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Rachel Tan

What is a badge? | HASTAC - 1 views

hastac.org/...what-badge

shared by Rachel Tan on 14 Jul 13 - No Cached
    • Rachel Tan
      Rachel Tan on 14 Jul 13
       
      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
    • Amii_Eunsung Park
      Amii_Eunsung Park on 20 Jul 13
       
      Rachel, I am glad you see the potential of a online badges.
anonymous

Teaching in Social and Technological Networks « Connectivism - 10 views

www.connectivism.ca/?p=220

shared by anonymous on 02 Jun 14 - Cached
  • A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      and in the elementary classroom, a nurse, guidance counselor, referee, and cheerleader!
    • anonymous
      anonymous on 11 Jun 14
       
      etc. :)
  • 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.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      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!
    • snc520
      snc520 on 12 Jun 14
       
      I agree! Training opportunities on how to get these resources into the classroom are needed!
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • kmlambert
      kmlambert on 14 Jun 14
       
      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.  
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      This is so true! Education as a whole is an entirely different entity then other professions when it comes to goals.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • jbueter
      jbueter on 13 Jun 14
       
      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. 
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      #Truth. Competency-based approaches can prove to be a very safe, and very dangerous place at the same time.
    • Christina Webster
      Christina Webster on 15 Jun 14
       
      Exactly! So why do we think this is acceptable for education??
  • clear outcomes are still needed.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      Agree
    • anonymous
      anonymous on 11 Jun 14
       
      I agree also until I understand otherwise :)
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Having no clear outcomes could create anarchic, or perhaps apathetic, learning environments. It reminds me of an actor asking the director, "What's my motivation?".
  • How can we achieve learning targets when the educator is no longer able to control the actions of learners?
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      How do we meet our objectives?? With the new evaluations that we are required to submit, we still need objectives and outcomes. This needs to be addressed.
  • 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
    • kmlambert
      kmlambert on 14 Jun 14
       
      When I was in grad school, a professor explained that librarians were informational curators, especially in relation to the Internet.  With so much available information, librarians (curators) were the professionals that could organize, analyze and filter out the 'bad' information for the user.  
  • How do individuals make sense of complex information? How do they find their way through a confusing and contradictory range of ideas?
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      Which can be a very daunting task to many of the "senior" teachers!
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • kmlambert
      kmlambert on 14 Jun 14
       
      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.  
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • Christina Webster
      Christina Webster on 15 Jun 14
       
      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.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Oh wow, that's crazy that your school website did not have that information up there!
    • Christina Webster
      Christina Webster on 15 Jun 14
       
      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.
  • Education sits at the social/technological nexus of change
  • how teaching is impacted by social and technological networks.
  • the teacher offers a narrative of coherence of a particular discipline.
  • What is the impact of conversation/content fragmentation?
  • 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.
    • anonymous
      anonymous on 11 Jun 14
       
      And letting go of it is the hardest part! I think it will come with understanding.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      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.
    • anonymous
      anonymous on 15 Jun 14
       
      I agree!
  • the system needs to produce concise outcomes. Fragmentation, it would appear, pushes against this.
    • anonymous
      anonymous on 11 Jun 14
       
      Beginning at Fragmentation: I agree with this for short term goals.
  • How can we achieve clear outcomes through distributed means?
  • 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.
    • anonymous
      anonymous on 11 Jun 14
       
      I like this!!
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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
    • anonymous
      anonymous on 11 Jun 14
       
      New "objectives" ??
  • The following are roles teacher play in networked learning environments:
  • re-tweet (RT). This is essentially amplification.
  • a teacher will be one of the more prominent nodes in a learner’s network.
  • 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.
    • anonymous
      anonymous on 11 Jun 14
       
      Balances the freedom of individual learners with the thoughtful interpretation of the subject being explored...yes!
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
  • Sensemaking in complex environments is a social process.
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Not doing so would influence human perception and imply that aggregation was an autonomous actor. We know this is not the case though, as it is a direct result of input from a human character.
  • Filtering resources is an important educator role,
  • 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
  • planning learning activities
  • and planning learning activities
  • and planning learning activities
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      I'm not sure if Siemens is saying this is a good thing or a bad thing, but I feel that this adds to the experience of a digital classroom or any classroom. This is what kids want. They want an engaging variety of materials, not just a textbook that they have to read and complete assignments out of.
  • 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.
  • Fragmentation, it would appear, pushes against this.
  • 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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Evolution through devolution. 
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      One step back, and ultimately, two (or more) steps forward.
  • can quickly spread a message to hundreds of people
    • kmlambert
      kmlambert on 14 Jun 14
       
      There are plenty of examples of how fast messages can get amplified on Twitter or Facebook, if a user posts a message "Can I get 1 Million likes, RTs for xyz?"  
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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?
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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. 
  • to filter abundance
  • 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.
    • kmlambert
      kmlambert on 14 Jun 14
       
      Just intrigued that he writes of the learner as a 'her' and not a him.  He references teachers as a guide above, and that to me is essentially the same role of a wayfinder.  Helping a student to navigate their way through any new concepts or material in print or online contexts.   
  • learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Conflict in the form of discourse.
  • Pageflakes, iGoogle, and Netvibes have largely plateaued innovation in aggregation
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • jbueter
      jbueter on 13 Jun 14
       
      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.
  • a variety of techniques to pull together fragmented content and conversations
  • Education is concerned with content and conversations.
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Interesting analogy. I never heard this before, but now that I have heard it, it makes total sense.
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • kmlambert
      kmlambert on 14 Jun 14
       
      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.  
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.”
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Great quote. I will be "borrowing" this!
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • kmlambert
      kmlambert on 14 Jun 14
       
