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Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

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."
Clif Mims

Twiducate.com - Social Networking For Schools - 9 views

www.twiducate.com

2.0 Network Networking Writing Telecommunication Collaboration=Telecollaboration

shared by Clif Mims on 13 Jan 10 - Cached
  • Clif Mims on 13 Jan 10
     
    Teachers can create an online community for their students. "Share inspiration, ideas, reading, thoughts. Post discussions, deadlines, homework. Instrantly create surveys for students. Keep parents informed of daily projects." "Not only will twiducate.com give your students the web 2.0 skills they need, but also expand their reading, writing, thoughts and ideas beyond the classroom setting."
titechnologies

Choosing the right Engagement Model for Business Software Development - TI Technologies - 0 views

www.titechglobal.com/-business-software-development

#fixedpriceengagementmodel #timeandmaterialengagementmodel

shared by titechnologies on 18 Sep 18 - No Cached
  • titechnologies on 18 Sep 18
     
    Software Development has formed the economic and social face of the planet within the most recent 3 decades. What was once thought of gibber and kept to the elite minds that place humans on the Moon and cracked the German Enigma is currently a well-liked profession that has created landmarks just like the Silicon Valley and icons like Bill Gates and Steve Jobs. With the spurt in revolutionary product ideas within the late 90s, the need to place those 'thoughts' into execution demanded the best development-skills, and this 'request' has been solely developing with time. This conveys us to an aspect of software development that has perpetually been a significant business call for companies - the foremost cost-effective engagement model. Here is what we think regarding selecting the right engagement model: Fixed Price Model Fixing the price is about fixing the project requirements, scope, as well as deadlines. This model can never work while not thorough initial planning, analysis, and estimation sessions. The more planning you do, the better the result. Why is the planning stage so important? The success of the fixed price project is directly proportional to the success of this primary phase. To have a superior control over a greater project, the engagement model may be somewhat changed with deliverables & milestones approach. A customer is charged because the in agreement milestones have come and deliverables are in situ. From that point forward, another stage with its own particular milestones and deliverables can start. For the majority of effectively fixed price projects, discovery phase fills in as the beginning point. Choose Fixed Price Engagement Model when: Requirements are clear, very much characterized and improbable to change You deal with a small or medium project which won't last for more than few months The Pros: It's well-defined and well-negotiated. There's no room for lapses. There is a push to get the total picture of the software even befo
nailmallpro

You Look Under The Sink To Find A Leak With The Garbage Disposal Best Plumbing Services in USA - 0 views

ugopros.com/...-best-plumbing-services-in-usa

Window Tinting- Detailing Wash Catering Wedding Planner Organiser Complete Auto Repair Tinting DJ Performing & Planne Roofing Service Tips Maintenance in Professional Mechanic D Filed in: ServicesTags: best home services app inc Local company Clogged Garb

shared by nailmallpro on 03 Apr 19 - No Cached
  • nailmallpro on 03 Apr 19
     
    When you look under your sink and see a leak one of the first things that is assumed is time to get new garbage disposal, but this isn't the case. For the most part, if you are leaking around your disposal it is because of a faulty plumbing pipe or poor installation. So check the plumbing and the mounting hardware mounting to the sink itself. If you notice you're still having the leaks it's the time to get in touch with your local plumbing services. Many homeowners have the luxury of having garbage disposal to help make cleaning dishes easier, along with keeping the pipes clear of large food particles. Some may have never thought about getting a garbage disposal until they bought their first house which just happened to have one. This was the case for myself (You can call Best Plumbing Services in USA). I happen to see random light switch by the sink (Being young at the time, not knowing) and turned it on. I then heard this loud growl yell at me from the sink. This was my first run with garbage disposal. Having a garbage disposal has been great but can put you in a panic if you start to have some issues. When problems arise you can start to notice strange smells coming from the sink. You can notice when you flip the power switch you don't hear the disposal running, or you notice that water is continuing to clog. What we have here is 5 simple solutions that you can try to help get your garbage disposal back in operation, before you decide to go out and purchase a new one or call on that Best Plumbing Services in USA AKA the professionals. Yes this is a quick DIY for you. There Is A Clogged Garbage Disposal One of the first misconception of a garbage disposal is that it has blades so it can eat through anything. Though yes there are extreme safety precautions (LIKE DON'T PUT YOUR HAND IT THERE WHILE RUNNING) I will share with you the not so obvious things that you should avoid putting in disposal. The list here; oil, grease, or any nonfood item. Though
Christopher Pappas

Free Webinar Camtasia Studio 8 for e-Learning Case Studies - 0 views

elearningindustry.com/...-8-for-e-learning-case-studies

tools for Elearning Free Webinar Camtasia Studio 8 Camtasia Studio 8 Free Webinar Camtasia Studio for ELearning free webinar for elearning industry members free webinars for elearning industry members free webinar for elearning professionals free webinars

shared by Christopher Pappas on 21 Sep 12 - No Cached
  • Christopher Pappas on 21 Sep 12
     
    FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies" Exclusive Offer for http://elearningindustry.com Members Tuesday, September 25th - 4 PM Eastern Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs. This is content you don't want to miss! "Camtasia Studio for E-Learning- 4 Case Studies" Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST REGISTER FOR THE LIVE WEBINAR: http://learncamtasia.com/eLearningIndustry
  • Christopher Pappas on 21 Sep 12
     
    FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies" Exclusive Offer for http://elearningindustry.com Members Tuesday, September 25th - 4 PM Eastern Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs. This is content you don't want to miss! "Camtasia Studio for E-Learning- 4 Case Studies" Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST REGISTER FOR THE LIVE WEBINAR: http://learncamtasia.com/eLearningIndustry
Hanna Wiszniewska

Ideas and Thoughts from an EdTech » Blog Archive » Stuff we talk about but don't do - 0 views

ideasandthoughts.org/...tuff-we-talk-about-but-dont-do

shared by Hanna Wiszniewska on 30 Jan 09 - Cached
  • Hanna Wiszniewska on 30 Jan 09
     
    Today at our Saskatchewan Curriculum Renewal workshops we were introduced to many of the new concepts and philosophies of the new curriculum. The intent of the curriculum is to reduce outcomes, provide common language for all curricula, focus more on learning than on teaching and focus on depth of understanding instead of only breadth. There was a lot of talk of big picture thinking and encouraging teachers to reflect on why they teach what they teach. Early on someone mentioned the goals of education. With some recent discussions on the purpose of education, I thought it pertinent to look up the 9 goals of education for students in Saskatchewan.
Ninja Essays

Top 10 eLearning Resources You May Not Have Thought Of - eLearning Brothers - 0 views

elearningbrothers.com/es-you-may-not-have-thought-of

elearning resources thought brothers writing writers education web2.0 tools technology collaboration learning

shared by Ninja Essays on 18 Feb 15 - No Cached
  • Ninja Essays on 18 Feb 15
     
    "The upswing of the eLearning industry is showing no signs of slowing down. An increased number of educators, organizations, institutions, and individuals of various industries are creating online courses that enable them to grow as professionals and gain more knowledge."
brillmindzau

Mobile App Development In Australia: Android App Development Companies In Australia - 0 views

mobileapplicationdevelopersaustralia.blogspot.in/...velopment-companies-in_22.html

Android App Development Company Australia In Developers Companies Australia.

shared by brillmindzau on 23 Jan 17 - No Cached
  • brillmindzau on 23 Jan 17
     
    Smartphones are in all places, and they are utilized by way of of persons thousands of period on a everyday base to seek out, analysis and speak to businesses or brands similar to yours. Having a android app developers in Australia and abilities buyers will down load to their cellphone aid you keep related to those present and future purchasers. Android apps will aid you promote new product, show discount coupons, gather main consumer option stats, or provide entertainment the entire approach via games. Though no longer easily any software can do: it must have an fine consumer abilities interface with thoughtful programming and a rigorous checking out system.
Stephen Mark

Educational CDs Vs Offline Lectures - 0 views

ezinearticles.com/?Educational-CDs-Vs-Offline-Lectures&id=7194583

educational cds offline lectures education cd classroom lecture online

shared by Stephen Mark on 28 Jul 12 - No Cached
  • Stephen Mark on 28 Jul 12
     
    In one of the current ads on television, when a popular actor is seen promoting the idea of online classes for the benefit of underprivileged kids, he gets lauded from all corners. Love or hate the ad or the actor, the thought is unmistakably...
Pinhopes Job Site

Climb up the career ladder faster | Few useful tips for Interview | Pinhopes - 0 views

blog.pinhopes.com/...-ladder-faster-few-useful-tips

Climb up the career ladder faster Few useful tips for Interview

shared by Pinhopes Job Site on 17 Jun 14 - No Cached
  • Pinhopes Job Site on 17 Jun 14
     
    Reaching your work goals may look like a daunting task at first. With careful planning and implementation of right strategies, you can step up the career ladder quicker than you thought of. Here are few tips on how to get promoted at work quickly:



    Continue learning

    Learning is a lifelong process. To grow in your career, it is imperative that you keep accumulating knowledge across industries' trends, challenges and insights. Staying updated about your domain knowledge enables you to tackle challenges at work more efficiently and higher your chances of getting noticed by employers.

    Lead when required

    To take charge in a work environment doesn't always require you to be in a top position. You can assume a leadership role when circumstances demands at workplace. Exhibit your leadership skills while solving a critical problem at work by effectively communicating, motivating and working in coordination with other team members. Also start taking responsibilities a level in advance to show that you are ready for the next role.

