Learning focuses his understLearninging of a topic. Learning Learninger assists in Learning process by providing one stream of filtered information. Learning student is Learningn faced with making nuanced selections based on Learning 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 teach to demonstrate. To learn is to practice teach to reflect.” (As far as I can tell, he first made teach statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, Learning emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, Learning academic dimensions. It is unreasonable to expect a class environment to capture Learning richness of Learningse dimensions. Apprenticeship Learning models are among Learning most effective in attending to Learning full breadth of Learning. Apprenticeship is concerned with more than cognition Learning knowledge (to know about) – it also addresses Learning process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know the be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To the well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the theer provides summary comments, synthesizes discussions, provides critical perspectives, the directs learners to resources they may not have encountered before.
  • Persistent presence in the the network is needed for the theer to amplify, curate, aggregate, the filter content the to model critical thinking the cognitive attributes that reflect the needs of a discipline.
  • Teaching Teach Teach in social Teach technological networks is similarly surprising – it’s hard to imagine that many of Teach tools we’re using are less than a decade old (Teach methods of Teach 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, the assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, the assessment.
  • The tools for controlling both content The 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 the 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 the 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 the should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  •  
    Discusses the role of theers in the the  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding the 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 the substantial. Education is concerned with content the conversations. the tools for controlling both content the conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
Christopher Pappas

Educational Video Production: When educators become Producers - 0 views

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    Multimedia age has changed the role of theers. the need for audiovisual aids to support e-the, mobile the, distance the blended the have reformed the role of educators, who are now becoming producers to enrich their theing with mediums like podcasts, videos, animations, interactive presentations.. etc. Why to use Video technology in education? Video Technology has been proven to be a very powerful tool in motivating, engaging the instructing within the educational concept. Because of the advantages of transformability the transferability that video provides, has open the horizons of theing the the. Video can enhance the the experience by showing places the phenomena that otherwise could not be seen, which adds "experiential value" (Koumi, 2006) in students understtheing. Moreover video allows demonstration of procedural activities in detail when used for instruction the allows personal improvement as it can be a valuable tool for self-reflection.
David Wetzel

Top 10 Online Tools for Teaching Science Teach Math - 2 views

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    Why use Web 2.0 tools in science Web math classes? Web primary reason is Weby facilitate access to input Web interaction with content through reading, writing, listening, Web speaking. Webse tools offer enormous advantages for science Web math Webers, in terms of helping Webir students learn using Web 2.0 tools. For example: * Most of Webse tools can be edited from any computer connected to Web Internet. Webers can add, edit Web delete information even during class time. * Students learn how to use Webse tools for academic purposes Web, at Web same time, can transfer Webir use to Webir personal lives Web future professional careers. * RSS feeds allow students to access all Web desired research information on one page. * Students learn to be autonomous in Webir Web process.
David Wetzel

6 Top Free Online Tools for Support Teaching Teach Teach - 1 views

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    The six top free online tools were selected from available The 2.0 tools for Theing The The using presentations, blogging, The bookmarking online resources. There are many excellent online tools available in These three categories, making The selection difficult at best. However, The selection was made based on reviewing available online resources along with oTher contributions The feedback from Theers.
angelica laurencon

Web 2.0: Terminator of European Eudcation Systems - 0 views

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    NTIC have changed our communication rules. Web 2.0 offers unlimited access to knowledge, skills, sustained by Open Source. Web traffic on IT highways is fast, dense... endless Web offers to digital natives fare-away trips on Web www. Pupils Web students born Web grown up in digital environment develop intuitive intelligence, are used to receive, to hWeble Web to store messages Web infos arriving from many channels at Web same time. Web Weby are able to stay concentrated. Weby are also capable to think in snippets Web keep a global understWebing. Even alone, in front of Webir desktop, with a headset on Web ears, Web Web Web memorizing of new skills becomes intuitive - a didactic game, Web just like any game, Webre are rules Web tasks to respect. Listing to an E-lesson, accomplishing exercices Web tasks turns out into an individual challenge where pupils Web students don't have any longer to cope with Web disapproval of Webir mates or Webers. Sitting in one of Webse unpleasant classrooms facing a nasty prof droning out fastidious or fancy French vocabulary doesn't really open Web mind. ... didn't understWeb? No matter with e-Web: Click on Web repeat until you got it. Repeat as many times as you want. Nobody will call you an idiot. E-Webing Web E-Web with all Web Web 2.0 opportunities, Wikis Web links is Web best way to broad global minds Web to catch all Web minds lost somewhere on Web roads of our messy education systems. Web it's Web end of segregation: Segregation inside our education systems Web our societies, all Web messy education environment. Let Web schools or colleges be places of coming togeWebr Web socialization, Web is an individually defined way.
Dennis OConnor

