Skip to main content

Home/ EDTECH at Boise State University/ Group items tagged Importance

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Christina Modrell

Understanding personal learning networks: Their structure, content and the networking s... - 1 views

firstmonday.org/...3131

edtech543 technology education PLN learning

shared by Christina Modrell on 04 Sep 13 - No Cached
  • glorihinck on 04 Sep 13
     
    This detailed paper presents a model for creating a personal learning network based on an investigation using a literature review, semi-structure interviews and survey and includes an extensive reference list. Three stages of the networking process- building, maintaining and activating- are described and the nine factors influencing decisions in each of these areas are outlined. The authors schematically represent a personal professional networking model.
  • ...1 more comment...
  • anonymous on 04 Sep 13
     
    Very detailed article! I found it it interesting how they defined "strong" and "weak" connections. Strong connections are those we actively collaborate with to produce works and increase our understanding and weak connections are sort of like billboards we pass on the way to work: they expose us to a lot of new ideas and tools that we may or may not investigate further. :)
  • Jason Marconi on 05 Sep 13
     
    I really like how this article focused on research results and the factors that emerged for the researchers during their study. It made understanding how the theory of PLN's has become relevant. The three stages of networking model also helped drive home the concept. Establish, maintain and activity was a great visual representation. Quality find!
  • Christina Modrell on 09 Sep 13
     
    This article discusses the importance of personal learning networks. It defines them as finding and connecting with others that are a part of your field. These interactions with others can promote life-long learning; which is beneficial in any working field.
Rebecca Olien

Online Communities of Practice: What works - 0 views

thejournal.com/...munities-of-practice-cops.aspx

edtech543 community of practice educational leadership

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    This is a very useful discussion presented from four community of practice leaders who have share insights based on their experience creating and maintaining COP. Some of the topics discussed include the importance of leadership and support, creating a culture and climate, immediacy and quality in responses, using modeling and examples when starting the community.
  • Jason Marconi on 05 Sep 13
     
    Great discussion. I enjoyed that they touched base on how to encourage participation which sometimes could be the number one problem in getting the results a community of practice could produce. To further break this down the discussion focuses on the 90-9-1 rule which states there is one person actively involved in the online presence then 9 every now and againers and 90 lurkers. From there they not only suggest how to encourage participation but how to reward it as well. Overall I enjoyed this article. Great find.
Rebecca Olien

Nielsen report on social networking's new global footprint - 0 views

cn.nielsen.com/...-Media-Report_FINAL_090911.pdf

Nielson report social media use social networking edtech543

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    I found the Nielson report cited in several of the articles I reviewed and decided to check it out. The Nielson report typically cites was published in 2009 and so instead I retrieved a more recent (2011) report on the state of social media. This is a fascinating graphic display of the synthesis and major findings of research on the use of social media both in the United States and globally. This is important as we consider the needs and possibilities of using the connected learning theories reviewed in our reading. The data gathered reflects a continued rise in access of social networks and blogs across a wide variety of demographics. Information such as 4 out of 5 active Internet users now visit SN and blogs cannot be ignored as we consider the impact this has on instructional design and education technology applications.
Rebecca Olien

Developing learning community in online asynchronous college courses: the role of teach... - 0 views

citeseerx.ist.psu.edu/...summary

learning community teacher role edtech543

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    The researchers conducted a study of 2,036 online students at thirty-two State University of New York colleges in the SUNY Learning Network. Participants responded to a forty-two-item survey that investigates the connection between students' sense of learning community as measured by Rovai's Classroom Community Scale and teaching presence as measured by the Community of Inquiry Model. The study provides insight into the important relationship between instructor's online behaviors and perceived establishment of community. The complexity of the research gives rise to further studies to continue to identify the exact instructor behaviors are most effective in establishing a course presence, while staying true to constructivist pedagogy.
chris mason

Connectivism: A learning theory for the digital age - 1 views

This article begins by discussing how learning theories are changing as social environments change. Technology is changing the way we think and learning theories need to attempt to explain the link...

Connectivism learningtheories informationflow

started by chris mason on 07 Sep 13 no follow-up yet
chris mason

Communities of Practice. Penelope Eckert - 2 views

The article discusses what a community of practice is and the value it has to Sociolinguistics and Linguistic Anthropology. It describes how there are two conditions of a community of practice and ...

speech community of practice sociolinguist

started by chris mason on 07 Sep 13 no follow-up yet
Katelyn Conner

PLN Encouragement Resource 9 - 1 views

www.youtube.com/watch

PLN edtech543 resources teaching

shared by Katelyn Conner on 08 Sep 13 - No Cached
  • Katelyn Conner on 08 Sep 13
     
    This 2 minute video provides some motivation and encouragement for teachers to consider forming a PLN. This doesn't contain much of an academic slant, but it does incorporate the "why" behind building a PLN.
  • Erin Horie on 09 Sep 13
     
    This is a great resource for PLN. Like you said, it doesn't have much of an academic slant, but it does provide information to the importance of having a PLN. The possibilities are endless in this day and age.
rmullermk

Five Ways to Make Your Classroom As Addictive As A Game - 2 views

www.edudemic.com/game-class-tips

education Technology resources edtech543

shared by rmullermk on 05 Feb 14 - No Cached
  • rmullermk on 05 Feb 14
     
    Really loved how this article shows teachers how important it is to use many ways to engage students and let them fail.
rmullermk

Coding for Kids - 0 views

www.telegraph.co.uk/...o-code-a-quiet-revolution.html

education technology web2.0 coding

shared by rmullermk on 18 Feb 14 - No Cached
  • rmullermk on 18 Feb 14
     
    This blog tells the importance of teaching coding to all children. In my Prezi, I listed Scratch as excellent problem solving software for kids, codeacademy.com is another great resource.
Twilla Berwaldt

