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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.
cbjohnsrud

http://www.ecu.edu/cs-hhp/exss/upload/MSE%20Social%20Studies.pdf - 0 views

www.ecu.edu/...MSE%20Social%20Studies.pdf

physical education social studies

shared by cbjohnsrud on 11 Nov 14 - No Cached
  • cbjohnsrud on 11 Nov 14
     
    Incorporate physical activity into middle school social studies lessons with these activities
cynthiaott

Classrooms as Communities of Practice: Designing and Facilitating Learning in a Network... - 1 views

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

EDTECH543 learning teaching education

shared by cynthiaott on 05 Sep 17 - No Cached
  • Scott McKee on 05 Sep 17
     
    This article explores the classroom as a community of practice and examines the role classroom activities have in students' collaborative learning. The study uses a graduate-level public administration course as the case.
  • cynthiaott on 05 Sep 17
     
    This article discusses the use of a university classroom as a community of practice. The survey showed how leadership played an important role in increasing collaboration among the students. Learning took place during engaging and reflecting class activities. Classroom activities that were designed for social interaction promoted learning. Collaboration occurred through a diverse set of ideas leading to a common goal. Students stated that including activities that encourage students to learn from their peers by connec classroom knowledge with real-world examples creating a community of practice.
kimberlybearden

Developing and Using Web-Based Learning Activities - 0 views

quizlet.com/...earning-activities-flash-cards

shared by kimberlybearden on 09 Oct 18 - No Cached
  • kimberlybearden on 09 Oct 18
     
    This quizlet teaches learners about web-based learning and activities through a tool actually used in web-based learning activities. This shows the learner the benefits of web--based learning in an engaging way.
melpalmer4

Introduction to communities of practice | Wenger-Trayner - 22 views

wenger-trayner.com/ion-to-communities-of-practice

EDTECH543 EDTechSN CoP

shared by melpalmer4 on 02 Sep 15 - No Cached
  • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
    • nstringham
      nstringham on 10 Jun 18
       
      Teacher Instagram is exactly this! We learn and grow from each other as we interact with each other.
  • Membership therefore implies a commitment to the domain,
  • he domain is not necessarily something recognized as “expertise” outside the community.
  • ...5 more annotations...
  • members engage in joint activities and discussions, help each other, and share information.
  • They build relationships that enable them to learn from each other; they care about their standing with each other.
  • ut members of a community of practice do not necessarily work together on a daily basis.
  • hey develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems
  • they have developed a set of stories and cases that have become a shared repertoire for their practice.
  • Hannah Clark on 02 Sep 15
     
    This page on the Wenger-Trayner website, there is an in-depth explanation of communities of practice as well as a brief history of its inception. I really appreciated the part of this site that gave examples for how to effectively use communities of practice (CoP). It was interesting to read myths about CoPs as well as to be provided with links to further reading on the topic. I also found it incredibly insightful that the site explained how CoPs are being used in a variety of forums, not only in education.
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  • Jill Miller on 06 Sep 15
     
    This article provides helpful information on the topic of communities of practice. I was also interested in seeing how CoP are used outside of education. I question whether CoP that develop with "cultivation" are as effective as those that are self-organizing.
  • Danielle Leone on 07 Sep 15
     
    This is a great resource for communities of practice. It breaks down the characteristics of a community of practice between the domain, the community, and the practice. This resource also provides a table of examples of what makes a good CoP. It is very helpful in understanding where CoPs are commonly used and how they can be beneficial. Very helpful resource when first learning about CoPs.
  • brianbetteridge on 06 Jun 16
     
    This resource is a basic overview of the concept of communities of practice. It discusses the background from which it was created, and gave some specific examples of COPs in the real world. The best portion dealt with how COPs are used in other areas aside from education. There are also some excellent links.
  • Kim Davis on 11 Jun 16
     
    This page look at the definition of a community of practice and includes there critera that are essential: the domain, the community, and the practice.
  • scottcastro on 12 Jun 16
     
    As others have also suggested, this article gives a good overview of CoPs applicable to real world integration. For example, I tend to focus on the realm of current day educational CoPs at a school or district level. This article goes beyond that by providing examples of other forms of CoPs. One that struck my interest was the "tribe learning to survive" example. This definitely gives a broader perspective on the reach of CoPs, in that, they can be traced back to the primordial beginnings of human interaction.
  • Patricia Smeyers on 28 Aug 16
     