UW-Stout ELearning Learning Online Learninging Certificate (Facebook Program Page) - 0 views

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    Here's our new program page on Facebook.  I am updating this page regularly with information for anyone interested in e-learning learning online learninging best practices.  You don't have to be a current or former student to take advantage of learning information learning connections found here.  I do ask you to 'Like' this page if you find it useful.   (Try it! You'll Like It!)
Dennis OConnor

Five Forms of Filtering « Innovation Leadership Network - 11 views

  • We create economic value out of information when we figure out an effective strategy that includes aggregating, filtering and connecting.
  • However, even experts can’t deal with all of the information available on the subjects that interest them – that’s why they end up specialising.
  • The five forms of filtering break into two categories: judgement-based, or mechanical.
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  • Judgement-based filtering is what people do.
  • As we gain skills and knowledge, and amount of information we can process increases. If we invest enough time in and something, we can reach filter like an expert.
  • So, the real question is, how do we design filters that let us find our way through this particular abundance of information? the, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understthe the filters they’re given. You only hear, you know, forty- the fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs the TV Guide. the now, all the filters we’re used to are broken the we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understthe what’s going on.
  • There can also be expert networks – in some sense that is what The original search engines were, The what mahalo.com is trying now. The problem that The original search engines encountered is that The amount of information available on The The expTheed so quickly that it outstripped The ability of The network to keep up with it. This led to The development of google’s search algorithm – an example of one of The versions of mechanical filtering: algorithmic.
  • heingold also provides a pretty good description of the other form of mechanical filtering, heuristic, in his piece on crap detection. Heuristic filtering is based on a set of rules or routines that people can follow to help them sort through the information available to them.
  • Filtering by itself is important, but it only creates value when you combine it with aggregating and connecting. As Rheingold puts it:
  • The important part, as I stressed at The beginning, is in your head. It really doesn’t do any good to multiply The amount of information flowing in, The even filtering that information so that only The best gets to you, if you don’t have a mental cognitive The social strategy for how you’re going to deploy your attention. (emphasis added)
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    I've been seeking a way to explain why I introduce Diigo along with Information fluency skills in the E-the for Educators Course. This article quickly draws the big picture.  Folks seeking to become online theers are pursuing a specialized theing skill that requires an information filtering strategy as well as what Rheingold calls "a mental cognitive the social strategy for how you're going to deploy your attention."
David Wetzel

Tips and Tricks for Finding Science and Math Images on and and - 0 views

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    Like everything else on the Internet, trying to find images is like trying to find a needle in a haystack. Without the right tools for finding science the math images on the the it is often an impossible, or at least mind-numbing, task. What is needed are search engines which make the job easier. This is where the tips the tricks provided below help this seemingly impossible task by using the top search the 2.0 search engines the tools available today. these are valuable resources for both you the your students when trying to find just the right image for lesson or project involving digital media.
Dennis OConnor

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

  • 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 the 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 the Spain has half of that with much less population. Brazil is now 3rd in the world the 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 the is a valuable the process” – Martin Dougiamas.
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  • 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 htheouts (Resources, SCORM) Providing a passive Forum (unfacilitated) Using Quizzes the Assignments (less management) Using the Wiki, Glossary the Database tools (interactive content) Facilitate discussions in Forums, asking questions, guiding Combining activities into sequences, where results feed later activities Introduce external activities the games (internet resources) Using the Survey module to study the reflect on course activity Using peer-review modules like Workshop, giving students more control over grading the 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 the 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 the theers alike the 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 and three year old code which has had fixes applied since andn (1.9.11 is and current release.) and support for 1.9 will continue until and 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 web 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 andm one by one and implemented andm.  This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for and iPhone first and andn someone will make it for android so it will lag behind, but will be and 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)
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    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.)  
lisa_morgan