Technology and Literacy in the Twenty-first Century: The Importance of ... - Cynthia L.... - 0 views

books.google.com/books

literacy technology adaptive

shared by Twilla Berwaldt on 26 Apr 14 - No Cached
  • Twilla Berwaldt on 26 Apr 14
     
    Some interesting food for thought for ELA educators.
cholthaus

Communities of Practice and Networks: Reviewing Two Perspectives On Social Learning - 3 views

http://journal.km4dev.org/index.php/km4dj/article/viewFile/9/4. Besides providing two different perspectives on social learning, this site offers a useful table on the knowledge sharing within co...

education technology resources edtech543

started by cholthaus on 18 Jun 14 no follow-up yet
cholthaus

Understanding Personal Learning Networks: Their Structure, Content, and the Networking... - 2 views

http://journals.uic.edu/ojs/index.php/fm/article/view/3559/3131. After discussing the methodology of personal learning networks, it then discusses the importance of building, maintaining, and acti...

education technology resources edtech543

started by cholthaus on 18 Jun 14 no follow-up yet
John Potosnak

Innovative Learning: Communities of Practice - 0 views

http://www.innovativelearning.com/teaching/communities_of_practice.html - This is a one-stop resource for anyone looking to learn about Communities of Practice. The author discusses the development...

theory EDTECH543 CoPs learning

started by John Potosnak on 21 Jun 14 no follow-up yet
Melinda Mott

Personal Learning Network Movie: Connected - 1 views

www.youtube.com/watch

Personal Learning Network EdTech 543 Learning Theory Educational Technology

shared by Melinda Mott on 23 Jun 14 - No Cached
  • Melinda Mott on 23 Jun 14
     
    A video that defines a PLN and discusses the importance of them in an educational environment.
  • Matt Hoge on 24 Jun 14
     
    Cool resource! I didn't look into using videos as resources but I can see how this would have great value. This one starts out a little dramatic (especially with the music!) but is VERY informative! I also like how it uses other scholarly resources to validate the points of how using PLNs can be effective. Also, I appreciate the clear definition of PLNs
Kristyn King

Twitter importance to PLN - 0 views

http://elearnmag.acm.org/archive.cfm?aid=2379624 This article is a research study on how PLN and twitter are actually connected. This study was conducted on K-12 teachers and reactions to twitter ...

education Learning Web2.0 teaching elearning Digital resources

started by Kristyn King on 24 Jun 14 no follow-up yet
kooloberlander

Educators Will Never Be 100% Connected - 17 views

While I like the three pillars that are outlined - mastery of content area, master of field of education and master of technology, to me it seems like the backlash from educators to Marc Prensky's ...

connected educators Technology EDTECH543 teaching education

started by Tsisana Palmer on 21 Jun 14 6 follow-ups, last by kooloberlander on 24 Jun 14
Cody Peacock

Connectivism: Learning theory or pastime of the self-amused - 3 views

devrijeruimte.org/...Connectivism.pdf

connectivism digital information

shared by Cody Peacock on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article quickly explains behaviorism, cognitivism, and constructionism and why those theories are not designed for the digital age. The article explains how there are some severe limitations and explains why connectivism would be a more appropriate theory for the current digital age. The article explains how learning will come from changing foundations and how discerning between useful and useless information is an important skill.
Melinda Mott

Connectivism as Learning Theory - 8 views

"They understand that the essential purpose of education and teaching is not to produce some set of core knowledge in a person, but rather to create the conditions in which a person can become an a...

theory Connectivism learning EDTECH543

started by John Potosnak on 21 Jun 14 2 follow-ups, last by Melinda Mott on 23 Jun 14
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.
Ryan McDonough

Personal Learning Network - 10 views

collegeunbound.org/...personal-learning-network

Metaphor PLN EdTech543

shared by Ryan McDonough on 22 Jun 14 - No Cached
  • Ryan McDonough on 22 Jun 14
     
    Interesting article here. There's a hand signal you can use to help students remember the power and importance of PLNs. This could be helpful to teach younger students the "why" they have to be learning these skills in order to make learning meaningful. Student- Thumb; rest of the team depends on them for resources and help. Mentor- Index finger; helps organize and keep the group on task. Expert- Ring finger; ensures accuracy. Advisor- Longest finger; pinpoints needs and identifies necessary changes. Peer- Pinky finger; shares thoughts, communicates frustrations and celebrates when things are successful. Watch the video here: http://videos.videopress.com/lzULinmO/collegeunboundpersonallearningnetwork-hd1_fmt1.ogv
  • ...2 more comments...
  • Cody Peacock on 22 Jun 14
     
    I like his comparisons to fingers on a hand. For a simple mind like mine that made a lot of sense.
  • John Potosnak on 22 Jun 14
     
    Using the hand as a visual for PLNs is a neat idea. I feel like this would be a great way to introduce the idea of PLNs to students, and would also be a helpful memory device.
  • Jennie Finafrock on 22 Jun 14
     
    Love it! The hand metaphor is great.. It actually helped me to better understand PLNs myself. "Just as the hand's function is to grasp, hold, and manipulate, making it essential to daily tasks, so is the student support team essential for the same reasons."
  • Matt Hoge on 24 Jun 14
     
    I really like this Ryan! Not only is the picture intriguing but the metaphor is great for understanding as well as teaching about PLNs. Good find!
« First ‹ Previous 181 - 200 of 320 Next › Last »
Showing 20▼ items per page