    This article, by Etienne and Beverly Wenger-Trayner in 2015, gives a wonderful introduction of what a community of practice is and why researchers and practitioners find them to be a valuable way of communicating and learning. You get a good perspective of what communities of practice looks like, where the concept comes from, and where the concept is being applied. Myths about communities of practice and suggested readings are also included.
  • alannashaw on 29 Aug 16
     
    What are CoPs? This article breaks down the terminology for Communities of Practice and explains what they are (and aren't). One common theme that appears throughout the article are the ideas of intention and implementation. CoPs are not just interest groups for casual entertainment. They are formed with intent and with the purpose of implementing ideas. Social media has removed the boundaries of who can form/join CoPs, and the sources of information are virtually endless.
  • Terrence Shaneyfelt on 29 Aug 16
     
    This overview from 2015 is written by one of the anthropologists who coined this term when studying apprenticeships. It describes the 3 crucial characteristics: domain, community, and practice; its origin; its uses in a variety of settings; and refutes various myths about COP. A pdf is available.
  • Jasmine Quezada on 01 Sep 16
     
    This is a great overview of COPs. The author defines COP's and gives the three major characteristics: domain, community, & practice (and goes on to clearly define each of these). He explains the origins of COP's, describes them and gives examples of COP's today, addresses common myths of COP's and provides an influx of resources. A great site with a lot of valuable info!
  • Ben Killam on 02 Sep 16
     
    This article outlines what communities of practice are and what they look like. It also describes how these communities are used in a variety of fields.
  • Mary Carter on 05 Sep 16
     
    Wenger-Trayner give an overview of what constitutes a community of practice (CoP). It differentiate between a community and a CoP. Three features of CoP are given: domain, community, and practice. It is more than common interest; it involves interaction among practitioner who want to learn from each other. The article is helpful to understanding how to develop a PLN.
  • Buffy Naillon on 05 Sep 16
     
    Often times grasping a new concept is difficult without examples to show what what a particular concept might look like. This article has a sub-head that reads: "What do communities of practice look like?" There are boxes with questions like "requests for information," "seeking experience," and "reusing assets." If you click on the plus/ minus sign on the boxes, you get taken to a short example.
  • joannalieberman on 06 Jun 17
     
    In this fairly in-depth article, Etienne and Beverly Wenger- Trainer, focus on many different aspects of Communities of Practice. Some of the key elements they name regarding CoPs are: they are intentional, they can improve performance among members, the members have a shared domain of interest, the members have a commitment to the group, and the members build relationships that enable the to learn from each other. The 3 main element of a CoP are the domain, the community, and the practice.
  • michellehughes11 on 07 Jun 17
     
    Great share @MrsLieberman356! It's quite in-dept but chalk-ful of excellent information on CoPs and their objectives.
  • mskmjohnson on 08 Jun 17
     
    Thanks Joanna! When reading about CoPs myself, I love how they say that they're intentional. Through reading this article as well as others, I really see why that's an important piece to it!
  • Terisa ODowd on 03 Sep 17
     
    According to this article, three characteristics are crucial in order for a community to be considered a "community of practice." A community of practice is not merely a club, it has an identity defined by a shared domain of interest. In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. A community of practice is not merely a community of interest-people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared collection of resources: experiences, stories, tools, ways of addressing recurring problems -- a shared practice. http://wenger-trayner.com/introduction-to-communities-of-practice/
  • Scott McKee on 05 Sep 17
     
    A brief overview and introduction of the concept and uses of communities of practice. This article shares theories and what it should look like instead of the "How" it should be done. They share the background of the concept and how it fits into the teaching environment.
  • cynthiaott on 05 Sep 17
     
    This article gives a brief overview of the concept of communities of practice. Communities of Practice are groups that share a passion for what they do and share how they can do it better. The domain is a network of connections between people. The community is the activities and discussions share among the group. The practice is sharing the tips and tricks of how things work.
  • Rob Blackston on 09 Sep 17
     
    This delivers an overview of CoP's and discusses what a CoP would look like. It discusses the background and how it would fit in the learning environment.
  • melpalmer4 on 04 Jun 18
     
