A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer.
New item has been created. View it here
162More
Teaching in Social and Technological Networks « Connectivism - 10 views
-
-
Selecting a textbook, determining and sequencing lecture topics, and planning learning activities, are all undertaken to offer coherence of a subject area. Instructional (or learning) design is a structured method of coherence provision.
-
The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
-
I agree with this statement...however, someone has to teach these students how to go out and find this information. This is what is wrong with today's technology being incorporated into the classrooms. The teachers are not trained first!
-
I agree! Training opportunities on how to get these resources into the classroom are needed!
-
This is true. I agree that there needs to be more training and workshops for the teachers. But that means more inservice days and less school for the kids. It's a trade-off that would definitely need looked at. But Obama's new ConnectED plan does calls for more teacher professional development in the field of technology education. I talked a little about this in my week four blog curation.
-
I agree the teachers need training first, however don't most teachers take 'work' home with them such as students assignments to grade? IF that's the case, then why isn't learning new technology part of that? Is there an attitude that if the administration doesn't teach it to the teachers than they don't have to know it? This is where the DIY learner should come into play. Those teachers that want to adopt and try new things will commit their time to do so, meanwhile those that are ok with the status quo will not seek out new methods to incorporate technology into their classroom.
-
Traditional teachers feel threatened by tech, when it could enhance their abilities. At what point does the teacher become obsolete, in favor of a less biased Google search?
-
- ...77 more annotations...
-
This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
-
This is so true! Education as a whole is an entirely different entity then other professions when it comes to goals.
-
I love this statement. It sheds so much light on potentially why education is coming to a stagnant standstill. There is too much structure, too much policy, and too many rules.
-
In the world of English composition there has been some push back against the outcomes movement for some of the reasons mentioned by Siemens, but Chris Gallagher, a writing program administrator at Northeastern University, has written about how "outcomes" language limits what we expect from learners. Instead, he argues for "consequential assessment," which for him is more open to what we hope students will learn, but also what unforeseen positive things can occur.
-
#Truth. Competency-based approaches can prove to be a very safe, and very dangerous place at the same time.
-
-
clear outcomes are still needed.
-
How can we achieve learning targets when the educator is no longer able to control the actions of learners?
-
Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
-
While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. T
-
How do individuals make sense of complex information? How do they find their way through a confusing and contradictory range of ideas?
-
We make our way through the complex information by exploring. Unfortunately, most teachers do not have the time to explore how to access the technology available.
-
This is a great question and that is an even better rebuttal. Not having the time is so true. Teachers only have so many in-service days and thsoe are usually filled by meaningless information and boring presentations. Their nights are filled with correcting homework, checking tests, reading essays, making lession plans, etc. This is a radical idea but what if we would make our schools a 4-day week for the chilren and leave 1 day for the teachers to prep, explore, and create. I'm sure the kids would like that...
-
-
Today’s social web is no different – we find our way through active exploration
-
Today's web is very different. It is both more confusing and comples YET extremely easy to navigate. Confusing because of the unreal number of options for just about everything yet easier to navigate and search for what you need. The web Siemens is talking about is the rudimentary, dial-up internet that has changed tremendously since then. Now, anyone can blog, and you don't have to know any html or ftp.
-
-
Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
-
I as well have seen this be a stigma in the faculty world. A lot of teachers are accustomed to being "head" in their field and do not like sharing information or reaserach. We are approaching an age where the kids growing up literally share EVERYTHING.
-
The notion of not sharing information is foreign to me as a librarian. Information is free and plentiful so why shouldn't it be shared. Certainly if information was not shared through books, stories, etc where might humanity be without the knowledge of astronomy or medicine that we have today.
-
Information is still a commodity, as long as money can be made off of something, we're going to have to keep pushing for full transparency.
-
This connects with our text Becoming a Networked Learner by Mancabelli and Richardson. It encourages us to seek information but also put it out in the field for others.
-
Having recently relocated to Alberta, I used Google to gain a sense of my children’s teachers, the social media network in Edmonton, colleagues at work, meetups, democamps, etc.
