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Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Mariusz Leś

EBSCOhost: Lista wyników: cloud and computing - 33 views

web.ebscohost.com/...resultsadvanced

cloud computing EBSCOhost

shared by Mariusz Leś on 13 Jun 11 - No Cached
  • Mariusz Leś on 13 Jun 11
     
    On the Clouds: A New Way of Computing. By: Yan Han. Information Technology & Libraries, Jun2010, Vol. 29 Issue 2, p87-92, 6p, 1 Black and White Photograph, 1 Diagram; Abstract: This article introduces cloud computing and discusses the author's experience "on the clouds." The author reviews cloud computing services and providers, then presents his experience of running multiple systems (e.g., integrated library systems, content management systems, and repository software). He evaluates costs, discusses advantages, and addresses some issues about cloud computing. Cloud computing fundamentally changes the ways institutions and companies manage their computing needs. Libraries can take advantage of cloud computing to start an IT project with low cost, to manage computing resources cost-effectively, and to explore new computing possibilities. [ABSTRACT FROM AUTHOR]; (AN 50741403) Tematy: CLOUD computing; COMMUNICATION in learning & scholarship; INTEGRATED library systems (Computer systems); INSTITUTIONAL repositories; LIBRARIES -- Automation; ACADEMIC libraries; INFORMATION technology; EFFECT of technological innovations on Baza danych: Academic Search Complete
Lee-Anne Patterson

2¢ Worth » Method vs Approach - 1 views

davidwarlick.com/2cents

blog technology teaching David Warlick literacy presentation zen

shared by Lee-Anne Patterson on 05 Jan 09 - Cached
  • how we use technology and how we teach it
    • Lee-Anne Patterson
      Lee-Anne Patterson on 05 Jan 09
       
      Warlick has articulated what many have struggled to say for so long. Students are not affraid to approach technology in a more investigative way, unlike those of us from the older generation that want the right way to do things everytime.
  • You operate these devices natively, by approaching it with a certain frame of mind, not by method.
  • to kids who are at home accessing and interacting with the world from their pockets — there is a disconnect that may well be a big part of why so few of our children are interested in pursuing technology fields
    • Lee-Anne Patterson
      Lee-Anne Patterson on 05 Jan 09
       
      Unfortunately many students are not encouraged to take this method of learning into the classroom. We remove the association so that they are aclimatised to learning in a more method way by their secondary education. What are we doing?
  • ...1 more annotation...
  • as educators, need to began to picture ourselves as master learners, and to project that image of ourselves to the community.  If we become enthusiastic learners, then we are modeling the concept and process of life-long learning.
    • Lee-Anne Patterson
      Lee-Anne Patterson on 05 Jan 09
       
      As technology coordinators/integrators this is what we model. How many teachers within our schools also see themselves as fullfiling this role?
  • Lee-Anne Patterson on 05 Jan 09
     
    David Warlick makes an association between Reynolds Presenation Zen Method v's Approach and the way we approach technology professional development
Cindy Edwards

- Guidelines for Technology-Based Learning Conference/ Workshop Presentations - 94 views

www.techlearning.com/Default.aspx

conference

shared by Cindy Edwards on 09 Nov 12 - No Cached
  • Cindy Edwards on 09 Nov 12
     
    This article presents very beneficial tips for those of us who present at conferences or any other professional development.
Peter Beens

Teaching With Technology - 83 views

twt.wikispaces.com/H1N1+Online+Plans

ICT education list

shared by Peter Beens on 28 Oct 09 - Cached
  • Peter Beens on 28 Oct 09
     
    This site is called "Teaching with Technology - H1N1 Online Plans", but it's really about presenting a list of ways you can use information and communications technologies to teach remotely or augment the in-class experience.
Kathy Malsbenden

Free Technology for Teachers: Teacher's Guide to Web 2.0 at School - 133 views

www.freetech4teachers.com/...guide-to-web-20-at-school.html

Web2.0 technology teachers education guide

shared by Kathy Malsbenden on 21 Nov 09 - No Cached
  • Kathy Malsbenden on 21 Nov 09
     
    Sacha Chua has once again created an awesome slide presentation. In this presentation, A Teacher's Guide to Web 2.0 at School, Sacha does a great job of addressing the "yeah buts" and "what if" opposition statements that some administrators and teachers make in regards to using Web 2.o in schools.
tecno teach

Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views

www.routledge.com/...9780415590938

psychology e-learning book

shared by tecno teach on 12 Jan 13 - No Cached
    • tecno teach
      tecno teach on 12 Jan 13
       
      Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment
    • tecno teach
      tecno teach on 12 Jan 13
       
      Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
    • tecno teach
      tecno teach on 12 Jan 13
       
      Those against technology - Tanya Byron stating they technology is affecting children's minds.
    • tecno teach
      tecno teach on 12 Jan 13
       
      Changing attitudes whilst online - different identities - different ways some converse.
    • tecno teach
      tecno teach on 12 Jan 13
       
      * Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
    • tecno teach
      tecno teach on 12 Jan 13
       
      Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
  • grounding in both theory and pedagogical application
  • current research,
  • ...5 more annotations...
  • s illustrative case studies
  • cybergogy
  • behaviourism, cognitivism and constructivism in the context of e-learning.
  • social networking;
  • cybergogy and new learning domains
Bob Rowan

Technology Driven Diff Instruction - 109 views

www.slideshare.net/...-diff-instruction-presentation

differentiated instruction petec2011 petec technology education tools

shared by Bob Rowan on 15 Feb 11 - No Cached
  • Bob Rowan on 15 Feb 11
     
    Vicki Davis' presentation from PETE&C 2011
Tonya Thomas

Podcasting Business Learning: Addressing the New Learning Styles for Generation Y - 1 views

businesscommunication.org/...03ABC07.pdf

new learning 21st century skills

shared by Tonya Thomas on 25 Sep 12 - No Cached
  • Tonya Thomas on 25 Sep 12
     
    by Stevina Evuleocha, Steve Ugbah California State University Abstract The quest for an ideal medium to deliver business content to Gen Y learners has led instructors to consider the Internet, since digital content that exists in databases can be manipulated by a range of programming services (Shim et al., 2006). Shim et al., have also asserted that web development has been hampered by bandwidth and difficulties of "back end integration," consequently, impacting the presentational aspects of data and user interfaces (Yang & Tang, 2005). Innovations in computer and software technologies appear to have ameliorated the technical difficulties, resulting in the emergence of new media such as podcasting, webcasting, videostreaming, blogging, and Synchronized Multimedia Integration Language (SMIL) technologies (Shim, 2002). These new media streams can be integrated into traditional lectures, thus enhancing the educational environment (McLaughlin, 2006), particularly for Gen Y learners. This paper discusses the efficacy of podcasting in business education, reviews the characteristics of Generation Y (Gen Y) learners, discusses learning styles and theories that support mobile learning, reviews learning styles of Gen Y learners, and discusses whether adaptations are necessary to address the updated needs of this new generation of learners in the business communication context.
Glenn Hervieux

Chrome Toolbox for Assistive Technologies - 118 views

www.chrometoolbox.com/home

chrome specialeducation assistive technology pedagogy

shared by Glenn Hervieux on 15 Nov 13 - No Cached
  • Glenn Hervieux on 15 Nov 13
     
    This site is toolbox with tools for Assistive Technology. View the Google Presentation and learn more about how to use Google Chrome tools to provide greater access for students with disabilities.
Erik Stafford

Technology in Physical Education - YouTube - 106 views

www.youtube.com/watch

PE education Technology

shared by Erik Stafford on 07 Nov 13 - No Cached
  • Erik Stafford on 07 Nov 13
     
    Nice presentation of ideas to integrate technology in Physical Education+
Wayne Holly

Soo Meta - 59 views

www.freetech4teachers.com/...t-of-2013-so-far-soo-meta.html

technology

shared by Wayne Holly on 03 Jul 13 - No Cached
  • Wayne Holly on 03 Jul 13
     
    Soo Meta is a digital presentation tool from the same people that developed the YouTube remixing tool Dragon Tape. Soo Meta allows you to combine videos from YouTube, pictures from the web or from your desktop, text, and voice recordings to create a presentation. You can also pull content in from Pinterest and Twitter to use in your final product.
Kelvin Thompson

ELI 2012 General Sessions and Featured Presentations - 39 views

www.educause.edu/webcasts

eli eli2012 video presentations conferences educause learning technology edtech highered analytics blended dziuban gardner campbell gardner blogging morphological constructionism end-of-term evaluations

shared by Kelvin Thompson on 15 Feb 12 - No Cached
  • Kelvin Thompson on 15 Feb 12
     
