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Tim Pettine

elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views

    • Tim Pettine
       
      this is a form of transactive memory...very relevant to Emotional intelligence and collaboration
  • Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
  • Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
    • Katy Vance
       
      It's not WHAT we know, it's HOW we know and WHO we know!
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  • Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
    • Katy Vance
       
      To be fair, I think informal learning has always been a significant aspect of our learning experience.  It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!
  • Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Observable behaviour is more important than understanding internal activities Behaviour should be focused on simple elements: specific stimuli and responses Learning is about behaviour change
    • Katy Vance
       
      Booo! This is only true if Henry Ford is still ruling the world!
  • Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
  • In a networked world, the very manner of information that we acquire is worth exploring.
    • Katy Vance
       
      Mr. Seimens, are you a librarian? You have all the symptoms!
  • When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
    • Katy Vance
       
      Content Curation, evaluation of resources, evaluation of authority are all essential and at the core of Connectivism.
  • “Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
    • Katy Vance
       
      And now we can collect SO MANY FRIENDS! I love the Internet!!!!
  • Meaning-making and forming connections between specialized communities are important activities.
    • Katy Vance
       
      Skype in the Classroom, Scoop.It, Diigo... the list goes on and on. We need to support students in recognizing these communities and forming connections with the people who can help them find their way!
  • Learning and knowledge rests in diversity of opinions.
    • Katy Vance
       
      ...which is why a filter is dumb! Just because you don't like some opinions or think they are "tasteless" doesn't give you the right to restrict them.
  • Nurturing and maintaining connections is needed to facilitate continual learning.
    • Katy Vance
       
      ....which is why COETAIL work so well, forcing me to nurture my connections more deeply than before I participated in this PLN.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
    • Katy Vance
       
      I wish we had more cross-curricular planning at LIS.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
    • Katy Vance
       
      A key part of evaluating your resources for C.R.A.A.P.! http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/
  • Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
    • Katy Vance
       
      Great PD oriented question - how are we making sure information flows through our school, and that all teachers are accessing knowledge about teaching and learning?
  • Management and leadership.
  • Media, news, information.
  • Personal knowledge management
  • Design of learning environments
  • Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
  • Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
    • Katy Vance
       
      Importance of pushing students to engage in connection based learning for their EEs and personal projects
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002).
    • Katy Vance
       
      Connectivism is not just digitally connecting.
    • Katy Vance
       
      Reminds of the image that says that what will matter most in media is whether or not a story gets read by several thousand people within the first few days, not where the story lives.
    • Katy Vance
       
      Knowledge Management - sounds like a librarian!
  • Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
  • Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.
    • Tim Pettine
       
      Consider explanations that moved from what I did to what I didn't do. 
    • Jeff Utecht
       
      Why is this important?
  • Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
    • Tim Pettine
       
      This makes me think deeply.
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    Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).
Ian Gabrielson

EdTech Index | EdSurge - 0 views

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    "EdSurge is the leading site for educators, entrepreneurs and investors involved in education technology. We help educators discover the best products for their students; we inspire developers to build what educators and learners need; we help investors understand the emerging market. Through our weekly newsletters and website, we cover the latest innovations in education technology and yes, the inevitable slip ups. We are building a collection of reports on the latest products. Based in the San Francisco area, we also host monthly meetups for educators and entrepreneurs."
Ian Gabrielson

An Illustrated Book of Bad Arguments - 0 views

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    "This book is aimed at newcomers to the field of logical reasoning, particularly those who, to borrow a phrase from Pascal, are so made that they understand best through visuals. I have selected a small set of common errors in reasoning and visualized them using memorable illustrations that are supplemented with lots of examples. The hope is that the reader will learn from these pages some of the most common pitfalls in arguments and be able to identify and avoid them in practice."
Tim Pettine

Why visuals are a must-try learning tool - Daily Genius - 2 views

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    "90% of information transmitted to the brain is visual The brain can process 36,000 visual cues in an hour The brain takes about 1/10th of a second to get the idea of a visual scene Almost 50% of your brain is involved in visual processing Black and white images garner your attention for about 2/3 of a second Color images garner your attention for 2+ seconds The average consumer's attention span is only about 8 seconds The brain processes visual cues 60,000 times faster than text 40% of nerve fibers are linked to the retina The use of visuals improves learning outcomes by about 400% DO-S AND DON'T-S FOR VISUAL USE DO Use visuals to help clarify complex ideas Use visuals that represent people, places, and things Use catchy visuals Use visuals that help viewers make connections and understand new information Use visuals that help viewers relate new information to what they already know DON'T Use poor quality visuals, like things that are pixelated, stretched weird, sized improperly, or don't fit in the space Use ugly visuals Use visuals that don't make a clear connection to the material presented Use irrelevant visuals, like a series of shapes that have no meaning Use copyrighted visuals without permission!"
Katy Vance

