Prior to the Week 10 assignment on Open Education and Badges, I really had very little knowledge about the research and discussions that was going on with stakeholders on badge systems.  Reading Goligoski's article "Motivating the Learner: Mozilla's Open Badges Program" education technology  reviewer Audrey Watters explained that the badges were created as a response to a sense that "institutions and organizations traditionally responsible for accreditation no longer match the realities of what learning looks like today" - this gap if it continues will become more serious  therefore I can now see the need and push for a digital badge system that is based on a "trusted, secure and portable certification process."  Reference http://ojs.stanford.edu/ojs/index.php/a2k/article/view/381/207

The Web 2.0 definition of knowledge as "collective agreement about a description that may combine facts with other dimensions of human experience, such as opinions, values, and spiritual beliefs" does not exclude the need for evidence-based argumentation when it is needed, whether hard or soft sciences. Web 2.0 is associated with social, open, and mobile learning; and there is a directory of open access journals, http://www.doaj.org/

Erin is in tune with 21st century learning needs and indicates she would use backchannelling as it is appropriate to the curriculum. She is mindful that  pedagogy precedes technology.  I would enjoy being in her class 

I am thinking about Singapore students in families that do not speak English at home. This would be a great use of technology to practice English with peers, at least in the written form. When I was growing up so many years ago, my family members do not speak English. It was really difficult to do well in school. Naturally I failed English in the national exam (age 16). It was not until I began work in an American firm at age 19 that I started to pick up on my English.

Dear Melissa, I like your idea of learning with family. In my case, my parents were both illiterate and my older siblings were sent to Chinese schools. But I shall remember your suggestion should there be any opportunity to share with others. Thank you :) 

This description of Web 1.0 makes me think if some  teachers in the Web 2.0 era are still perceiving web for education with a Web 1.0 mindset.  Watch this video on the 'Learning' in virtual environment by seeing what e-learning is not  http://youtu.be/aLEo4tXB7Sk  Web 2.0 technology if used appropriately can promote learning by creating a need to learn. I am very grateful for this class that gave me a reason to dabble with Diigo (as Justin remarked - it is a very powerful tool) and think through the questions as I read the required articles. Six months ago I was told about this tool but there was not much learning taking place.

This is understandable, hence we can see many support teams in campuses around the world develop PD for teaching staff in the use of Web 2.0  technology. Sometimes we try to present the pedagogical reasons for use of technology but we as non academic staff have to be sensitive about this as some faculty members may feel we are treading on their turf.  

This paragraph explains why I have not used tagging much for reasons of unfamiliarity to the subjects due to a major switch in career.  

I fully agree with the writer but I can't locate my annotation to respond to the comment given on epic 2020. Allow me to say it here - thank you for your comment

I am really grateful for this edtec 467 class and the opportunity to really hands on with the Diigo tool. 

This is another way to see the Connectivist approach to learning

It was only in Oct'12 that I heard of the term 'open education' which is made possible by internet Web 2.0 technologies and the power of volunteers such that education is no more accessible to those who can afford it. Indeed Coursera, Audacity, etc are platforms for global education - what do you think will happen to future higher ed after watching epic2020.org and witnessing the tsunami of open courses/education