    This site breaks down what distinguishes Communities of Practice from communities.
  • wagnerang on 04 Jun 18
     
    This resource illustrates a CoP first, and then it uses this example to explain the components of CoPs: domain, community, and practice. It further provides examples fo what CoPs look like.
  • jkraschnewski on 06 Jun 18
     
    A great introduction into communities of practice. These communities require three things: commitment to the mission/goal, a community, and a shared role (or practice).
  • susanbird on 06 Jun 18
     
    This website was created to explain CoP by the developers of the practice. The website explains what CoP is and what it looks like. The websites explains where CoP came from and how it can be applied in the workplace in different environments. The authors also diffuse any myths about the CoP so that others can understand what it is.
  • nstringham on 10 Jun 18
     
    This article goes in depth on the three requirements for a CoP. It also goes through several examples of what a CoP looks like in various activities.
  • camille_rrt on 11 Jun 18
     
    This article provides examples of where COP can exist!
  • miljenni on 11 Jun 18
     
    I like how it emphasizes that the three components of COP are domain, community, and practice. You need each of these to have a successful COP. Thanks for sharing.
Richard Krause

Communities of Practice for educators - 2 views

valenciacollege.edu/...CommunityofPractice.pdf

edtech543 education learningtheory

shared by Richard Krause on 18 Jun 13 - No Cached
  • Hanna Coleman on 18 Jun 13
     
    This article provides a definition and description of communities of practice. A community of practice is a social way to learn and share a common practice/activity/topic. Three implications are identified for learning: learning occurs through relationships, educators need to facilitate these communities for their students, and experience and activity lead to knowledge.
  • scott hogan on 23 Jun 13
     
    As learners, we can learn most, if not best, through our interactions and relationships with others. Co-participation in groups and/or activities are viewed equally as valuable as content delivered in traditional methods. Educators should strive to get students to include themselves in communities to learn through doing.
  • Richard Krause on 24 Jun 13
     
    This article concludes by focusing on the implications for educators. It does not provide solutions but rather questions and ideas to consider.
Jessica Gake

Understanding personal learning networks: Their structure, content and the networking s... - 4 views

journals.uic.edu/...3131

networklearning PLNs web2.0 networking

shared by Jessica Gake on 07 Sep 13 - No Cached
  • This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
  • The learner as orchestrator of her personal learning network
  • Communality
  • ...11 more annotations...
  • Organisation of the contact
  • Like–mindedness.
  • Reputation
  • Benevolence
  • Network of a contact.
  • Real potential for collaboration.
  • Real potential for learning
  • Trends in work environment
  • When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
  • the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
  • Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
  • Nona Barker on 07 Sep 13
     
    Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology).
  • ...4 more comments...
  • Forrest Doud on 07 Sep 13
     
    This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"
  • Kara Paula Godfrey on 09 Sep 13
     
    PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.
  • Dave Mulder on 22 Jun 14
     
    A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.
  • Kjersti Withers on 13 Jun 16
     
    This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.
  • ampengilley on 14 Jun 16
     
    This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in.
  • Jessica Gake on 05 Sep 16
     
    In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
brianbetteridge

'Connectivism' and Connective Knowledge - 14 views

www.huffingtonpost.com/...ism-and-connecti_b_804653.html

Edtech543 technology resources teaching elearning connectivism

shared by brianbetteridge on 11 Sep 12 - No Cached
  • James Russell on 11 Sep 12
     
    George Siemens and Stephen Downs were offering a free course to the first 2200 people to discover connectivism and study its principals. They chose a free online course format to illustrate connectivism.
  • ...11 more comments...
  • scott hogan on 24 Jun 13
     
    The main idea of this article is to explain how and why he and George Seimens offer MOOCs to the world. Downes believes that all learning is about connections made among the learners, just we are the neurological connections that our brains make every second. He does not believe knowledge is acquired or transmitted, but rather experienced. One of his most telling statements is his belief that the process of taking the course is more important than what people may happen to learn from it--which is at the heart of what he believes connectivism is.
  • cynthia mills on 07 Sep 13
     