-
I find this interesting because up until this year, our school website did not have pictures of faculty nor did it have updated information. This was an issue that our union fought to correct.
-
Oh wow, that's crazy that your school website did not have that information up there!
-
My district still doesn't have pictures up of staff on our website. They have names, positions, and e-mails posted, but no friendly pictures of your child's teacher.
-
-
Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did.
-
And letting go of it is the hardest part! I think it will come with understanding.
-
I think the uncertainty (of the material ultimately covered/to be assessed) is what scares some educators and learners the most... even if they know it's good for them! The lack of predictable outcomes and control of the material adds some nervous insecurity.
-
-
the system needs to produce concise outcomes. Fragmentation, it would appear, pushes against this.
-
Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
-
Very, very, interesting idea on teachers. I like this perspective and I can absolutely see this class and Phil being that type of teacher for us. Our assignments are based off of reading blogs of leaders in the edtech industry, writing blog posts, commenting on peer blogs, following peer blogs via an RSS Reader. Hopefully we all continue to mainitain our blogs and become the start of our personal learning network! I know I have already added a few other more highly renowned bloggers to my edtech RSS feed.
-
I love the idea of influence over control, especially at the graduate level. There is less emphasis on "needing" a degree, and more on "wanting" a degree. I would love to see this type of instruction trickle down into traditional pedagogical environments, along with the self-guided outcomes.
-
1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
-
An expert (the curator) exists in the artifacts displayed, resources reviewed in class, concepts being discussed. But she’s behind the scenes providing interpretation, direction, provocation, and yes, even guiding. A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don’t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored.
-
Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
-
This is a great concept; however, it would require engagement by the student. If the student is not engaged in the course content, he/she may never get to the point in the course where they "bump into" easter eggs of "must know" material. This would also fall onto the teacher as well. On top of being a curator, they would need to be an engaging curator that keeps interest and makes the content exciting.
-
This would prove to be challenging. Also, how would this work when not all students are on the same page? Explain essential information at the risk of holding back those that understand -or- push forward and leave others behind?
-
-
In CCK08/09, Stephen and I produced a daily newsletter where we highlighted discussions, concepts, and resources that we felt were important.
-
Aggregation had so much potential. And yet has delivered relatively little over the last decade. I’m not sure why this is. Perhaps RSS was too effective. Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
-
I think the greatest innovation to aggreation has been hashtags. Go on any social networking site and search by using a hasgtag, and you will get endless results (depending on what you search). Go to twitter and search for #motivationmonday and you'll find thousands of inspiring tweets. Go to instagram and search for #tbt or better known as "throwback thursday" and you'll find thousands of silly, old, rauncy photos of peopls back in their golden days. Hashtags are aggregating information in a scary way, Google knows all about this.
-
Interesting take Zach, however I feel like hashtags themselves, made public what we already knew about contextual keyword searches. Try the same search in Twitter without the hashtag, and you get the same results. Hashtags seem to be a way of uniting trends, ideas, and are huge in online marketing. iGoogle was a custom homepage that would aggregate information based on your interests through desktop widgets (weather, Gmail, bible verse of the day, top headlines, etc.). These seemed to limit discovery, unlike hashtags, these aggregate services seemed to be nothing more than a TV with your top channels. While this can be viewed as great for some, it inhibits the ability to receive conflicting messages and outside perspectives.
-
-
“Intelligence” is applied after the content and interactions start, not before. This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search. Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
-
Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
-
Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic.
-
What cannot be communicated and understood by lecture and learning activities alone can be addressed through modelling by the teacher.
-
Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. A
-
This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
-
Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs
-
Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
-
Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
-
It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach.
-
Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
-
can quickly spread a message to hundreds of people
-
Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
-
This is absolutely true. More and more responsibility is falling on the learner/student in today's society, which poses more problmes. How do we engage a student that has no desire to learn or that was brought up in a discouraging environment?
-
This speaks highly to design, and the advancements in today's web. With site builders, template pages, and communities that do all the heavy technical lifting, learners can focus on progressing vs. traditional troubleshooting. The gravity of click/fail/recoup seems to be diminished slightly, thus solidifying the importance of wayfinding.
