Skip to main content

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

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Elizabeth Wood

What is Connectivism? - 2 views

docs.google.com/View

Connectivism EdTech543 Learning Theory

shared by Elizabeth Wood on 05 Jul 15 - Cached
  • Elizabeth Wood on 05 Jul 15
     
    This GoogleDoc by George Siemens provides a great visual to help describe the differences between connectivism and other learning theories (behaviorism, cognitivism, and constructivism). He created a table listing different properties and then briefly lists how each theory explains those properties. He then lists several characteristics that are distinct about connectivism.
  • Cassie Davenport on 06 Jul 15
     
    First of all I wanted to point out how much I love that in the digital age we are so connected to each other that a Google Doc put out by Siemens can be shared with the world. Information is so readily available. This table definitely speaks to my style of learning, it is easy to view and compare the different learning theories that he breaks down. You can read multiple paragraphs about each, but to see it in a chart clarifies it all.
Renee Phoenix

Connectivism: the network metaphor of learning - 2 views

diigo.com/07rk0p

connectivism networks knowledge ecology Edtech543 learning CoP

shared by Renee Phoenix on 02 Jul 15 - No Cached
  • Siemens (2005a) suggests learning that can reside outside the individual learner, is focused on connecting specialised information sets and the connections that enable us to learn more than our current state of knowing. According to Siemens, the main intent of network creation is to enable learners to continue to stay current in the face of rapidly developing knowledge. Siemens (2005a, 2006a) points out that the half-life of knowledge is shrinking. The half-life of knowledge is the time span from when knowledge is gained to when it becomes obsolete (Gonzalez, 2004). Siemens (2006a) writes: “In today’s world, knowledge life is short; it survives only a short period of time before it is outdated”
  • Connectivism is also the assertion that “the pipe is more important than the content within the pipe” (Siemens, 2005a). That is, the connections that enable us to learn more are more important than our current state of knowing. As Siemens (2006a) puts it: “Our ability to learn what we need for tomorrow is more important than what we know today.
  • 3 The LaaN perspective In this section, we will present our own conceptual viewpoint on connectivism by discussing the learning as a network(LaaN) perspective, which represents a knowledge ecological approach to learning. The LaaN view is built upon four premises: •knowledge and learning are two sides of the same coin •knowledge and learning are fundamentally personal and social in nature •knowledge is in the network, or even more knowledge is the network •learning is a matter of knowledge networking within knowledge ecologies.
  • ...1 more annotation...
  • Por (2000), i.e., defines knowledge ecology as “a field of theory and practice that focuses on discovering better social, organisational, behavioural, and technical conditions for knowledge creation and utilisation”. According to Malhotra (2002), knowledge ecology “treats knowledge creation as a dynamic evolutionary process in which knowledge gets created and recreated in various contexts and at various points of time”. In this paper, we present a more learner-oriented view of knowledge ecology. We define knowledge ecology as a complex, knowledge intensive landscape that emerges from the bottom-up connection of PKNs
  • Renee Phoenix on 02 Jul 15
     
    Contains a broad review of the theory of connectivism and discussion of the LaaN view of knowledge ecology. Compares knowledge ecology to CoP, knot, intentional networks and coalitions...to name a few that I had not heard of before. Also some interesting comparisons of learning theories.
Innovative Educator

External communities of practice and relational capital - 0 views

www.emeraldinsight.com.libproxy.boisestate.edu/...09696470410538224

communities of practice external groups

shared by Innovative Educator on 05 Sep 15 - No Cached
  • Innovative Educator on 05 Sep 15
     
    This describes groups that form outside of an organization. I think this is something like the Google Certified Teacher group. It is not a part of Google, but rather teachers who applied and now collaborate and share information together.
thwilliams

Connectivism: A Learning Theory for the Digital Age - 1 views

er.dut.ac.za/69

education technology Edtech543 learning web2.0 teaching

shared by thwilliams on 02 Sep 15 - No Cached
  • thwilliams on 02 Sep 15
     
    This article looks at the importance of connectivism in education with the addition of technology. The author explains the principles of connectivism and implications of leadership, information and the design of learning environments.
cassiefaught

The social/situational orientation to learning - 1 views

infed.org/...tional-orientation-to-learning

education technology resources Edtech543

shared by cassiefaught on 03 Sep 15 - No Cached
  • cassiefaught on 03 Sep 15
     
    This article focuses on communities of practice and how people learn and access information in groups. The article points out that people often learn from observing other people and how in order for the communities to be completely successful, complete participation is required from each member
Heather Berlin

Education 3.0: Learning Anywhere, Anytime - 1 views

facultyecommons.org/-3-0-learning-anywhere-anytime

Edtech543 resources technology

shared by Heather Berlin on 07 Sep 15 - No Cached
  • Heather Berlin on 07 Sep 15
     