    I was very excited to find this article! In it, Stephen Downes, Canadian Education Technology Research Specialist, describes his and George Siemens,' Associate Director, Technology Enhanced Knowledge Research Institute, free course, 'Connectivism and Connective Knowledge' -- or CCK11. It is a twelve week course of readings and online seminars, where learners are invited to read selected materials and study the content with a connectivist's approach. Downes says, "What is important about a connectivist course, after all, is not the course content. Oh, sure, there is some content -- you can't have a conversation without it -- but the content isn't the important thing. It serves merely as a catalyst, a mechanism for getting our projects, discussions and interactions off the ground. It may be useful to some people, but it isn't the end product, and goodness knows we don't want people memorizing it." I want to register for the next one!
  • Forrest Doud on 07 Sep 13
     
    This is a blog post from Steven Downes about the courses on connectivism he offered with George Siemens. It offers a good argument for taking the connectivist approach to learning and explains what connectivism is. It offers an explanation for connectivist teaching and learning falling into the 4 major activities of aggregation, remixing, repurposing, and feeding forward. He stresses that connectivism is a pedagogy based on the realization that knowledge is not something you can solidify into a single perfect product to pass along because different people/communities will always interpret/learn from it differently.
  • Ryan McDonough on 22 Jun 14
     
    George Siemens and Stephen Downes provide online courses call 'Connectivism and Connective Knowledge' to over 2,000 educators on the philosophy of teaching and learning they instill in their learners. http://cck11.mooc.ca is a twelve week course that is free for those who register. They disclose attributes to connectivist teaching and learning. Aggregation provides a starting point. Remixing draws connections to others. Repurposing is practicing the concepts learned, not just repeating them with route memorization techniques. Feeding forward consists of sharing with others and being able to collaborate on others' projects to use them as your own.
  • Emmett Wemp on 22 Jun 14
     
    What I find really cool about this is that the content of the course is not what is important, but rather the fact that they are connecting and networking. The networking is more powerful than the content is what seems to be the focus.
  • danielbmc on 23 Jun 14
     
    I found this quote interesting, "So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn." I like that there is no distinction between the "teacher" and the "student". Instead, everyone is seen as both learner and educator. However, I have some concerns about how this works with middle school or high school students. Are they mature enough to really take on that role and stay on task? How do you ensure the respect and authority in the class when you are putting yourself on nearly an equal foot with the students? Kids are so used to a traditional direct instruction class they they often get confused or rebel against anything different.
  • lisanebe on 01 Sep 14
     
    This is one of the resources listed in the video I posted earlier. It is an introduction to the Connectivism and Connective Knowledge course. It explains how the core aspects of connectivism are built into the course and gives a description of each aspect.
  • thwilliams on 02 Sep 15
     
    This article introduces the term connectivism as a "network-based pedagogy" Through the article the author makes references to a course that he will be providing. Overall though there is some really good information about connectivism from both the teacher and learner perspectives.
  • anonymous on 10 Sep 15
     
    Along with George Siemens, Stephen Downs is one of the intellectual leaders of connectivism, which he describes in this article. One of the things I really like about this article is the fact that it is written for a wide audience via an outlet like The Huffington Post, rather than an exclusively academic audience.
  • brianbetteridge on 07 Jun 16
     
    I enjoyed this article because it identified 4 connectivist "activities." They are aggregation, remixing, repurposing, and feeding forward. It explains these concepts clearly while also giving a succinct overview of connectivism, and their relationship to connectivism.
  • meganapgar on 08 Jun 16
     
    This article provided me with a clearer understanding of the Connectivist approach and the four activities that surround it--aggregation, remixing, re-purposing, and feeding forward. It was interesting to read under the Aggregation portion that Siemens and Downes have to tell participants to pick and choose what they read for the course. We are still very pre-conditioned to want to read and study everything that is handed to us and regurgitate it back. There is something about Connectivism that bothers me. It seems a little "loosey goosey" at times. I like the idea of people being able to gather and share ideas and make meaning from them, but I wonder if one can become a true expert in something by just solely using this approach.
  • Kim Davis on 09 Jun 16
     
    I love the explanation of connectivism at the beginning. The explicitness with which they say it's not about the content but the process is refreshing and true to my experience in the classroom as well. There are many days when I know the student will never remember the content I taught but they will remember how they found it and the way that they discussed, dissected, and applied it to their selves.
  • courtneylarue11 on 09 Jun 16
     