-
-
The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics.
-
learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas.
-
Pageflakes, iGoogle, and Netvibes have largely plateaued innovation in aggregation
-
Well I'm 23 and have no idea what any of these three technologies are, which could be very well why they did so little for innovation in aggregation. But I feel facebook and twitter has helped in aggregation, in a different way. Now we have facebook messages that are called "strands" and can be ongoing between any number of poeple. And on twitter you can create groups to follow, etc. Maybee RSS was too effective.
-
Another good content aggregator is Scoop.it, which I have used in class for annotated bibliographis and presented on at a couple of conferences. It has a good integration with social media and is its own kind of social media tool.
-
-
The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality
-
social and technological networks subvert the classroom-based role of the teacher.
-
This is a powerful opinion. I disagree. But I guess it all depends on perspective. I feel as if social and technological networks would add to the classroom-based role of the teacher by allowing the teacher to bring in the experts and be able to direct the students in the right direction. Again this may come back to being able to "know where to look" for information in an age of digital literacy.
-
Interesting point on perspective, as their role becomes increasingly important in knowing and understanding the flow of the class, and what may be needed to keep things progressing. When referring to classroom, I feel it is in more of a traditional context.
-
-
In the future, however, the role of the teacher, the educator, will be dramatically different from the current norm.
-
I see this happening now, especially with my class last semester (spring 2014 Design Studio). The professor knew what he was doing, but the class was more less about him teaching us, and more about us teaching each other and ourselves. We simple went to class to discuss what we have been doing, new exciting technology discoveries, and to ask questions on projects or any edtech related issue really.
-
-
The Knotted Ball of Education
-
I’d like a learning system that functions along the lines of RescueTime – actively monitoring what I’m doing – but then offers suggestions of what I should (or could) be doing additionally. Or a system that is aware of my email exchanges over the last several years and can provide relevant information based on the development of my thinking and work.
-
This sounds a lot like facebook advertisement, or Google's intense tracking algorithms, or Amazon's tracking system to what you buy. They all provide custom ads or new products or sites to buy, visit, share, etc. All very scary in today's world, tons of privacy concerns here.
-
This sounds something akin to artificial intelligence (AI). I think it would be helpful, but would take away from the personal learning and comprehension that would occur.
-
Ah, privacy vs. a more fluid web experience. It's always a struggle. Those ads that follow you are remarketing ads (http://www.google.com/ads/innovations/remarketing.html), and they work based on cookies, and logged in sessions through Google - giving them the ability to jump devices. Just refresh your cookies, and they should stop following you. The AI element is very concerning though, because as you interact with Google, it is curating results based on you (age, sex, location, etc.). Because of this, you may be missing out on a much larger world, as what you see digitally is being constructed for you as an individual.
-
-
“To teach is to model and to demonstrate. To learn is to practice and to reflect.”
-
An educator needs a point of existence online – a place to express herself and be discovered: a blog, profile in a social networking service, Twitter, or (likely) a combination of multiple services. What do you do when you meet someone? Most likely, you search for them in Google.
-
And now LinkedIn. I know I always look up my professors on LinkedIn, RateMyProffessor, twitter. I like to know who they are and how they teach. I also do this with job applicants and job hire-ers as well. We are in an age where privacy is far and few between. Pretty soon we will be able to facially recognize someone through a devie like Google Glass, and immediately bring up their information. Scary.
-
Yes, I also will "research" new people I meet, or names I've heard from colleagues or friends to find out more about that person. Do I know anyone in common with them? What do they do? A person's online prescence provides a general impression that I can then reference when interacting with that person..
-
I like the legitimacy that persistent presence provides. When somebody doesn't have an online presence, it's almost kind of creepy, or implies that they are hiding something. Though I don't fancy myself a "power user" of social media, I can still be found.
-
-
Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
-
I’m often surprised when I hear a declaration of web company’s birthday – Facebook at six years, Youtube at five years. It seems like these tools have been around much longer.
