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block_chain_

Tech Giant TÜV Rheinland Joins Hands With Blockchain Council - 0 views

www.blockchain-council.org/...-hands-with-blockchain-council

multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Council aimed for consultants developers and experts field Blockchain.

shared by block_chain_ on 25 Jun 19 - No Cached
  • block_chain_ on 25 Jun 19
     
    The multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Blockchain Council, aimed for the consultants, developers, and experts in the field of Blockchain.
angi_lewis

ASU develops new online social networking program - Student Life - College Times - Ariz... - 0 views

www.ecollegetimes.com/...l-networking-program-1.2598741

technology

shared by angi_lewis on 05 Nov 12 - No Cached
  • angi_lewis on 05 Nov 12
     
    ASU Developed new online social networking program, Devil2Devil. It is a private & closed system. While all students are able to join, it is aimed at helping freshman connect with their peers.
Cate Tolnai

elementary school | The ISBerne social media project - 0 views

isberne.wordpress.com/...elementary-school

social media project edtech543 web2.0 blog

shared by Cate Tolnai on 18 Jul 13 - No Cached
  • Cate Tolnai on 18 Jul 13
     
    Students at the International School of Berne in Berne, Switzerland document their daily life and share out on this blog with fellow educators and community members. This blog aims to "chronicle student life."
Cate Tolnai

A Really Different Place | EL Student Blog - 0 views

areallydifferentplace.org

shared by Cate Tolnai on 18 Jul 13 - Cached
  • Cate Tolnai on 18 Jul 13
     
    Student bloggers contribute to this general school blog and share their reflections, thoughts, projects, and work in this format. The mission statement of the blog mentions that it aims to get these students to be thoughtful and responsible social networkers. What better way than to have them actually do it!
Kelly Kenney

Website #6- Communities of Practice - 6 views

janetclarey.com/...ing-vs-communities-of-practice

education Edtech543 resources learning technology web2.0

shared by Kelly Kenney on 11 Sep 12 - No Cached
  • Jaime Bennett on 11 Sep 12
     
    This blog describes some differences between social learning and communities of practice. While it is written by an instructional designer in the corporate sector, many of the details and examples are still applicable to education.
  • ...5 more comments...
  • ShellyWalters on 11 Sep 12
     
    The author's viewpoint on the learner interaction with content was interesting. Social learning is me and COPs are us.
  • Ilene Reed on 20 Jun 13
     
    This article makes the reader think. Janet Clarey poses the question "are social learning and communities of practice the same thing?" Her idea is that they are not. She makes the distinction between them as social learning is taking in all information from social settings. It cannot be tracked as far as acquisition of knowledge. Communities of practice focus on sharing and collaboration of information and can be tracked.
  • Molly Large on 21 Jun 13
     
    It's an interesting article. I think social learning might be part of a community of practice - I certainly use it that way. I use my professional network to learn and question and explore, much like Clarey describes. But it's within my community of practice, because I also share, invite, and collaborate as part of the process. I believe there is little dialogue in life that can be classified as cleanly as Clarey defines these terms - I think we fluidly move from one position to another.
  • Cate Tolnai on 21 Jun 13
     
    This article compares and contrasts "social learning" and "CoPs." The major difference in my eyes has to do with the formality of the latter. CoPs aim to track the conversations and bring like-minded people with similar goals together to grow alongside each other. I appreciate this article as it gave me a clearer vision of CoPs.
  • vanessa botts on 22 Jun 13
     
    This post's author discusses the differences between Social Learning (where learning is generally unorganized and done by observing, talking, questioning and learning is often not formal or unintenational) and Communities of Practice where learning is more intentional and happens between communities of individuals with common interests.
  • Forrest Doud on 07 Sep 13
     
    This post aims to distinguish between social learning and communities of practice. It offers an interesting take on the two sides. What I really got most out of it was actually from the first comment from another reader who offers an amazing example of a community of practice. The author of the comment uses Professional Chefs as an example of a community of practice which was one of the best real world and simple to understand explanations I have seen. "My favorite example of a community of practice is professional chefs. They are a community in every sense of the word even though no one maintains a membership list. Chefs identify with one another. They spend time together. They share their knowledge and swap secrets with one another. They enrich the practice of the profession. They nurture people entering the professional and guide their professional development. They set and maintain standards. You can even spot them by the clothes they wear. What brings them together is the "practice." That's terrible term, for it's subject to misinterpretation. We're talking practice as in legal practice or medical practice, not as in piano practice or football practice." Their goal is not making profits; it's furthering the practice.
  • Kelly Kenney on 01 Sep 15
     
    CoPs are becoming much more popular with the use of technology. Etienne Wenger and Jean Lave are two of the most respected names when it comes to communities of practice. CoPs are groups that are focused on collaboration of common interests while having a purpose and motivation.
nathankraftcheck

SmartBlog on Education - Personal learning networks: Advice from the trenches - SmartBr... - 2 views

smartblogs.com/...works-advice-from-the-trenches

PLN Web2.0 learning

shared by nathankraftcheck on 05 Sep 14 - No Cached
  • nathankraftcheck on 05 Sep 14
     
