CTLT and Friends

This looks like it might be something we would want to follow up on. would like to see this in action.

"Most university classrooms have gone through a massive transformation in the past ten years. I'm not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more subtle, yet potentially much more transformative."

Connect this to the 10 point self assessment we did for AACU comparing institutional vs community-based learning https://teamsite.oue.wsu.edu/ctlt/home/Anonymous%20Access%20Documents/AACU%202009/inst%20vs%20comm%20based%20spectrum.pdf

Bass and Eynon identify "four shifts in thnking and action" to address the problem that there are "no established practices [in teaching and learning] that enable us to turn the individual breakthrough into something more than idiosyncratic.'

Sums it up nicely Josh... Thanks

This article endeavours to denote and promote pedagogical experimentations concerning a Free/Open technology called a "Wiki". An intensely simple, accessible and collaborative hypertext tool Wiki software challenges and complexifies traditional notions of - as well as access to - authorship, editing, and publishing. Usurping official authorizing practices in the public domain poses fundamental - if not radical - questions for both academic theory and pedagogical practice. The particular pedagogical challenge is one of control: wikis work most effectively when students can assert meaningful autonomy over the process. This involves not just adjusting the technical configuration and delivery; it involves challenging the social norms and practices of the course as well (Lamb, 2004). Enacting such horizontal knowledge assemblages in higher education practices could evoke a return towards and an instance upon the making of impossible public goods" (Ciffolilli, 2003).

Maybe going out on a limb but if I had to choose one thing that best embodied the Web 2.0 approach and spirit it would be the collaborative potential of wikis.

Opinion leaders are influential members of their social networks, strategically selected for their ability to sway community norms. The aims of the study were to assess: 1) whether it is feasible to identify student opinion leaders (SOLs) and their social networks among Grade 11 students at two high schools in Cape Town, South Africa; and 2) whether these opinion leaders would be willing to be involved in an HIV/AIDS prevention program in their school. The students (N = 412) completed a semi-structured, anonymous, self-administered questionnaire. ... Of these, all but two at each school were willing and available to participate in a HIV/AIDS prevention program. ---------- Focuses on HIV/AIDS prevention but can we use principles in other contexts and Facebook recommendation tools to support the process?

I've been thinking about how to support the development and visibility of SOLs using technology, without creating a creepy treehouse. How do we make them more visible and accessible?

The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century. Anyone is free to use this video for educational purposes. You may download, translate, or use as part of another presentation. Please share.

This video should be required viewing for incoming faculty. Especially the end of the video; it gives a good description of the new roles faculty can take when they leave the lecture stand. Thanks Stephen

In this landmark book, Scott Page redefines the way we understand ourselves in relation to one another.The Differenceis about how we think in groups--and how our collective wisdom exceeds the sum of its parts. Why can teams of people find better solutions than brilliant individuals working alone? And why are the best group decisions and predictions those that draw upon the very qualities that make each of us unique? The answers lie in diversity--not what we look like outside, but what we look like within, our distinct tools and abilities. The Differencereveals that progress and innovation may depend less on lone thinkers with enormous IQs than on diverse people working together and capitalizing on their individuality.

We (Jayme Jacobson, Nils Peterson, and I) have been talking about this a lot lately. This article reminded me of another article in the Harvard Business Review by Lakhani and Jeppesen on crowdsourcing. They found that successful Innocentive solvers often worked in disciplines removed from the posted problem. "Radical innovations often happen at the intersections of disciplines…The more diverse the problem solving population, the more likely the problem will be solved." Lakhani and Jeppesen May 2007 Harvard Business Review Thanks Stephen

Maintained Relationships on Facebook

"In the face of an economic crisis of unprecedented and in many ways still not fully understood dimensions, there is a natural inclination to retrench, to stop considering what the next new thing might be, to slow down on innovation and experimentation. This is a mistake. This is the moment when we must confront the core assumptions of our educational enterprises, and to ask hard questions about why we do what we do, and how we can change in order to survive and perhaps even thrive. This symposium, which is part of the Future of Everything project hosted by Academic Commons (http://academiccommons.org/futureofeverything/), brings us together to consider the possible futures of a host of interconnected topics: the book, the library, our system of scholarly communication, classroom technology, software distribution, the lecture, the seminar, existing and future business models,and ultimately, the college and the university. You'll have a chance to hear from leading practitioners who are creating the next generation tools, resources, spaces, and policies, and to engage in on-line dialogue before, during, and after the event. The work of the symposium will be used to inform the publication of an on-line reader that we hope will be broadly useful for all engaged in re-imagining future services, facilities, and policies on campus. Date: May 19, 2009 Place: Norwood, MA"

"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."

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.

Whuffie From Wikipedia, the free encyclopedia Jump to: navigation, search Whuffie is the ephemeral, reputation-based currency of Cory Doctorow's sci-fi novel, Down and Out in the Magic Kingdom. This book describes a post-scarcity economy: All the necessities (and most of the luxuries) of life are free for the taking. A person's current Whuffie is instantly viewable to anyone, as everybody has a brain-implant giving them an interface with the Net.

Creating an Interactive Portfolio with Google Sites Process of Creating an Electronic Portfolio - Using examples from my Google Sites portfolio developed by Helen C. Barrett, Ph.D.

ePortfolio Mash Up with GoogleApps Helen Barrett is experimenting with google a lot lately. This page contains some good "How To" resources along with the discussion of google eportfoilo mashup

As others have pointed out, articles that complain about Twitter typically focus on the content of individual tweets rather than focusing on those tweets in a specific context. It would be similar to denigrating conversation by pulling out individual pieces of dialogue rather than seeing how conversation involves a variety of practices: connecting with others, sharing ideas, linking to blog posts, participating in mini-memes, or whatever.

Although experts in the social media space have been talking about how businesses might adopt microblogging tools like Twitter and Plurk, only recently have we started to see a series of new vendors cropping up in the enterprise microblogging space. This has been due in part to businesses needing to figure out how Twitter can benefit the enterprise.

Michael Edson, director of digital media strategy at the Smithsonian Institution,... said in a presentation[at that "the future of knowledge creation is about putting it out there and building it collaboratively."

In 2004, the LIFE Center and the Center for Multicultural Education at the University of Washington established the LIFE Diversity Panel. The Panel's goal was to summarize important principles that educational practitioners, policy makers, and researchers can use to build upon the learning that occurs in the homes and community cultures of students from diverse groups. We are pleased to announce the culmination of this two year consensus process. On May 11th, 2007, the centers released the consensus report produced by the LIFE Diversity Panel called Learning In and Out of School in Diverse Environments: Life-Long, Life-Wide, and Life-Deep. A major assumption of this report is that if educators make use of the informal learning that occurs in the homes and communities of students, the achievement gap between marginalized students and mainstream students can be reduced.

Hammered by relentless technological change, many companies take a reactive stance: They focus solely on keeping up, protecting their existing markets, and improving their performance. But a few companies take a proactive stance by executing shaping strategies: They use technology changes to create new business ecosystems that benefit themselves and other participants. Take Google's AdSense: It has reinvented the advertising business by enabling advertisers, content providers, and potential customers to connect with one another quickly, easily, and cheaply. To succeed, a shaping strategy needs a critical mass of participants, say Hagel, Brown, and Davison. Shapers can attract them by: * Convincingly articulating opportunities available to participants * Defining standards and practices that make participation easy and affordable * Demonstrating they have the conviction and resources for success and won't compete against participants Well-executed shaping strategies mobilize masses of players to learn from and share risk with one another - creating a profitable future for all.

This post addresses the challenge of updating a 20th century educational system for the 21st century.