Educational Leadership:Technology-Rich Learning:Our Brains Extended - 0 views

  • When my 2nd grader needs to know the meaning of a word, I tell him to use my iPhone to ask Siri, an artificial intelligence program that's always happy to look it up for him. Siri, in turn, uses the free online program Wolfram Alpha, one of the most powerful data analysis tools in the world. If you enter into the Siri (or Wolfram Alpha) search box, by text or voice, "arable land in world divided by world population," in less than a second the phone or computer will find the relevant data; do the calculations; provide the answer—in square miles, acres, square feet, and hectares per person—and cite you its sources.
  • The only way to do almost all science today is with technology. No human can handle or analyze the volumes of data we now have and need. Ditto for the social sciences. The research study of the past focusing on 10 graduate students has been replaced by sample sizes of millions online around the world. Being perfect at language translation, spelling, and grammar is becoming less important for humans as machines begin to understand context and can access almost every translation ever done. Those who laugh at the mistakes that machines make today will no longer be laughing in a few short years.
  • call the process of envisioning such technically enhanced possibilities imag-u-cation. It's something every teacher and class should spend some time doing.
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  • With YouTube, for example, students can post their ideas to the world and get rapid global feedback. With tools like Twitter and its cousins, they can follow firsthand details of events unfolding anywhere in the world, from revolutions to natural disasters. With mashups and related techniques, they can combine sophisticated data sources in powerful new ways. One school group I know of created a Second Life model of Los Angeles, using the database of the Federal Aviation Administration (FAA) to show each plane flying in its actual spot! With Skype-like tools, students can connect with experts and peers around the world in real time.
  • Effective Thinking, which would include creative and critical thinking as well as portions of math, science, logic, persuasion, and even storytelling; Effective Action, which would include entrepreneurship, goal setting, planning, persistence, project management, and feedback; and Effective Relationships, which would include emotional intelligence, teamwork, ethics, and more.
  • Instead of today's focus on pre-established subject matter, with thinking skills presented randomly, haphazardly, and inconsistently, the student and teacher focus would always be on thinking in its various forms and on being an effective thinker, using examples from math, science, social studies, and language arts.
  • These would range from small projects in earlier years ("I made this app or this website") to larger projects ("I collaborated with a class in another country to publish a bilingual novel"; "I started a successful company") to participation in later years in huge, distributed projects around the world ("Using Galaxy Zoo, I discovered a new, habitable planet").
  • Producing effective letters, reports, and essays was an intellectual need of our past. Working effectively in virtual communities, communicating effectively through video, and controlling complex technologies are what students need to be successful in the future. Thinking, acting, relating, and accomplishing—in the technological and fast-changing context of the future—are where we should focus our students' attention.
  • No longer is the unenhanced brain the wisest thing on the planet. Students who don't have technology's powerful new capabilities at their command at every turn are not better 21st century humans but lesser ones.
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    You think of technology as a tool," one high school student told me. "We think of it as a foundation; it underlies everything we do."
Ivan Beeckmans

Manifesto for education change | Connected Principals - 3 views

  • We need to train teachers to know how to maximise benefits of online learning. We need to re-shape online learning space and make it personalised, engaging & suited to the task.
  • Will schools have a role into the future? Yes! Schools should be the core functional, relational communities of society.
  • Physical space is just as important as virtual and/or pedagogic space. Kill off desks, chairs and lockers.
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  • There are so many better & engaging ways to furnish a space.
  • Leadership roles should match priorities, not history.
  • Students must learn to be engaged learners. Parents need to grow their understanding of the realities their children will face, not re-live their own school experience.
  • Teaching could be about creative direction, rather than about behaviour management.
  • Curriculum should be meaningful, contextual, authentic, integrated, challenge based, relational.
  • We should kill off the one teacher per class model. It is fraught with emotional risks.
  • Students should be given capacity to delve deeply into topics, not punctuated by factory-style bells. Schools need to experiment with far more timetable-less days – opportunities for real life learning.
Ivan Beeckmans

