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kristiedtech

What Is a "Professional Learning Community" - DuFour Article on PLC.pdf - 3 views

franklinschools.org/...uFour%20Article%20on%20PLC.pdf

edtech543 CoP Collaboration learning

shared by kristiedtech on 01 Sep 16 - No Cached
  • kristiedtech on 01 Sep 16
     
    This is a training resource that I came across from a school district in Indiana. It focuses on how professional learning communities or communities of practice can avoid becoming a passing fad in educational reform. It gives three "big ideas" that educational CoPs need to focus on to truly be successful. They are: ensuring that students learn, creating a culture of collaboration, focusing on results by holding themselves accountable.
  • klauritsen on 01 Sep 16
     
    Thank you for sharing this. Just today, my school discussed starting PLC's and I feel that is important to focus on those three big ideas. I feel that this article makes us look closely at the questions and the answer to those questions before we begin creating networks and communities. Makes me think of the UbD-approach and how we should think about what the goals are and what we want our PLC's to do specifically before making them vent sessions amongst teachers.
Rhonda Lowderback

http://nparc.cisti-icist.nrc-cnrc.gc.ca/npsi/ctrl?action=rtdoc&an=15336786 - 0 views

nparc.cisti-icist.nrc-cnrc.gc.ca/...ctrl

learning theory PLN e-learning technology

shared by Rhonda Lowderback on 11 Sep 12 - No Cached
  • Rhonda Lowderback on 11 Sep 12
     
    In this article, the authors attempt to explain personal learning environments through many learning theories. One mentioned is socio-cultural, "where knowledge is seen to be situated in its context, avoiding a curriculum dominated by the teacher as expert". I think this really explains personal learnin networkds very well. Along with socio-cultural, the article proposes a new learning model based on these personal learning networks.
Janice Bezanson

Education World - 0 views

www.educationworld.com/...curr390_guide.shtml

shared by Janice Bezanson on 20 Feb 11 - Cached
  • Janice Bezanson on 20 Feb 11
     
    A list of ways for students to avoid plagiarism.
bharris_edtech

Six Ways To Avoid Death By PowerPoint - 0 views

www.forbes.com/...s-to-avoid-death-by-powerpoint

shared by bharris_edtech on 10 Sep 18 - No Cached
  • bharris_edtech on 10 Sep 18
     
    This article covers several tips to keep presentations lively and engaging.
Jana Warner

Social Media In Education: Benefits, Drawbacks and Things to Avoid - 3 views

http://education.cu-portland.edu/blog/news/educational-social-media-use/ Article discusses the benefits of social media, the negatives for using social media, and gives advice on what not to do. I...

EdTech543 learning web2.0

started by Jana Warner on 05 Sep 16 no follow-up yet
Jessica Gake

Grow Your Personal Learning Network: New Technologies Can Keep You Connected and Help Y... - 2 views

web.a.ebscohost.com.libproxy.boisestate.edu/...pdfviewer

PLNs technology networklearning information

shared by Jessica Gake on 05 Sep 16 - No Cached
  • Jessica Gake on 05 Sep 16
     
    In this article, Warlick explains how to grow your personal learning network in order to avoid information overload. He gives great tips on how to aggregate information that comes to you, instead of spending all of your time trying to find information. He also gives tips on how to cultivate your network.
juliahill

Manners Matter Be A Better Digital Citizen [Infographic] - 1 views

www.visualistan.com/...be-better-digital-citizen.html

education technology resources learning teaching

shared by juliahill on 02 Jul 16 - No Cached
  • juliahill on 02 Jul 16
     
    Manners really do matter on the internet, follow these simple etiquette of web surfing to avoid looking like a fool online!
Todd Vens

Moving beyond communities of practice in adult basic education - 1 views

Harris, S. R., & Shelswell, N. (2005). Moving beyond communities of practice in adult basic education. In D. Barton, K. Tusting, D. Barton, & K. Tusting (Eds.), Beyond Communities of Practice (pp. ...