    I think out of all the articles I read about connectivism, this one was the easiest for me to understand and truly grasp the meaning of connectivism. The author gave clear examples of how learning happens through connectivism and that the course he was providing truly used this theory in helping the learners. This article helped me solidify how important I think schooling is for school aged children and the connections they make with their peers academically and socially. They are using this theory without even thinking about it, and in connecting with others ideas they are learning on their own without a teacher telling them facts, dates or formulas.
Natalie Frasure

ABCya.com | Kids Educational Computer Games & Activities - 0 views

www.abcya.com/

education technology learning teaching

shared by Natalie Frasure on 09 Jul 12 - Cached
  • Natalie Frasure on 09 Jul 12
     
    ABCya.com is the leader in free educational kids computer games and activities for elementary students to learn on the web. All children's educational computer activities were created or approved by certified school teachers. All educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn.
Jaime Bennett

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community wenger education EdTech543

shared by Jaime Bennett on 03 Sep 12 - Cached
  • learning involves a deepening process of participation in a community of practice has gained significant ground in recent years
  • assumption that learning is something that individuals do. Furthermore, we often assume that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3). But how would things look if we took a different track
  • 'learning is ubiquitous in ongoing activity, though often unrecognized as such
  • ...7 more annotations...
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour
  • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice
  • understanding of the nature of learning within communities of practice, and how knowledge is generated allows educators to think a little differently about the groups, networks and associations with which they are involved
  • Problem solving and learning from experience are central processes (although, as we have seen, situated learning is not the same as ‘learning by doing’ – see Tennant 1997: 73). Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action
  • Gretel Patch on 03 Sep 12
     
    Communities of practice are made of people who share a passion or interest and want to improve their knowledge of it; for real learning to occur, it must take place in a community of learners who are also interested and learning; the relationship between knowledge and practice is explored
  • ...1 more comment...
  • Debi Banks on 07 Sep 12
     
    Learning is the process of participation and does not just have a beginning and an end. Learning is ongoing and must be collective within communities. Learning is not just a form of knowledge but is co-participation and social relationships.
  • Beth Transue on 08 Sep 12
     
    This provides a nice overview of CoPs. I enjoyed the annotation feature too.
  • Jaime Bennett on 11 Sep 12
     
    This site gives an overview of communities of practice and discusses the viewpoints of Jean Lave and Etienne Wenger, who are well known proponents of the idea. This site provides a basic rationale for communities of practice and describes how we are all involved in them in various aspects of our lives, whether we realize it or not.
Erin Horie

Communities of Practice - 4 views

www.ewenger.com/theory

edtech543 learning community of practice

shared by Erin Horie on 07 Sep 12 - No Cached
  • he term community of practice was coined to refer to the community that acts as a living curriculum for the apprentice
  • Debi Banks on 07 Sep 12
     
    The "community of practice" is defined and there are examples. The characteristics are the domain, the community, and the practice. There are examples given and explanation of where the concept came from and where it is being applied.
  • ...11 more comments...
  • Fabio Cominotti on 10 Sep 12
     
    This site goes over, in detail, what a community of practice is. I had a little trouble understanding what the concept was referring to from the class material, but after reading this site, I was no longer confused. It defines a Community of Practice and breaks it down on a basic level. It provides the three requirements and explains what a CoP basically does. It is very informative.
  • James Russell on 10 Sep 12
     
    Article describing communities of practice. Where they come from, and where they are being applied.
  • Ilene Reed on 20 Jun 13
     
    Wenger 2006, I chose this article because I recognized his name from my 503 reading. He does explain CoPs well. Wenger states there are three charateriestics crucial to being a CoP. They are: domain or the common interest; community or the interaction, and practice or the fact that the members are practitioners. He coined the phrase community of practice in reference to the living curriculum of apprentices.
  • Dennis Large on 20 Jun 13
     
    Etienne Wegner is a leader in the field of CoP. He along with Jean Lave coined the term. This is his website and it provides a direct introduction to the concept and the application of communities of practice.
  • mark_bishop on 23 Jun 13
     
    This is the website of Etienne Wenger, one of the leading researcher's of communities of practice. This website contains an overview of his theory and links to his papers. Wenger studied the learning process in apprenticeship situations and found that most learning and sharing of knowledge actually takes place between the community of advanced apprentices and journeymen.
  • scott hogan on 24 Jun 13
     
