Skip to main content

Home/ Groups/ Teaching and Learning with Web 2.0
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Todd Finley

"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 6 views

www.danah.org/...PrivacyGenerations.html

privacy web2.0

shared by Todd Finley on 01 Jan 11 - No Cached
  • Todd Finley on 01 Jan 11
     
    In online public spaces, interactions are public-by-default, private-through-effort, the exact opposite of what we experience offline.  There is no equivalent to the cafe where you can have a private conversation in public with a close friend without thinking about who might overhear. Your online conversations are easily overheard.  And they're often persistent, searchable, and easily spreadable. Online, we have to put effort into limiting how far information flows. We have to consciously act to curb visibility.  This runs counter to every experience we've ever had in unmediated environments.  When people participate online, they don't choose what to publicize.  They choose what to limit others from seeing.  Offline, it takes effort to get something to be seen.  Online, it takes effort for things to NOT be seen.  This is why it appears that more is public.  Because there's a lot of content out there that people don't care enough about to lock down.  I hear this from teens all the time.  "Public by default, privacy when necessary."  Teens turn to private messages or texting or other forms of communication for intimate interactions, but they don't care enough about certain information to put the effort into locking it down.  But this isn't because they don't care about privacy.  This is because they don't think that what they're saying really matters all that much to anyone.  Just like you don't care that your small talk during the conference breaks are overheard by anyone.  Of course, teens aren't aware of how their interactions in aggregate can be used to make serious assumptions about who they are, who they know, and what they might like in terms of advertising.  Just like you don't calculate who to talk to in the halls based on how a surveillance algorithm might interpret your social network.    
Dianne Rees

q2lwebsite - 20 views

q2l.org

q2l games school gaming gamification

shared by Dianne Rees on 31 Dec 10 - Cached
Barbara Lindsey

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

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

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

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

BLOGGING 2.0 IN EDUCATION in XXI CENTURY: 3 applications for new twitter who change soc... - 0 views

teacherluciandumaweb20.blogspot.com/...tions-for-new-twitter-who.html

hoverme qwerly lazyscope new twitter

shared by LUCIAN DUMA on 30 Dec 10 - No Cached
  • LUCIAN DUMA on 30 Dec 10
     
    3 applications for new twitter who change social web : hoverme , qwerly and lazyscope
LUCIAN DUMA

BLOGGING 2.0 IN XXI CENTURY EDUCATION: I wish you a Christmas with peace my friends and... - 1 views

teacherluciandumaweb20.blogspot.com/...u-christmas-with-peace-my.html

Christmas Nativity #edtech20 education web2.0 tools technology blog twitter collaboration teaching classroom20live liveclass20 edutalk

shared by LUCIAN DUMA on 25 Dec 10 - No Cached
  • LUCIAN DUMA on 25 Dec 10
     
    I wish you a Christmas with peace my friends and my #edtech20 PLN ; the Birth of Son of God , the reason for Christmas . I invite you to join #edtech20 facebook page has a new look . Do you like ? If you like please post useful information for teachers related to integrating eSafety of new technologies web 2.0 and social media in education 2.0 . Using #edtech20 hastag http://www.facebook.com/pages/Caransebes-Romania-Dear-members-please-free-to-share-/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_186663019975 All the posts will appear on the main page . Let's collaborate and share knowledge toghether also when you join eSafety in #edtech20 PLN http://web20ineducation2010.ning.com/
Clif Mims

Mahara - Open source e-portfolio and social networking software - 33 views

mahara.org

Portfolios Free Open-Source Teaching Teacher-Education Content-Management

shared by Clif Mims on 05 Oct 10 - Cached
  • Kay Cunningham on 05 Oct 10
     
    'Mahara is an open source e-portfolio system with a flexible display framework. Mahara, meaning 'think' or 'thought' in Te Reo Māori, is user centred environment with a permissions framework that enables different views of an e-portfolio to be easily managed. Mahara also features a weblog, resume builder and social networking system, connecting users and creating online learner communities.'
Clif Mims

Twitterfall: Tweet Search Visualization - 7 views

twitterfall.com

2.0 Presentations Video Visualization Network Telecommunication Networking Collaboration=Telecollaboration Cells mobile-technology Word-Processing Conference=Convention

shared by Clif Mims on 21 Dec 10 - Cached
  • Clif Mims on 21 Dec 10
     
    "Twitterfall is a Twitter client specialising in real-time tweet searches. New tweets fall into the page. Twitterfall has a huge feature list and there are many actions that can't be done on other clients."
fatma demirci

10 Best Online Document Search Engines « All Sharing - 3 views

allsharing.wordpress.com/...online-document-search-engines

shared by fatma demirci on 15 Dec 10 - No Cached
  • If you are looking for documents on the internet , you ‘d rather use specialized search engines which will bring you documents with indicated extensions such as word , pdf , ppt .Here is a compilation of the best document search engines I found online :1- DocJax
  • If you are looking for documents on the internet , you ‘d rather use specialized search engines which will bring you documents with indicated extensions such as word , pdf , ppt .Here is a compilation of the best document search engines I found online : 1- DocJax
Clif Mims

Skype in the classroom (beta) | Skype Education - 15 views

education.skype.com

Skype 2.0 Telecommunication Collaboration=Telecollaboration

shared by Clif Mims on 20 Dec 10 - No Cached
  • Meet new people, discover new cultures and connect with classes from around the world, all without leaving the classroom.
  • Clif Mims on 20 Dec 10
     
    "Skype in the classroom is a free directory for teachers who want to use Skype to bring education to life in their classrooms. Join today to share resources, chat with teachers and even pair classes."
LUCIAN DUMA

BLOGGING 2.0 IN XXI CENTURY EDUCATION: The end of slide show #edchat using gr8 #edtech2... - 0 views

teacherluciandumaweb20.blogspot.com/...ide-show-edchat-using-gr8.html

Flixtime JayCut Juxio Masher Moviemakeronline Onetruemedia Stuplefix Studio #edtech20

shared by LUCIAN DUMA on 20 Dec 10 - No Cached
  • LUCIAN DUMA on 20 Dec 10
     
    The end of slide show #edchat using gr8 #edtech20 alternatives Animoto, Flixtime , Masher , Stuplefix Studio ,Onetruemedia , Juxio , Moviemakeronline & JayCut
David Conover

Create A Graph - 11 views

nces.ed.gov/createagraph

math tools graphs graphing graph education web2.0 graphics

shared by David Conover on 13 Dec 10 - Cached
  • Cheska Lorena on 13 Dec 10
     
    "The NCES Kids' Zone provides information to help you learn about schools; decide on a college; find a public library; engage in several games, quizzes and skill building about math, probability, graphing, and mathematicians; and to learn many interesting facts about education."
mbarek Akaddar

Collaborize Classroom - Online Education Technology for Teachers and Students - 0 views

wecollaborize.com/classroom.html

shared by mbarek Akaddar on 18 Dec 10 - No Cached
  • mbarek Akaddar on 18 Dec 10
     
    A Free Online Learning Platform.
« First ‹ Previous 581 - 600 of 1975 Next › Last »
Showing 20▼ items per page
Join this group