Skip to main content

Home/ CTLT and Friends/ Group items tagged participatory

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
2More

Participatory Learning and the New Humanities: An Interview with Cathy Davidson | Acade... - 0 views

www.academiccommons.org/...ities-interview-cathy-davidson digital humanities web2.0 pedagogy participatory social networking learning design
shared by Theron DesRosier on 05 Mar 09 - Cached
  • Theron DesRosier on 05 Mar 09
     
    "Participatory Learning includes the ways in which new technologies enable learners (of any age) to contribute in diverse ways to individual and shared learning goals. Through games, wikis, blogs, virtual environments, social network sites, cell phones, mobile devices, and other digital platforms, learners can participate in virtual communities where they share ideas, comment upon one another's projects, and plan, design, advance, implement, or simply discuss their goals and ideas together. Participatory learners come together to aggregate their ideas and experiences in a way that makes the whole ultimately greater than the sum of the parts."
  • S Spaeth on 09 Mar 09
     
    Theron helped me keep up with developments at HASTAC by socially sharing this bookmark and excerpt in the CTLT and Friends Group. I add this comment to acknowledge his contribution to my ongoing professional development. The comment function also gives me a link (perma?) to his bookmark.
4More

HASTAC welcomes Howard Rheingold for a discussion on participatory learning | HASTAC - 0 views

www.hastac.org/...scussion-participatory-learnin
shared by Nils Peterson on 18 Aug 09 - Cached
  • I was eager to hear Howard Rheingold's thoughts on participatory learning and to learn more about his new course. In the video thread above, Howard goes into detail about the ways that "student-led collaborative inquiry and involvement... enlists their enthusiasm in ways that even very good lectures and texts don't." He details a loose set of what he calls meta-skills, which include: critical inquiry, pathfinding, balancing individual and collective voice, and attention-to-attention.
    • Nils Peterson
      Nils Peterson on 18 Aug 09
       
      I was looking for stuff on Participatory Learning in HASTAC and came across this. The meta-skills Rheingold cites are an interesting list
  • In a follow up video, Howard bemoans the quickness with which students tend to ask the question "what will be on the test?" His solution has increasingly been to have students decide collaboratively what material is important enough to merit this distinction. Here, the ability to make decisions collectively about the accountability of a group seems to call forth another meta-skill: balancing individual and collective voice.
    • Nils Peterson
      Nils Peterson on 18 Aug 09
       
      Here Rheingold seems to miss the mark, he has students learning things that are tested in class, rather than being tested in the world.
1More

Classroom2.0: Twitter, del.icio.us and participatory learning at melanie mcbride online - 0 views

melaniemcbride.net/...ous-and-participatory-learning twitter web_2.0 social_bookmark
shared by Peggy Collins on 29 Apr 09 - Cached
  • Peggy Collins on 29 Apr 09
     
    Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.
8More

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge ... - 0 views

209.85.173.132/search core skill s 21st century learning transmedia navigation distributed cognition
shared by Jayme Jacobson on 11 Mar 09 - Cached
  • Participatory culture: 21st Century Media Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:
  • Play — the capacity to experiment with your surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed to salient details.Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence — the ability to pool knowledge and compare notes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.”
  • We need far more knowledge on the development of learning interests and learning pathways over time and space - and their influences.
  • ...3 more annotations...
  • Complex relations of “informal” and “formal” learning
  • The power of the social: How do learners leverage social networks and affiliative ties? What positionings and accountabilities do they enable that matter for learning? The power of the setting: How do learners exploit the properties of settings to support learning, and how do they navigate the boundaries? The power of imagination: What possible courses of action do learners consider, as they project possible selves, possible achievements, and reflect on the learning they need to get there?
  • We have spent too much time in the dark about these issues that matter for learning experiences and pathways.
  • Jayme Jacobson on 11 Mar 09
     
    This is a great list of core competencies. Should use (cite) in forming the participatory learning strategies.
  • Theron DesRosier on 13 Mar 09
     
    Hey Jayme, Nice list. Another skill you talked about earlier was translation. Where does that fit? Is it a subskill of Negotiation?
1More

Critical Information Studies For a Participatory Culture (Part Two) - 0 views

henryjenkins.org/...nt_wrong_with_web_20_cr_1.html socialmedia Jenkins
shared by Theron DesRosier on 13 Apr 09 - Cached
  • Theron DesRosier on 13 Apr 09
     