    This sources is a brief introduction to education 3.0. It outlines the meaning of education 3.0, compares it to 1.0 and 2.0, and gives additional resources for more information.
  • Innovative Educator on 08 Sep 15
     
    Web 2.0 is when you interact with the internet, like I am doing right now. Diigo is an example of web 2.0 tools. Web 3.0 is when the internet interacts with you. For example, Google has all this data on you that when you search for something you get different search results than others who do the same search.
Innovative Educator

Breaking into communities of practice - 0 views

fh8fe2xb7x.search.serialssolutions.com/?url_ver=Z39.88-2004&rfr_id=info%3Asid%2Fboisestate.worldcat.org%3Aworldcat&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&req_dat=%3Csessionid%3E&rfe_dat=%3Caccessionnumber%3E425079343%3C%2Faccessionnumber%3E&rft_id=info%3Aoclcnum%2F425079343&rft_id=urn%3AISSN%3A1041-7915&rft.aulast=Huwe&rft.aufirst=Terence&rft.auinitm=K&rft.atitle=Breaking+into+Communities+of+Practice&rft.jtitle=Computers+in+Libraries&rft.date=2006&rft.volume=26&rft.issue

education community of practice learning

shared by Innovative Educator on 05 Sep 15 - No Cached
  • Innovative Educator on 05 Sep 15
     
    Huwe, T. K. (2006). Breaking into Communities of Practice. Computers In Libraries, 26(5), 22-25. In order to increase information literacy, relationship building is key. Online classes can be an example of a community of practice since there are discussion boards and ways for students to connect together.
Kelsey Ramirez

Classrooms as Communities of Practice - 2 views

www.naspaa.org/...11_Kapucu.pdf

education community Edtech543 learning

shared by Kelsey Ramirez on 04 Sep 15 - No Cached
  • Kelsey Ramirez on 04 Sep 15
     
    This article provides ways that classrooms become communities of practice, how the teacher typically can be become the facilitative leader. If done effectively, students will learn to collaborate. Learning starts occurring (both formally and informally), and communities of practice help us learn through development of skills as well as establishing identity. The goal of these communities of practice is to prepare individuals for the real world.
cassiefaught

Connectivism: A Learning Theory for the Digital Age - 2 views

www.itdl.org/...article01.htm'

education technology resources Edtech543

shared by cassiefaught on 03 Sep 15 - No Cached
  • cassiefaught on 03 Sep 15
     
    This source focuses on connectivity and what it means for learners. It touches on the idea that we now need to teach students to make connections instead of assuming that they understand how to make them already. It also talks a little bit about how making connections help people learn in different ways and learn how to access new information.
  • Dalia Allencherry on 04 Sep 15
     
    The link given above doesn't work as it is. It has an extra quote at the end. You may want to remove it. Connectivism is presented in this articles as an alternative to traditional learning theories such as behaviorism and constructivism. I found it valuable to refresh my memory regarding different learning theories and their limitations. It was valuable to take a deep look at connectivism and the explanation related to how it could be the learning theory of present day digital age.
Kelly Kenney

Website #1-PLN - 4 views

http://eet.sdsu.edu/eetwiki/index.php/Personal_learning_networks A PLN is a group where educators can learn information on their own. It is a way to collaborate with peers on topics that they are...

education resources Edtech543 learning technology

started by Kelly Kenney on 01 Sep 15 no follow-up yet
Danielle Leone

The Promise of Connected Learning | NextThought - 3 views

nextthought.com/...-promise-of-connected-learning

PLN connected learning #edtechsn edt

shared by Danielle Leone on 03 Sep 15 - No Cached
  • cassiefaught on 03 Sep 15
     
    This source addresses personal learning networks and connected learning environments. It describes connected learning as important because information is so widespread and accessible, and learning is now happening flexibly. The source also discusses connectivity and communities of practice.
  • ...2 more comments...
  • Kelly Kenney on 03 Sep 15
     
    Great post. I love all of the visual representations. I enjoyed having those to assist my reading. Connected learning is become much more flexible. In my opinion all of the visuals were much more powerful than the words. To me, they assist my learning in expressing the differences between Cops and connectivism. The last visual of connected learning might be my favorite visual representation that I have seen so far. It describes it perfectly.
  • courtneykaul on 05 Sep 15
     
    I especially liked the "key functional elements" section that outlined necessities within the network. The visual of the network with the peoples' faces made sense and gave a very clear picture of learning connections. Great source.
  • Danielle Leone on 07 Sep 15
     
    This article discusses the idea of connected learning and its benefits. It discusses how the learner can be at the center of their learning. Although this article focuses of incorporating connected learning to teaching practices, it can also be applied to gain a better understanding of forming personal learning networks to enhance ones professional growth.
  • Innovative Educator on 08 Sep 15
     