    Video capture of the general sessions and featured presentations from the Educause Learning Initiative 2012 conference in Austin, Texas.
Marc Patton

autism-technology - 55 views

sites.google.com/...autismtechnology

Assistive_Technology

shared by Marc Patton on 19 Jun 12 - No Cached
  • Marc Patton on 19 Jun 12
     
    This website was created for iste2010 in Denver, but I'd love for those of you coming to Philadelphia to check out this site, even though my presentation is focussed primarily on apps this year. There are a lot of 'gems' in these pages that you may not have heard of and all is organized according to autism impairment, a point at which I will begin in my 'apps for autism' presentation as well.
Lee-Anne Patterson

Opportunities and Challenges for Web 2.0 in Schools - 0 views

www.media.qualitytech.com/...launch.htm

Alan November web2.0 technology techlearning research digital_native

shared by Lee-Anne Patterson on 02 Apr 09 - Cached
  • Lee-Anne Patterson on 02 Apr 09
     
    Site to view the presentation on March 31st 2009. Presentation sponsored by Tech & Learning
Lauren Rosen

Calaméo - 79 views

en.calameo.com

publishing books

shared by Lauren Rosen on 13 May 10 - Cached
  • Karen Brooks on 13 May 10
     
    Great site for posting presentations and also posting presentation on a webpage. The presentations are on a shelve. I just started using and love it. It is easy to use and you can just upload PPT, DOC, RFT, EXCEL, etc into it to get the page turning book effect. Plus, links in the presentation are active. This is a new must know site for any educator or preofessional developer that uses technology regularly. You can view some education samples I put up at http://en.calameo.com/accounts/285487 if you are interested. Plus, it has very detailed user controls.
  • Lauren Rosen on 11 Jan 11
     
    Publish and share documents in online page turning book-like form.
Gil Anspacher

Distinguished Lecture Series - The Future of Education - 73 views

www.futureofeducation.com/...distinguished-lecture-series

technology education digital citizenship

shared by Gil Anspacher on 20 Sep 11 - No Cached
  • Gil Anspacher on 20 Sep 11
     
    "Vicki Davis will present, "Successful Online Presentation Skills for Students" in the Blackboard Collaborate Distinguished Lecture Series this coming Tuesday September 20, 2011 at 19:00:00GMT (3:00 PM Eastern)
Steve Ransom

Digital Age Damaging Learning | Nicholas Carr - 72 views

www.smh.com.au/...-something-20101012-16hhd.html

learning dumb google computer criticalthinking faustianbargain

shared by Steve Ransom on 13 Oct 10 - No Cached
  • excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
  • curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      The Faustian bargain that Postman so often wrote about
  • available where there is clear utility, to remove it when there is not
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      And who do we leave this decision up to? The individual? If so, we are in big trouble.
  • ...5 more annotations...
  • we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      NO ONE is striving for this. Just the opposite.
  • Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
  • As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      This is a by-product of failing to address and teach good research methods in a digital world and assigning work that can simply be cut and pasted. We must move beyond "reporting" in a digital, information-rich, and connected world.
  • A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      Exactly... and this must happen, regardless of the types of information that we have access to. To say that technology impedes this is laughable.
  • In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
Tricia Hunt

How to Teach with Technology: Social Studies | Edutopia - 74 views

www.edutopia.org/eration-social-studies-lessons

technology edutopia socialstudies web2.0 education interactive

shared by Tricia Hunt on 03 Sep 13 - Cached
    • Tricia Hunt
      Tricia Hunt on 03 Sep 13
       
      I find that having a "back channel" conversation during a presentation to actually do the opposite.  I am so busy commenting on what was just presented that I miss what is being talked about next.
  • "I think it's a good idea to use Skype (10) for learning about other states and countries.
    • Tricia Hunt
      Tricia Hunt on 03 Sep 13
       
      I like the idea of Skyping with people from other countries.  I could get the kids to come up with a list of questions first.  My biggest question is HOW do I connect/find someone from another country?
  • ...2 more annotations...
  • For more information on Lykowski's Global Explorers Project (including rubrics and other resources), go to Global Explorers (13).
  • FreePoverty is a geography game that presents you with a city or landmark. You have a short amount of time (5-10 seconds) to locate it on a map. The closer you are to the target, the more cups of water are donated to people in need around the world. (FreePoverty is seeking a nonprofit organization to work with to help turn the site's revenues into water donations.)
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