    Wenger defines what makes a CoP different from a group of friends who like some of the same things, people who share the same occupation, or 30-somethings who all like romantic comedies. CoPs must consist of a group of people who pursue a certain focus and help the members obtain more skills/knowledge in the process. He explains where the term came from and various ways in which it is applied today.
  • Richard Krause on 24 Jun 13
     
    I'm sure many people have listed this one but it does seem like the place to start; at the source. I do like that the wenger does speak in plain language, especially in the call out boxes.
  • Mike Procyk on 25 Jun 13
     
    I agree with Richard, especially since the term gets used loosely and tends to mean many different things. One of the articles I found deals with contrasting four different definitions of Communities of Practice.
  • glorihinck on 04 Sep 13
     
    In this Web site Etienne Wenger introduces the concept of "communities of practice" and defines them as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly" and describes why they are useful for learning in many different contexts. A community of practice has 3 characteristics- 1) an identity defined by a shared domain of interest 2) a community of members that engage in joint activities and discussions, help each other, and share information and 3) members who are practitioners. These communities develop their practice through activities such as sharing information, problem solving, and mapping knowledge. Communities of practice are ubiquitous and can be small or large, local or global, meet face-to-face or online, informal or formal.
  • anonymous on 04 Sep 13
     
    Wegner describes three characteristics necessary for a community to be a "community of practice." These are the domain of interest, a community of members that engage in activities and discussions that allow them to learn from one another, and the actual practice or application of that learning. Wegner also describes what CoPs look like, the theory behind CoPs, and the environments in which they are used.
  • Betty Clevenger on 08 Sep 13
     
    This site by Etienne Wenger gives an overview of what a community of practice is. You will find definitions and descriptions, as well as applications. There are also resources listed concerning application and learning theory.
  • Jessica Rouse on 08 Sep 13
     
    Great article on Community of Practice. It is defined and there are examples listed. Its very basic.
  • Erin Horie on 08 Sep 13
     
    Wegner describes three important criteria for a community of practice, the domain, the community, and the practice. When the three criteria are combined, it creates the basis of a community of practice where interaction takes place and participants gain knowledge on a topic/topics.
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.
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

Proposing an integrated research framework for connectivism: Utilizing theoretical syne... - 3 views

www.irrodl.org/...1816

edtech543 communities of practice connectivism design-based research

shared by Rebecca Olien on 19 Jun 13 - No Cached
  • Melissa Getz on 19 Jun 13
     
    Don't let the academic sound of the title push you away from reading this article. The author, Bopelo Boitshwarelo, presents arguments: "This paper set out to propose a research framework that will aid in advancing the research agenda of connectivism, particularly developmental work. " It is very dense with lots of synthesis of research that has been done on Activity Theory, Connectivism, and Communities of Practice from 2000 - 2011, when it was published. If you need to do a content-based paper on activity theory, connectivism, or communities of practice, this has several references listed at the end that will help you find original sources of ideas.
  • Dennis Large on 22 Jun 13
     
    Thanks Melissa, this is helpful. No doubt that many of us are going to benefit from this type of research in our own academic pursuits. As you said, this study is fairly dense. But I also found that it breaks things down in nice chunks. I liked the explanation that a learning community is "a group of people learning together through continuous dialogue."
  • Rebecca Olien on 05 Sep 13
     
    The author, Bopelo Boitshwarelo, from University of Botswana, points out the interconnections of online communities of practice, design-based research, and activity theory. The author proposes designed-based research as a framework to advance connectivism. I found the first half of this article particularly helpful with definitions and key points synthesized from pioneers in the field of connectivism. Central ideas encompass the importance of learners connecting in a CoP both as providers and gleaners of information. Learning networks or communities of practice are complex and dynamic in nature, providing challenges to researchers and studying their effectiveness. The article provides food for thought about the complexities of the interconnections of these theories and the development of frameworks to monitor and assess learning success when putting them into practice.
nicholeallmann

Blogging Activities - 0 views

classroomblogging.wikispaces.com/Blogging+Activities

education technology communication

shared by nicholeallmann on 17 Sep 15 - No Cached
  • nicholeallmann on 17 Sep 15
     