    I love the term "connected learning." I can't imagine learning in isolation. I have to take what I am reading and share it out on Twitter, I want to get the interaction of others to enrich and enhance what I am learning. Learning systems is a good way to put it. You have a system in place that involves connecting with others.
anonymous

20 Tips for Creating a Professional Learning Network - 7 views

gettingsmart.com/...-professional-learning-network

EdTechSN Module2 PLN education technology Edtech543

shared by anonymous on 21 Jun 14 - No Cached
  • Jennie Finafrock on 21 Jun 14
     
    This link provides 10 tips for using PLNs and 10 tips for establishing productive ones. Using Diigo is the first tip for establishing a productive PLN - I thought that was pretty cool.
  • ...4 more comments...
  • kimsmith876 on 21 Jun 14
     
    These tips are great! I really liked that a couple of the tips really focus on being an active participant in a PLN, not just collecting information. I think it would be a really easy thing to just not participate, but reap the benefits of everyone else's submissions, so it is great that they made that a point to emphasize!
  • Emmett Wemp on 22 Jun 14
     
    Here are more great tips and tools for creating a PLN.
  • Ryan McDonough on 22 Jun 14
     
    I love "how to" articles because they lay out a blueprint and take out the guess work needed. The tips for using and for beginning a PLN are really valuable. I just bookmarked that site; I really need to use my pocket account more!
  • John Potosnak on 22 Jun 14
     
    This is a great resource. I feel like I could follow these tips and create a PLN. I like how it's right to the point and easy to follow.
  • Tsisana Palmer on 22 Jun 14
     
    "Sharing discoveries is more efficient and honorable than patenting them" - I love that! The steps outlined in this post definitely are based on this great principle. It's also great to know that that's exactly what we do at Edtech (unlike in so many other grad programs where so much of the student work never gets shared.) Great post!
  • anonymous on 10 Sep 15
     
    I like lists and how-tos. This article by Miriam Clifford provides a great introduction to the nuts and bolts of establishing a PLN.
Danielle Leone

Website #7- What are communities of Practice? - 8 views

Great article on Communities of Practice! I like how this article explains what makes up a community of practice, the domain, the community, and the practice. This is a great resource for people ...

education resources learning elearning teaching

started by Kelly Kenney on 01 Sep 15 4 follow-ups, last by Danielle Leone on 07 Sep 15
Jill Miller

Connected Learning Infographic | Connected Learning - 5 views

connectedlearning.tv/infographic

education Edtech543 learning teaching connectivism

shared by Jill Miller on 04 Sep 15 - No Cached
  • Jill Miller on 04 Sep 15
     
    I like this infographic for several reasons: 1) it's an infographic, and 2) it's Creative Commons Attribution licensed, which means anyone can use it, change, it, share it, or make it even better, as long as attribution is given! One of the key points made here is that connectivism allows for cross-generational learning, challenging the notion that learning can only be acquired through transmission from our elders.
  • courtneykaul on 05 Sep 15
     
    At first I thought this visual was very overwhelming and chaotic, but as I looked at the individual parts that make up the whole I gleaned a lot of new information about the way personal learning networks work. The visual also made it very distinct that not only cross-generational learning occurs, but also cross-cultural learning. I feel this is important because learning across cultures can be highly beneficial in showing various points of view. Great source!
anonymous

Community of Practice Design Guide - 14 views

net.educause.edu/...nli0531.pdf

EdTech543 EdTechSN Module2 CoP education technology

shared by anonymous on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Defines CoP's and reinforces that CoP's focus on sharing knowledge and developing best practices. Identifies CoP's as a model for connecting people for learning, knowledge sharing, collaboration and organizational development. Provides great key questions for growth of a CoP.
  • ...6 more comments...
  • Melissa Getz on 22 Jun 13
     
    Even though I am becoming more acclimated to the non-linear arrangements of websites and the Internet, in general, it is still nice to see a well formatted document that clearly lists its points and is somewhat old-fashioned in presenting more recently cultivated information. This is the type of arrangement I needed to help me visualize CoP's.
  • Stacie Barker on 10 Sep 13
     
    How to guide on using Communities of Practice in higher education.
  • Renee Phoenix on 02 Jul 15
     
    A step by step guide for designing and cultivating CoPs from the Educause Library of free resources
  • nickurban on 02 Jul 15
     
    I really enjoyed this article as it did provide a very clear distinction to a CoP and how they generate around a particular goal or common objectives. The one aspect of the article that I found really fascinating dealt with how to create a CoP and how it spoke of the cultivation of a CoP. It is not something that grows automatically, but must be intentional in nature. This requires the design, formalization of the community, and planning activities and core concepts for the CoP. It is not imperative that a CoP is fully structured from the beginning as the CoP will ultimately identfiy its main tenants over the period of growth.
  • Megan Gooding on 04 Jul 15
     