    Give your best

    When you give your best in your work, you stay visible for your passion and performance. If you want to add more value to your work, then go t
Julie Golden

Doc student seeks online faculty - 0 views

www.surveymonkey.com/WKZGXX6

education web2.0 technology learning teaching 2.0 collaboration

shared by Julie Golden on 20 Sep 15 - No Cached
  • Julie Golden on 20 Sep 15
     
    https://www.surveymonkey.com/r/WKZGXX6 Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send warm thoughts out into the universe for you. Thank you for your consideration and for passing this on to eLearning faculty!
  • Julie Golden on 27 Sep 15
     
    Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send warm thoughts out into the universe for you. Thank you for your consideration and for passing this on to eLearning faculty!
Clif Mims

Twemes.com - 0 views

twemes.com

2.0 Social-Software Networking Blogging Collaboration=Telecollaboration Tagging

shared by Clif Mims on 02 Mar 09 - Cached
  • Clif Mims on 02 Mar 09
     
    Twitter memes. Global tags for Twitter. Twemes.com follows Twitter.com tweets (messages) that have embedded tags that start with a # character. These are sometimes called hashtags but we like to use the term twemes. Through the use of twemes, we can all view what people are talking about across the whole Twitter universe. In some sense, this can be thought of as an adhoc chatroom. We also pull in recent public photos from Flickr and public bookmarks from Del.icio.us. Twemes.com is particularly useful for keeping up on the real-time activities associated with a live event such as a conference.
Barbara Lindsey

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

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • 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 and 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 and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and 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 and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and 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, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach 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 and 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 and sometimes fierce debates around its content, which offer useful insights into the practices and standards 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 and 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 and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and 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 and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the 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 teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they 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 and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and 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 and 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 website 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 them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and 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 and 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 and 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 and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and 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 the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 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 Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 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, and 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 and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and 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 demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, 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 learning that transpires is informal rather than formally conducted in a structured setting. Learning 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 and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and 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 and learned together, African-Americans tended to separate their academic and social lives and 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 and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and 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, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Hanna Wiszniewska

50 Tools and Tricks to Revolutionize Your Notetaking | Distance Learning Net - 0 views

www.distancelearningnet.com/...-revolutionize-your-notetaking

notetaking tools

shared by Hanna Wiszniewska on 21 Jan 09 - Cached
  • Hanna Wiszniewska on 21 Jan 09
     
    Whether you're a high school or college student, a small business owner looking to set up a new business plan, or someone who wants to be better organized with your errands, goals and regular to-do lists, there are a variety of tools to keep your notes and tasks safe and filed away online. These 50 tools and tricks will revolutionize your note-taking by introducing you to techniques and websites that let you share ideas, store your thoughts directly on a web page and more.
Hanna Wiszniewska

Growing up in the Universe - Complete series, HQ - [Mind and Brain Channel] * Brain.VideoSift: Online Video *Quality Control - 0 views

brain.videosift.com/...he-Universe-Complete-series-HQ

shared by Hanna Wiszniewska on 11 Feb 09 - Cached
  • Hanna Wiszniewska on 11 Feb 09
     
    Bookmark for any school or teachers! Parts and clips from this series have been posted several times, but I thought I'd try sifting this playlist, with 5 full-lenght 1 hour episodes in one neat list.If they show up in low-quality, they are all available in High quality on YouTube. Youtube desctription: Oxford professor Richard Dawkins presents a series of lectures on life, the universe, and our place in it. With brilliance and clarity, Dawkins unravels an educational gem that will mesmerize young and old alike. Illuminating demonstrations, wildlife, virtual reality, and special guests (including Douglas Adams) all combine to make this collection a timeless classic.
Michael Johnson

100 Video Sites Every Educator Should Bookmark - 18 views

www.accreditedonlinecolleges.com/...every-educator-should-bookmark

Video Education educator Documentaries Social Media Web 2.0

shared by Michael Johnson on 25 Feb 10 - Cached
  • Michael Johnson on 25 Feb 10
     
    An extensive list of video sites for educational uses... Wow, who'd of thought there would be so many!
David Wetzel

Using the Web 2.0 WallWisher Tool in Science Classes - 0 views

www.teachscienceandmath.com/...-wallwisher-in-science-classes

online application games tools problem solving project based learning Science web 2.0

shared by David Wetzel on 19 Apr 10 - Cached
  • David Wetzel on 19 Apr 10
     
    What is Wallwisher and why use it? Its a Web 2.0 application which allows students to express their thoughts or share information on a science concept.
Dennis OConnor

What Do Students Learn Through Discussion? | Faculty Focus - 0 views

www.facultyfocus.com/...dents-learn-through-discussion

discussion e-learning E-Learning best practices

shared by Dennis OConnor on 20 Jan 11 - No Cached
  • Dennis OConnor on 20 Jan 11
     
    A thoughtful look at why we use discussions in online classes. It's a good thing to examine our assumptions and return to first principals.  Enormously useful. 
Mark McDonough

21st Century Fluency Project - 23 views

www.21stcenturyfluency.com/index.cfm

21stCenturyLearning digitalcitizenship instructionaltechnology geek curriculum

shared by Mark McDonough on 08 Aug 11 - Cached
  • Mark McDonough on 08 Aug 11
     
    An innovative resource designed to cultivate 21st century fluencies, while fostering engagement and adventure in the learning experience. i really like the way this is presented and thought-out.
LUCIAN DUMA

Google Plus, Chrome Apps and Tools gateway to knowledge in #education20: Complete #edtech20 guide to #googleplus in #education20 - 17 views

googlepluschrometoolappsineducation20.blogspot.com/...20-guide-to-googleplus_09.html

google plus guide project #edtech20

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