Google Course Asks Employees to Take a Deep Breath - NYTimes.com - 0 views

  • “Now how do we keep them? Teaching employees with terrific technical abilities also means helping them to develop presentation skills and communication skills, helping them to understand their impact on other people, their ability to collaborate across groups and cultivate a mentality from which great motivation can spring.”
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    Interesting article about how even successful organizations need to reflect and learn about their teaching and learning practices. On page 4 they speak to the skills we all know we need to teach: presentation and communication skills, how to collaborate.
Ivan Beeckmans

What You (Really) Need to Know - Harvard - Belfer Center for Science and International ... - 0 views

  • Yet undergraduate education changes remarkably little over time.
  • Education will be more about how to process and use information and less about imparting it.
  • An inevitable consequence of the knowledge explosion is that tasks will be carried out with far more collaboration.
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  • New technologies will profoundly alter the way knowledge is conveyed.
  • As articulated by the Nobel Prize-winner Daniel Kahneman in “Thinking, Fast and Slow,” we understand the processes of human thought much better than we once did.
  • And yet in the face of all evidence, we rely almost entirely on passive learning.
  • This makes it essential that the educational experience breed cosmopolitanism — that students have international experiences, and classes in the social sciences draw on examples from around the world.
  • Courses of study will place much more emphasis on the analysis of data
  • A good rule of thumb for many things in life holds that things take longer to happen than you think they will, and then happen faster than you thought they could.
  • Here is a bet and a hope that the next quarter century will see more change in higher education than the last three combined.
Ivan Beeckmans

Digital literacy can boost employability and improve student experience | Higher Educat... - 0 views

  • increasingly digital literacy is vital for learning itself.
  • It goes beyond IT skills, a complete culture change is required to live fully within the modern digital society, from understanding how to communicate ideas effectively in a range of media to managing digital reputation and history.
  • it's easy to overstate the digital competence of today's undergraduate students and even postgraduate researchers.
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  • Most learners use only basic functionality and are reluctant to explore the capabilities of technology, preferring to passively consume content rather than create or curate it.
Ivan Beeckmans

Getting ready for iPad deployment: ten things I'd wish I'd known about last y... - 0 views

  • but unless you get buy in from your whole school community then you’re going to be up against it.
  • it is about getting the infrastructure in place
  • And this does not only mean things like wireless: it includes the intellectual, pedagogical infrastructure that brings with it an understanding of both the benefits and pitfalls of bringing these devices into the classroom
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  • Sort your wireless out
  • IPads are iPads, not virtual desktops.
  • Did you know you can embed YouTube into iBooks Author epubs?
  • Think about how to create and share rich media
  • How are you going to protect the iPads?
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    This article describes the deployment of iPads, but many of the issues are similar to those considered when introducing ANY new technology.
joyjwalker

Digizen - Home - 0 views

shared by joyjwalker on 07 Nov 15 - Cached
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    The Digizen website provides information for educators, parents, carers, and young people. It is used to strengthen their awareness and understanding of what digital citizenship is and encourages users of technology to be and become responsible DIGItal citiZENS.
Ian Gabrielson

ExpEd in Practice - 0 views

  • Real world, native speaker experience. Peer to peer learning. Appropriate levels of difficulty/ challenge.
  • eal world, native speaker experience. Peer to peer learning. Appropriate levels of difficulty/ challenge.
  • Ideally any local guides should be experienced at using simple student-appropriate language and pre-teaching of activity-specific vocabulary is essential
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  • Combining points 2 and 3 strongly suggests that groups should be organised according to ability.
  • Combining points 2 and 3 strongly suggests that groups should be organised according to ability
  • students will be getting all their social and emotional learning and their language learning simultaneously
  • setting open language tasks such as presentations will allow any student to express themselves at whatever language level they are comfortable with
  • It successfully combines language emersion with traditional outdoor activities designed to promote personal growth, team work, and improved communication skills.
  • Improved efficacy at communicating for and with non-native speakers (of any language). An improved inter-cultural (behavioural) understanding.
Dana Watts

Nightingale's 'Coxcombs' | Understanding Uncertainty - 5 views

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    The birth of the infographic?
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    If you're interested in the birth of the inforgraphic, I'm sure you've come across Tufte. Here's his classic work on representation of quantitative infromation. http://www.edwardtufte.com/tufte/books_vdqi I own it, prominently displayed in my classroom.
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