-
This always blows my mind. I remember graduating high school in 2008 and going to college. This was when I learned that YouTube was only 3 years old at the time. I thought YouTube was around litearlly forever, being a young teenager, I had no idea. The first video ever on YouTube still cracks me up! https://www.youtube.com/watch?v=jNQXAC9IVRw
-
-
Each RT amplifies the message much like an electronic amplifier increases the amplitude of audio or video transmitters.
-
Reminds me of how people used to comment on tweets and posts on other social networks with videos of Rick Astley's "Never Gonna Give You Up" as a joke, as if to say "I caught you off guard! Here's a random song!". The use of that song for that purpose grew exponentially until people got tired of using it!
-
he curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course.
-
I love stumbling across concepts before they are formally discussed in a class. When looking back at the progression, and how it occurred, you are almost able to follow the path that the instructor took in building up to more complex concepts. Everything is literally connected, and understanding these points, allows for the construction of something greater.
-
-
-
Criticism was directed at our curatorial activities with concerns voiced that we were only selecting resources that supported our views. This wasn’t the case. We drew attention to both supportive and critical views. However, The Daily was not the only source of information for learners in the course. In the Daily, we aggregated blog posts and twitter posts as well. More on that when we consider aggregation.
-
Modelling has its roots in apprenticeship.
-
Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions.
-
Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
-
Apprenticeship models can be seen utilized in trade schools. As a result of this learning by doing method the students have a better grasp on the material than a student in a traditioanl classroom setting.
-
I agree that they may have a better physical grasp on the duties that they perform, but do they understand why they know them? i.e. Without the direction of a master/expert, would they be able to overcome all obstacles that come their way?
-
-
I found my way through personal trial and error.
-
Social structures are filters.
-
The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
-
People have always learned in social networks).
-
Social media like Twitter provide a few examples of how teacher’s roles might change.
-
If one Twitterer posts a link to an article in NY Times, her followers may find the article useful and then respond by re-tweeting the article.
-
This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search.
-
My view is that change in education needs to be systemic and substantial.
-
"Course content is similarly fragmented." Students are no longer confined to textbooks, they can use multiple resources to find different perspectives and knowledge. Youtube, Skype, blogs, and virtual museums allow students to enter a new world, from their chairs in a classroom miles away with a single click of a button.
The Common Core Curriculum Void : NPR Ed : NPR - 1 views
1More
What Does A Good Common Core Lesson Look Like? : NPR Ed : NPR - 1 views
Business School, Disrupted - NYTimes.com - 0 views
Katie Davis: Who is the Learner of Tomorrow? - 0 views
1More
Tesla's plan to share its tech is bold, exciting, and a sign of weakness | The Verge - 2 views
-
"People often mistake technology for a static picture. It's less like a picture and more like a movie," he said. "It's the velocity of technology innovation that matters. It's the acceleration. To what degree is the company accelerating the advent of new technology, that is what represents true competitiveness - not the static picture of, 'Oh, I have this patent.'"
Common Core, in 9-Year-Old Eyes - NYTimes.com - 0 views
Google Glass: A Review « Dr. Ray Pastore's Instructional Technology Blog - 0 views
The Play's The Thing: Lessons from Preschool Storytimes for College Classrooms - Hybrid... - 1 views
Apple Introduces Education Pricing for iPad Air and Retina iPad Mini, Now Starting at $... - 2 views
How We Get Ideas for Serious Games - 0 views
1More
San Jose State suspends collaboration with online provider - 0 views
2More
Brazil: Kids Using Digital Media to Teach Each Other, Change Culture | DMLcentral - 1 views
-
They are appropriating YouTube to show their ability, looking for visibility and popularity, researching for new steps and seeing what others have done.
1More
Sunrise, Sunset: Why Companies Kill Products We Love - 0 views
View AllMost Active Members
View AllTop 10 Tags
- 29467
- 10research
- 9technology
- 8learning
- 8Social Media
- 7teens
- 7social_network
- 6innovation
- 5Week
- 5education
- 4wiki
- 4collaboration
- 4reform
- 3connectivism
- 3networks
- 3Twitter
- 3edtech
- 3npr
- 3web2.0
- 3literacy