      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..     
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      The personal learning network in a nutshell.
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      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.
    • snc520
      snc520 on 12 Jun 14
       
      This is such an interesting way to think about it!
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      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!
  • resource
  • 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.
    • snc520
      snc520 on 12 Jun 14
       
      This reminds me of inquiry-based learning
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • jnb196
      jnb196 on 13 Jun 14
       
      I agree with this statement that the higher levels in education should be structured for the networked learner, where the learner decide how to navigate through the content to meet specified objectives.
    • jbueter
      jbueter on 13 Jun 14
       
      The difference between "control" and "influence" is sharply stated. It has an appealing elevator pitch conciseness.
  • 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.
    • jbueter
      jbueter on 13 Jun 14
       
      Which is why internships, a form of apprenticeship, are increasing popular, especially at the University of Maryland where internships are a component of the common education curriculum. 
  • Each RT amplifies the message.
  • Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions.
    • kmlambert
      kmlambert on 14 Jun 14
       
      I appreciate this statement when it terms learning as more than just a cognitive process.  I think that the process of learning is usually thought to be cognitive, involving the brain.  But learning is also social and emotional which allows the learner to make more connections to the content.    
  • 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.
    • kmlambert
      kmlambert on 14 Jun 14
       
      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.      
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      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.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Importance of making mistakes.
  • Social structures are filters.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Referenced in "Becoming a Networked Learner" through quality, not quantity. Cultivating fewer strong connections vs many weak connections.
  • The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Collective and social approach in learning. This eliminates the single point of failure in a traditional classroom. Have you ever had a class ruined by one bad teacher? In this scenario, learners can salvage a potentially bad experience by drawing on these multiple streams.
  • People have always learned in social networks).
    • hagenbuch
      hagenbuch on 15 Jun 14
       
      They just didn't realize it.
  • Social media like Twitter provide a few examples of how teacher’s roles might change.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Yes; it turns out that people can use social networks like Twitter and Facebook to share news and other important information. Not to knock Farmville, but there's a lot more going on than that!
  • 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.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      And some users may distribute a different article in response to counter its points... bringing multiple points of view to light!
  • 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.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      That's pretty much the point of SEO (Search Engine Optimization.) Google's engineers have developed complex algorithms to find that meaning for us, and have automated scripts that execute them... and they seem to do a reliable job!
  • My view is that change in education needs to be systemic and substantial.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Systematic and substantial, even if questions remain unanswered; some outcomes aren't clear. I'm reminded of the Louisiana Purchase. We don't know what we might find, but the opportunity's so good that we can't pass it up.
  • Lindsey Jordan on 10 Jun 14
     
    "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.
Phil Tietjen

What Does A Good Common Core Lesson Look Like? : NPR Ed : NPR - 1 views

www.npr.org/...d-common-core-lesson-look-like

npr curriculum reform

shared by Phil Tietjen on 04 Jun 14 - No Cached
  • Phil Tietjen on 04 Jun 14
     
    Use participatory, social tech to create curricula and lesson plans that are more responsive to local needs? More rigorous?
Lindsey Jordan

Connectivism: A learning theory for the digital age - 3 views

The three broad learning theories were created during a time of little technology. Students learn differently when they are engaged with a mobile device. The article points out some significant tre...

connectivism

started by Lindsey Jordan on 05 Jun 14 no follow-up yet
anonymous

Tesla's plan to share its tech is bold, exciting, and a sign of weakness | The Verge - 2 views

www.theverge.com/...xciting-and-a-sign-of-weakness

shared by anonymous on 15 Jun 14 - No Cached
Phil Tietjen liked it
  • anonymous on 15 Jun 14
     
    "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.'"
cherylanneburris

San Jose State suspends collaboration with online provider - 0 views

www.latimes.com/...nline-20130719,0,4160941.story

shared by cherylanneburris on 20 Jul 13 - No Cached
  • cherylanneburris on 20 Jul 13
     
    Although this has nothing to do with our current topic, I did think this was an interesting article about MOOCs..."San Jose State suspends its project with Udacity to offer low-cost, for-credit online courses after many students fail to pass them."
cherylanneburris

Brazil: Kids Using Digital Media to Teach Each Other, Change Culture | DMLcentral - 1 views

dmlcentral.net/...each-each-other-change-culture

shared by cherylanneburris on 20 Jul 13 - No Cached
  • They are appropriating YouTube to show their ability, looking for visibility and popularity, researching for new steps and seeing what others have done.
    • cherylanneburris
      cherylanneburris on 20 Jul 13
       
      Much like academics publishing in their respective journals or awards given by any establishment to one of their own, social acceptance is a powerful motivator for many and not just the youth looking to connect to the world or gain the respect of their peers.  
Rachel Tan

Blogs - Gold Mines - 0 views

steve-wheeler.blogspot.sg/search

Web 2.0 for Learning

shared by Rachel Tan on 24 Jul 13 - No Cached
  • Rachel Tan on 24 Jul 13
     
    Associate Prof Steve Wheeler emphasized the great potential of blogs for learning, at the NTU Info-Sharing for Faculty: we-Learning for Gen-Y Students, 24 Jul 2013 I agree with him fully after my experience in Penn State's EDTEC 467 course
cherylanneburris

Sunrise, Sunset: Why Companies Kill Products We Love - 0 views

allthingsd.com/...ompanies-kill-products-we-love

social media innovation 467

shared by cherylanneburris on 25 Jul 13 - No Cached
  • cherylanneburris on 25 Jul 13
     
    Starts to answer the question why Google discontinued RSS - "When large companies with millions of users discontinue a site or service (called 'sunsetting'), they hope to avoid any negative consequences, like yanking away a tablecloth without disturbing the dishes."
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