communities of practice peer mentor tutor support system

started by Todd Vens on 16 Sep 12 no follow-up yet
cynthia mills

Why Every Teacher Needs Personal Learning Networks - 6 views

www.educationinamerica.com/...eds-personal-learning-networks

education learning teaching Technology

shared by cynthia mills on 06 Sep 13 - No Cached
  • cynthia mills on 06 Sep 13
     
    This is a great site to get started understanding the benefits of PLN's. In particular, I like the fact that when discussing the benefits of PLN's the author, Education in America, brings up the fact that even though teachers are surrounded by students and colleagues, teaching can be an isolating experience. I've been there, and I know that having a PLN has not only made me feel connected, but also it has helped me share ideas in a more personal way.
  • ...4 more comments...
  • Daniel Oldham on 07 Sep 13
     
    This is an awesome article about the utilization of PLNs. I love that the fact that it shows that teachers are still learning and evolving with the students and information. We as instructors must adapt to new information and not be passive in our learning, if we are passive the information will change and the students will have access to it, which we will lose credibility. This active teaching and learning model is key for the modern world of education.
  • Rebecca Olien on 07 Sep 13
     
    I appreciate this blog post pointing out the need and helpfulness of PLN for educators. In the past teaching has been a very isolating experience where everything learned and gained from teaching experiences was kept within a teacher's own development and classroom. Also, the climate for sharing was not always encouraged within the school and between teachers. By actively taking part in a PLN, teachers have the advantage of sharing, learning, and growing with other educators and researchers. I wish the article would have gone into more depth with some examples, as I found I wanted to read more specifically about this impact in action.
  • chris mason on 07 Sep 13
     
    I like the idea of PLNs rather than PLCs. The school divisions I have worked for have used PLCs for teachers to avoid that isolated feeling. They work great for teachers who are in a building with more than one teacher in their content area or grade level. They do not work well at all if the teacher has to work with someone that does not teach the same grade level or content. I can see how this would be great for teachers in a rural school, where access to other teachers is limited. Another benefit for teachers who use social networks (ie. blogs, wikispace, facebook) for their PLN is that they may be more inclined to be active participants. These social networks can be less threatening to a teacher who may be shy or hesitant to speak up face to face.
  • Christina Modrell on 09 Sep 13
     
    I enjoyed reading this article. It would be a great resource to help get schools involved in PLNs. There were many benefits for teachers that are in PLNs. I would enjoy having the benefits of resources from other professionals in my field. Collaboration is a great resource to help you become a better teacher.
  • Betty Clevenger on 10 Sep 13
     
    I liked the fact that this site recognizes that "teaching can be an isolated profession"! Very interesting article.
  • Russell Nash on 10 Sep 13
     
    I have to agree with the statement in this article about teaching being an isolated profession. I felt that many times and often wished that I had the remedy. In hindsight, I think a better network would have been helpful. Most of my time spent in a traditional classroom setting (face to face instruction) was as a lone teacher in a very small school. A better PLN would have been very helpful.
Nona Barker

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice -... - 1 views

www.hybridpedagogy.com/...Guide_to_the_MOOC_Novice.html

edtech543 Connectivism counterarguments MOOC education

shared by Nona Barker on 04 Sep 13 - No Cached
  • Nona Barker on 04 Sep 13
     
    Summary: This article identifies possible gaps in Connectivism (as a learning theory) and its interpretation when it comes to MOOCs. The article explores the principles that are not addressed or not supported by Connectivism. Some of these "forgotten" principles are: motivation, self-efficacy, cognitive load, prior knowledge, avoids scaffolding, doesn't differentiate between expert and novice, and ignores novices' needs.
  • ...2 more comments...
  • anonymous on 04 Sep 13
     
    Very interesting article, though I'm not sure I agree with some of the points the author attempts to make. For example, "Connectivist theory does not allow for novice support, from the design and instructor side." While this may have started out as the case, classes like the one we're in now are attempting to address this issue by arming educators with tools and methods for scaffolding novices into the networking world. :)
  • Jason Marconi on 05 Sep 13
     
    I knew I was going to enjoy this article after the author said this " I do this because there is no "one size fits all" theory. Because there is no "one size fits all" student." I have been screaming this from the roof top since I stepped into the education and when trying to get some instructors to step out of their comfort zone that is not producing the results we need in the classroom. I learned a good deal from this article especially the four ways to undermine self-efficacy . Great Find.
  • Jodi Stevens on 08 Sep 13
     
    Loved the line "I'm ideologically promiscuous."
  • Forrest Doud on 08 Sep 13
     
    I like the point made that not everyone is actually a "Node" in a MOOC or similar connectivist structure. I agree with the author that this will always be the case because we unfortunately are not " all digitally literate nodes, knowledge is in the network, we are all motivated, have good learning strategies, and information sifting abilities, and can cope with multi-platform information streams...". Great find!
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
Susan Weitzman-Trifman