    April 10: Henry Jenkins post contains a good reading list on media policy and participatory culture.
9More

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

www.educause.edu/...162420 John Seely Brown Learning 2.0 Educause
shared by S Spaeth on 18 Sep 09 - Cached
  • More than one-third of the world’s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      quote from Sir John Daniel, 1996. The decade he speaks of has past
  • Open source communities have developed a well-established path by which newcomers can “learn the ropes” and become trusted members of the community through a process of legitimate peripheral participation.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      He describes an apprentice model, but we might also think about peripheral participation in terms of giving feedback using an educative rubric.
  • 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.
  • ...2 more annotations...
  • The Faulkes Telescope Project and the Decameron Web are just two of scores of research and scholarly portals that provide access to both educational resources and a community of experts in a given domain. The web offers innumerable opportunities for students to find and join niche communities where they can benefit from the opportunities for distributed cognitive apprenticeship. 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.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      Kramer's Plant Biotech group could be one of these. It needs tasks that permit legitimate peripheral participation. One of those could be peer assessment. Another could be social bookmarking. I now see it needs not just an _open_ platform, but an _extensible_ one. Here is where the hub and spoke model may play in.
    • S Spaeth
      S Spaeth on 06 Oct 09
       
      I infer that you are referring to this research group. http://www.officeofresearch.wsu.edu/missions/health/kramer.html I am curious to learn why you selected this lab as an example.
  • open participatory learning ecosystems
2More

Powering Personal Choice for Global Impact (PEIR) - 0 views

peir.cens.ucla.edu crowdsourcing
shared by Corinna Lo on 31 Jul 09 - Cached
  • Corinna Lo on 31 Jul 09
     
    PEIR, the Personal Environmental Impact Report, is a new kind of online tool that allows you to use your mobile phone to explore and share how you impact the environment and how the environment impacts you.
  • Theron DesRosier on 31 Jul 09
     
    They use the term "participatory sensing" but the example in the youtube video is something more like "participatory research". Great link Corinna, thanks.
1More

A Tale of Two Blogospheres: Discursive Practices on the Left and Right | Berkman Center - 1 views

cyber.law.harvard.edu/...iscursive_Practices_left_right blogging social networking politics
shared by Theron DesRosier on 29 Apr 10 - Cached
  • n this paper, we revisit these findings by comparing the practices of discursive production and participation among top U.S. political blogs on the left, right, and center during Summer, 2008. Based on qualitative coding of the top 155 political blogs, our results reveal significant cross-ideological variations along several important dimensions. Notably, we find evidence of an association between ideological affiliation and the technologies, institutions, and practices of participation across political blogs. Sites on the left adopt more participatory technical platforms; are comprised of significantly fewer sole-authored sites; include user blogs; maintain more fluid boundaries between secondary and primary content; include longer narrative and discussion posts; and (among the top half of the blogs in our sample) more often use blogs as platforms for mobilization as well as discursive production.
2More

The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views

chronicle.com/...7538 grading crowd-sourcing peer review
shared by Gary Brown on 13 Aug 09 - Cached
  • Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says."You've got this real mismatch between the kind of participatory learning that’s happening online and outside of the classroom, and the top-down, hierarchical learning and rigid assessment schemes that we’re using in the classroom from grades K through 12 and all the way up to graduate school," Ms. Davidson says. "In school systems today, we’re putting more and more emphasis on quantitative assessment in an era when, out of the classroom, students are learning through an entirely different way of collaboration, customizing, and interacting."
  • Theron DesRosier on 14 Aug 09
     
    We need to contact Cathy Davidson and work together on this.
2More

UMW Blogs » Ten ways to use UMW Blogs - 1 views

umwblogs.org/...ten-ways-to-use-umw-blogs
shared by Nils Peterson on 18 Sep 09 - Cached
  • Ten ways to use UMW Blogs
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      Mary Washington University shows were WSU could have gone with PBJ if the timing and tools had been right. The page has a rich set of examples, including some that point to open participatory learning ecosystems. Here is the attraction of a single shared tool, which is easier to realize with a central offering rather than letting each person find tools in the cloud. Hook this to a centrally supported harvesting tool and the effect might be even greater
1 - 10 of 10
Showing 20▼ items per page