    Here is a list of Blogging Activities to encourage writing and communication in the classroom
joshgiudicelli

Plan, Tweet, Teach, Tweet, Learn, Smile | ICT in my Classroom - 0 views

tbarrett.edublogs.org/...-tweet-teach-tweet-learn-smile

EDTECH543 technology EDTechSN

shared by joshgiudicelli on 10 Jul 18 - No Cached
  • joshgiudicelli on 10 Jul 18
     
    Twitter is one of the most widely used social media platforms used in our society. This project relies on this wide usage to quickly gather some statistics for a class to examine. For this project, the teacher posed a question on twitter about how likely it was for the person reading the tweet to get snow the next day. The next day students logged onto Twitter and read the responses to the question using its hashtag. Students were then able to respond if they wanted for further information. As a class, they organized the tweets based on how likely it was for the responders to get snow. They also organized the tweets globally to see where the responses were coming from. This is a great activity because it forces students to compare different statistical values and evaluate statistical language. I like this activity because different questions can be posted regularly. This can even be tweaked were questions or polls are tweeted and the class responds for the data. Statistics is one of the most widely used branches of mathematics and this activity gives students great practical exposure. I could see myself using this project with my students during our statistics unit.
kristiedtech

Free Technology for Teachers: 5 Tools to Help Keep Your Students and Yourself Active & ... - 3 views

www.freetech4teachers.com/...lp-keep-your-students-and.html

Health PE Exercise Edtech543

shared by kristiedtech on 25 Aug 16 - No Cached
  • kristiedtech on 25 Aug 16
     
    One of my favorite blogs for discovering new tech to use in the classroom. This is a recent post that focuses specifically on student health and using technology to provide in-classroom physical activity.
peterjhayes

Screen capture and video editing - 1 views

www.techsmith.com/camtasia.html

education technology tools edtech541

shared by peterjhayes on 20 Feb 16 - No Cached
  • Judy Blakeney on 20 Feb 16
     
    Camtasia gives you the tools you need to record on-screen activity, edit and enhance your content, and share in high-quality to viewers anywhere.
  • ...1 more comment...
  • juliahill on 28 Jun 16
     
    Camtasia gives you the tools you need to record on-screen activity, edit and enhance your content, and share in high-quality to viewers anywhere.
  • lisamcleod on 03 Sep 16
     
    Camtasia gives you the tools you need to record on-screen activity, edit and enhance your content, and share in high-quality to viewers anywhere.
  • peterjhayes on 03 Oct 16
     
    Premium video editing software by TechSmith.
devivost

infed.org | Jean Lave, Etienne Wenger and communities of practice - 9 views

infed.org/...er-and-communities-of-practice

education CoP EDTECH543

shared by devivost on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Communities of Practice are becoming an important focus in organiation development because of the learning and collaboratiave aspects of CoP. Theory and practice of CoP's are reviewed. The model of situated learning is reflected upon as CoP's are viewed as a process of engagement.
  • ...16 more comments...
  • Forrest Doud on 07 Sep 13
     
    This is a resource on communities of practice and their positive impact on organizational development and group work. It highlights the work of Jean Lave and Etienne Wenger. It breaks down the 3 elements that differentiate a community of practice from other groups/communities and how knowledge is generated in a community. Situated learning is the model of learning that is explained as taking place in these communities of practice.
  • Sarah Baughman on 04 Sep 14
     
    This article gives a short history of Communities of Practice and goes on to explain what they are. It is easy to read and understand as It explains what CoP are and what they are not.
  • Cheronne Edwards on 05 Sep 14
     
    Detailed article that describes the communities of practice philosophy that Jean Lave and Etienne Wenger developed the in the late 80's that proposes learning comes from the social interactions in our daily lives. The article further explains how the interactions with various groups causes the learning, whether it is as a core member or a bystander.
  • siss1382 on 07 Sep 14
     
    I really liked this article because as an educator it spoke to what I believe in. Learning does not only take place in the educational setting of a school, but it also takes place outside of that environment. Learning is social, it's physical, it's interactive, it's communicating. There are so many different ways to learn and therefore people never stop learning. It states that communities of practice are all around us and most of the time we are involved in many of those groups at the same time.
  • Jennifer Frost on 29 Jun 15
     