Write a Letter to the Future - 1 views

www.futureme.org

technology tools writing goal setting

shared by Susan Weitzman-Trifman on 10 Oct 11 - Cached
  • Susan Weitzman-Trifman on 10 Oct 11
     
    This site allows users to write a letter to themselves, to be delivered in the future. Nice idea for goal setting at the beginning of a year (or semester or unit), to be sent back to students when the time period is over to see if they met their goals! Note: I would avoid having students visit the public section of this site, as letters there may be inappropriate.
bwiedeman

Building a Professional Learning Network and Avoiding Information Overload - 1 views

www.ascd.org/...809-trust.aspx

education technology learning Web2.0 elearning PLN

shared by bwiedeman on 05 Sep 14 - No Cached
  • bwiedeman on 05 Sep 14
     
    The author discusses what happened when he created a PLN during the summer. He focuses on the qualitative data he collected from participants. He describes the two many barriers most participants shared which were a limited amount of time to develop and learn from their PLN's and also the information overload associated with connecting your PLN to social media. He also describes how the participants used the different tools.
  • nathankraftcheck on 05 Sep 14
     
    As someone that tries to read everything in my own PLN, I appreciate the authors recommendations on ways to not become overwhelmed. Starting out by only using one or two tools and setting aside a few minutes every couple days is great advice.
joshgiudicelli

The Educator’s Guide to Copyright, Fair Use, and Creative Commons – The Edu... - 0 views

www.theedublogger.com/-fair-use-and-creative-commons

edtech541

shared by joshgiudicelli on 03 Feb 19 - No Cached
  • joshgiudicelli on 03 Feb 19
     
    This resource explains copy right and fair use rules regarding images on the web. It discusses the problems associated with using copyrighted work and talks about the Creative Commons. This is a great reference for educators and students to use in an effort to avoid copyright infringement.
carissakane

Learning Networks Could Reconfigure Schools | Steve Regur | TEDxElCajonSalon - YouTube - 5 views

www.youtube.com/watch

#EdTechSN EDTECH543 PLN studentcentered

shared by carissakane on 11 Jun 17 - No Cached
  • jershua1 on 11 Jun 17
     
    This speaker does an excellent job showcasing that our students are totally capable of being part of a learning network before they can even recognize what it is they're doing. Things have changed intensely since the rise of networked connections between people. School needs to adapt and use these tools that professional educators are using to improve meeting the many "standards" that Mr. Regur talks about. "We have standards just to write standards…" We need to avoid the closed off island that is being a teacher… There is no longer an excuse to be stuck in this single-player version of education.
  • ...4 more comments...
  • timrocco on 11 Jun 17
     
    Another nice resource. It looks like Mr. Regur has done some impressive work: https://educators.coop/our-founders-digital-footprint/
  • carissakane on 08 Jun 18
     
    I find most Ted Talks super engaging and this one was no different. Thinking about PLN's I have only been considering myself and the benefits for educators to be involved in them...but what about the students? The focus of this talk is to promote the use PLN's with students - helping them to find resources beyond just the teacher and build teams. It goes on further to briefly discuss how this can enhance a student centered classroom.
  • naddleman on 10 Jun 18
     
    This resource made me realize something. These PLNs are something that the students will naturally do in many parts of their lives. My little brother plays video games, he has a group of friends that would be considered a PLN for his video games. It wasn't intentionally created, but they talk about it and share ideas all the time.
  • cooperjrn on 11 Jun 18
     
    This is a great resource showcasing how students can create "dream teams" where they can get advice and advance their learning. The ease of empowering students is really demonstrated here without diminishing the role of the teacher. I like the shift of teachers from the distributor of knowledge to more of a guide.
  • devivost on 11 Jun 18
     
    We all create personal learning networks in everything we do. Using this in education is extremely important so that students a) know how to connect with others, and b) know how to benefit from connecting with others. I like how he called the "teacher the most important activator".
  • camille_rrt on 11 Jun 18
     
    Two is a meeting, Three is a network. Steve had some great "real" advice and reasons for why we should all join PLN for a variety of different reasons to create a stronger and more educated world.
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