    This guide provides a practical interpretation of the theoretical underpinnings of communities of practice (CoPs) in higher education. The guide begins with a definition, review of the purpose of CoPs, as well as their lifecycle. The authors also outline the stages of development in a CoP. This section includes guiding questions and activities to help others facilitate the development process within their own CoPs. I found this resource to be helpful in visualizing the process of developing CoPs.
  • cassiefaught on 03 Sep 15
     
    This source is set up differently than the others that I found. It is focused more on why communities are important, and how to build them. It also provides some good visuals that represent types of communities, how to grow communities, and different ways to grow and cultivate those relationships and communities.
  • anonymous on 08 Sep 15
     
    This is a great guide from Educause on the "nuts and bolts" of establishing a PLN. This resource provides a step-by-step guide to establishing a CoP.
  • Innovative Educator on 08 Sep 15
     
    This article is really helpful since it gives practical there are some things you can do. My favorite is "Design." You can not just set up spaces and expect people to interact. You have to drive purpose and there has to be meaning there.
swimordie

Android accessibility features - Android Accessibility Help - 0 views

support.google.com/...6006564

education technology resources Edtech541

shared by swimordie on 14 Aug 15 - No Cached
  • swimordie on 14 Aug 15
     
    Android accessibility features and apps enable you to customize your Android device to suit your needs. A brief summary of features is below, along with links to more information. Services and tools
Carrie Christenson

The Civil War Home Page - 0 views

www.civil-war.net

education Civil War students research teachers battle slavery soldiers

shared by Carrie Christenson on 13 Oct 10 - Cached
  • Carrie Christenson on 13 Oct 10
     
    Great resource for students and teachers who are researching the Civil War. Information on battles, slavery, and soldiers. There are also links to official records which are interesting for the students to see.
anonymous

Guideline on Censorship: Don't Let it Become an Issue in Your Schools - 0 views

www.ncte.org/...dontletitbecome

shared by anonymous on 13 Oct 10 - Cached
  • Teachers should be encouraged to think through a rationale for any book to be read to or by the entire class. For primary teachers, who may read aloud many picture books to their classes each week, a written rationale is not practical. However, teachers should be prepared to explain their choices, stating why the book was chosen and what the objectives are in terms of the problems, needs, or interests of their individual class.
  • Obviously, the teacher should be thoroughly familiar with all assigned selections. In short, professional responsibility means not only selecting print and nonprint materials, but also possessing a willingness and ability to defend the choices made.
  • Appropriateness Factors to be considered in assessing the appropriateness of books are children's interests, the age level and/or maturity of children in relation to the book being considered, and the content, format and illustration.
  • ...2 more annotations...
  • Breadth of Coverage Books may present problems of stereotyping with respect to sex and to race. Religion, politics, and questions of morality or patriotism are issues about which there are considerable differences of opinion. The importance of such books may lie mainly, or only, in their historical viewpoint and should be presented as such to children who read them. Teachers and librarians should be aware of these considerations and should make every effort to provide materials which present alternate points of view. Historically there have always been those who have recognized the offensiveness of these materials. Children, like adults exposed to new ideas, can accept or reject them, based on input from all viewpoints. All opinions require protection under the First Amendment.
  • IF and AFTER censorship problems arise (and before a formal complaint procedure is initiated), here are some approaches and considerations: Be sure to inform your principal of any complaint, and how you plan to handle it. Urge your principal to read or view the material objected to. Afterwards, share with him/her your reasons for using the material with children. Also, try to get a school board member and a local minister, rabbi, or priest to read or look at the material. If a parent complains about material, insisting on an immediate discussion about it, defer such a discussion; make an appointment with him/her for a later time. At the same time, assure the parent that you have a concern for the child's interest. Neither you nor the parent should be in the position of discussing material without careful consideration beforehand of the factors that are to be discussed. Do not defend materials on the spur of the moment. Apart from being unfair to all concerned, and particularly to children, it is your professional duty to present your views thoughtfully and with consideration. Reread or review the material in question, even though you may already be familiar with it. Identify its strengths. Put down in writing why you believe it is proper and useful in your teaching program. Collect reviews of the material from such publications as Language Arts, English Journal, Bulletin of the Center for Children's Books, Horn Book, School Library Journal, and other professional publications. There may be three to five parents, other than the complaining parents, who may be particularly supportive of your teaching objectives. Request that they read or view the material being questioned and invite their written reactions, addressed to you and your principal
« First ‹ Previous 441 - 460 of 617 Next › Last »
Showing 20▼ items per page