    Lave and Wenger discuss communities of practice covering many topics such as the characteristics and the relationships. EDTECH543 Communities of Practice
  • Elizabeth Wood on 05 Jul 15
     
    This article discusses Jean Lave and Etienne Wenger, who proposed that "learning involved a process of engagement in a 'community of practice'." They discuss the idea of learning as being a social experience rather than an individual one, and that people are typically involved in a number of communities of practice. The characteristics of communities of practice are described, as well as situated learning.
  • Kelsey Ramirez on 02 Sep 15
     
    This article clearly articulates what communities of practice are, examples of each (which I find the most interesting as it makes a very clear connection to what we know), and three main components. The three distinguishable ideas show how communities of practice are different than random groups. I like their ideas of these groups occurring over time around things thst matter to people. #EDTECH543
  • cassiefaught on 03 Sep 15
     
    This source discusses communities of practice and how they can be either formal or informal. Members of a community of practice are in an organized group centered around a shared idea. Communities of practice allow connectivity because learners make connections with each other as resources to acquire knowledge when needed.
  • Dalia Allencherry on 03 Sep 15
     
    I learned about different definitions or explanations of communities of practice and how the learning happens by means of communities of practice is connected to situated learning. I also learned about different characteristics of communities of practice and how these characteristics are interconnected. I learned in detail about how the concept of communities of practice is aligned with the concept of situated learning. I enjoyed reading the examples and learning how communities of practices change over time.
  • Kelly Kenney on 03 Sep 15
     
    In CoPs, connections are being made. Everyone is working together to get everything that they need. I think that the main focus of this descibres the aspects of collaboration and why it is so important with CoPs. CoPs is related to situated learning and that is something new that I learned.
  • Innovative Educator on 05 Sep 15
     
    "Communities of practice are formed by people who engage in a process of collective learning" A COP is joining in mutual activities.
  • Katie Swanson Sathre on 13 Jun 16
     
    3 crucial elements that make a COP: Domain, Community, and Practice. A domain is a common interest among members. A community means that members engage in activities and discussions and share information to help one another. Members practice by sharing tools and resources.is something that individuals do.
  • alannashaw on 29 Aug 16
     
    Excellent article that explains the characteristics of CoPs and how CoPs can be used in many aspects of life (both personally and professionally). This is the first article I have found that references "situational learning" as part of CoPs. The idea that learning is a social process and that we learn more from collaboration than we do independently seems to support the use and development of CoPs. Lave and Wegner illustrate that theory in the article by using examples from real-life situations.
  • Ariana Pyburn on 08 Jun 17
     
    This article really talks about the details of CoPs without going into the how-tos that many others do. I appreciate how foundational it starts- even pointing out that learning was initially thought of as an individual activity and how that has evolved. Situated learning is discussed as it is beneficial for learners to not just learn by hearing or doing, but by learning to talk about what they are doing.
  • kaydentague on 11 Jun 17
     
    Ariana, I loved how this article provided such great information and details.I also appreciate knowing the background of where foundations start. Thanks for the share!
  • Tiffany Kannengieszer on 28 Aug 17
     
    This article gives a very detailed explanation of communities of practice. The author traces the term to its origins to Lave and Wenger. Definitions of the characteristics of communities of practice are defined. Both Lave and Wenger claim that learning requires communities of practice which create authenticity beyond models to be applied to real situations
  • teachingjake503 on 01 Sep 17
     
    This is an article that dives deeper into the theory and practice of communities of practice. The article hits the main components of domain, community, and practice but dives deeper into the thinking of the researchers Lave and Wenger. I appreciated how the article dives deeper into the process of these communities and how many of us join COPs as periphery learners and then as we gain competence through out interactions with the COP we move to full participation. The cornerstone of the theory being that learning not is solely acquisitional but rather a process of social participation. There are extended quotes from the researchers that provide a deeper context to their theory and more is discussed about the processes of their research.
  • devivost on 11 Jun 18
     
    This article provides a great overview of the writings of Wenger and Lave on communities of practice. Their basic points are that we are all involved in communities of practice and they are valuable tools to become better educators. They also explain how our learning never ends as education continues to change. We constantly need to adapt and change our methods to fit our learners.
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