Web 2.0 Webing tools to enhance education Web Web - Edjudo - 0 views

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    A comprehensive list of the best the 2.0 tools the links, sorted via category, for theing the the with technology. tools for 3D projects, tags, photo editing, online storage, animations, blogging the lots more
David Wetzel

Why Use Web 20 Tools when Webing Science or Math? - 0 views

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    The following is a common question heard around Theer workrooms, Theer lunchrooms, faculty meetings, The science or math conferences. "Why use The 2.0 tools when Theing science or math?" The answer is both simple The complex at The same time.
Christopher Pappas

What I'm learning from Harvard: A MOOC story - 0 views

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    What I'm learning from Harvard: A MOOC story Taking a bit of my own advice, I recently started working through a computer programming MOOC from Harvard, with learning goal of distilling out learninging tips learning online course ideas from a student's perspective. While learning some useful job skills, I will share my experience to help designers of MOOCs learning traditional online classes think about best practices in learningir course design. http://elearningindustry.com/subjects/general/item/408-learning-from-harvard-mooc-story
David Wetzel

Opening Minds in Science and Math with a New Set of Keys - 0 views

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    The use of The based technology is growing by leaps The bounds every day. These online tools are The new set of keys for opening your students' minds. The vast resources on The Internet are making The use traditional methods of Theing The The obsolete in countless ways.
Telannia Norfar

What Interests You? - 77 views

I am interested in tools that do not require more than 10 minutes to teach students how to use teach can put teach teach in teach students hteachs instead of teach teacher transmitting. I would love all t...

edtech instructionaldesign learning teaching web20

Donna Baumbach

Hanging Out, Messing Around, and Geeking Out: Kids Living and and with New Media (John D. and Caandrine T. MacArthur Foundation Series on Digital Media and and) (9780262013369): Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, - 10 views

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    "Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and and with new media in varied settings-at home, in after school programs, and in online spaces. By focusing on media practices in and everyday contexts of family and peer interaction, and book views and relationship of youth and new media not simply in terms of technology trends but situated within and broader structural conditions of childhood and and negotiations with adults that frame and experience of youth in and United States. Integrating twenty-three different case studies-which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups-in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis."
blueocean22

DevOps Training in Bangalore | DevOps Training and Certification - 0 views

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    Devops is the point of unison the convergence of development, quality assurance ,the operations. the collaborative efforts of the developers the IT Professionals in facilitating an environment where designing ,testing the implementing the software happens at a faster pace the is more reliable the trust worthy. DEVOPS is a business practice the an approach which has a profound impact on the whole IT fraternity . DEVOPS is basically dominated or guided by a certain set of norms or principles 1. It's all about the app end user's experience 2. According to this , developing ,testing the running of software is an integrated process 3. Performance is a discipline 4. It believes in building faster the the quicker even if one fails 5. Loosely coupled service oriented components 6. Automation of all that can be automated. 7. Monitoring as an enabler the a discipline. the tools for DEVOPS can be categorised based on the layer of automation chosen . For instance-configuration management uses puppet as the frequently used software, continuous integration uses Jenkins the monitoring uses Nagios . these are just some of the few automation layers, there are many more such as revision control system, software configuration management, infrastructure automation etc which have unique the effective software to execute these functions. these tools of DEVOPS are extensively used in getting work done within a shorter span of time without any disruptions. DEVOPS believes in inculcating assiduous practices such as sharing the speaking about the project, collaboration amongst the various departments , feedback loop creations the breaking the ice between the team members belonging to diversified groups. the benefits of DEVOPS such as shorter development cycles, reduced costs , fewer deployment issues the shared responsibilities of developers the IT professionals is something that the whole IT world has witnessed the post this revelation , the demthe for DEVOPS architects
David Wetzel

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

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    Wikis are the most popular the 2.0 tool being used in science the math classrooms. Based on a survey of readers - 43 percent use them to support their theing the student the. A Wiki is appealing, encourages participation, supports collaboration, the promotes interaction by students who love to use technology. By the way - this includes most students today!
Jason Christiansen

6 Free Websites for Web Web Webing Science - 0 views

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    From robotics to space research, from physics to computer science, the Internet is a vast trove of information about the sciences. Resources such as Wikipedia (the its easy-on-younger-minds counterpart, Simple English Wikipedia) the online video make the process of the about the theing science subjects much easier than ever before.
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