    Succinct blog post about what PLNs are, why they're useful, and how to go about developing one. The post is aimed at K-12 educators but can apply to anyone.
  • Ross Craycraft on 05 Sep 14
     
    Great blog post that keeps PLNs simple with great explanation.
Ashley Ford

Excel Math and Science Workbook Files to Download at Internet 4 Classrooms - 0 views

www.internet4classrooms.com/...opics_technology_tutorials.htm

spreadsheets excel

shared by Ashley Ford on 20 Feb 15 - Cached
  • Ashley Ford on 20 Feb 15
     
    More Excel templates from Internet 4Classrooms, these are also aimed at elementary but with a focus on math and science
Ashley Ford

Excel Workbook Files to Download at Internet 4 Classrooms - 1 views

www.internet4classrooms.com/...opics_technology_tutorials.htm

spreadsheets

shared by Ashley Ford on 20 Feb 15 - Cached
  • Ashley Ford on 20 Feb 15
     
    Downloadable templates for Excel, aimed at elementary language arts and social studies
block_chain_

UK Startup Helps Haitian Farmers to Exploit Blockchain Technology - 0 views

www.blockchain-council.org/...-exploit-blockchain-technology

#blockchaincertifications #blockchaintechnology #blockchaintraining #blockchainfarmer

shared by block_chain_ on 03 Mar 20 - No Cached
  • block_chain_ on 03 Mar 20
     
    The inefficiency of the agricultural supply chain leads to an estimated loss of almost 30% of food every year around the world. Blockchain technology aims to improve this figure by providing farmers with a better market benefit to enhance their livelihood.
block_chain_

'Americoin' is the way to Achieve the American Dream | Blockchain Council - 0 views

www.blockchain-council.org/...-to-achieve-the-american-dream

#americoin #blockchaintechnolgy #americandream

shared by block_chain_ on 13 Mar 20 - No Cached
  • block_chain_ on 13 Mar 20
     
    With primary elections and caucuses underway in full swing in the USA, be it the Democrats, the Republicans or the Libertarians etc. In a new statement made by Adam Kokesh who is the leading libertarian candidate of the 2020 U.S. presidential race, he says that cryptocurrencyis the tool to achieve the 'American Dream'. Keeping this in mind, he aims to develop the AmeriCoin cryptocurrency.
bettywells

Experience and Participation: Relating Theories of Learning - 0 views

search-proquest-com.libproxy.boisestate.edu/...274916942

edtech543 learning theories communities situated

shared by bettywells on 03 Sep 17 - No Cached
  • bettywells on 03 Sep 17
     
    This article discusses connectivism and communities of practice within the context of situated learning. Situated learning focuses on learning as taking place by participating in the social world. The primary aim of the paper is to continue the task of analyzing and advancing experiential education.
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.
Gretel Patch

Philosophy of Education (Stanford Encyclopedia of Philosophy) - 0 views

plato.stanford.edu/...education-philosophy

epistemology EdTech504 philosophy theories education EdTech543

shared by Gretel Patch on 03 Sep 12 - No Cached
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • ...18 more annotations...
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways
  • education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual.
  • education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens
  • societal perspective, where the picture changes somewhat
  • groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part
  • The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
  • education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy
  • the question of what this knowledge, and what these skills, ought to be
  • how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated
  • liberal education and vocational education
  • personal development or education for citizenship
  • distinction between educating versus teaching versus training versus indoctrination
  • education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims
  • whether or not all children have a right to state-provided education
  • relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the) agent of social change
  • These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.
  • for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like
  • Gretel Patch on 03 Sep 12
     
    Education affects society as a whole; when society fails, education is often to blame; education is a social-sorting tool that affects societies and culture; social networks allow education to take place anywhere
Paige Goodson

Google World Wonders Project - 2 views

www.google.com/...worldwonders

technology digital Curriculum education Resources

shared by Paige Goodson on 29 Sep 12 - No Cached
  • Paige Goodson on 29 Sep 12
     
    From the archaeological areas of Pompeii to the Hiroshima Peace Memorial, Google's World Wonders Project aims to bring to life the wonders of the modern and ancient world.
techteachmatt

Step 1: What is a PLN? - 2 views

goo.gl/pqC09D

EdTech543 web2.0 elearning technology

shared by techteachmatt on 10 Sep 14 - No Cached
  • techteachmatt on 10 Sep 14
     
    Welcome to our professional learning series on building a PLN. This series guides you step by step through the process of setting up your own PLN. The aim of this first step is to: Explain what is a PLN. Help you understand why educators create their own PLN.
bluejayteacher

Communities of Practice - 1 views

www.opm.gov/...communitiespractice.pdf

resources EdTech543 Gov

shared by bluejayteacher on 08 Sep 14 - No Cached
  • bluejayteacher on 08 Sep 14
     
    A straightforward government-issued document on Communities of Practice that focuses on a variety of benefits for both organizations and individuals. Uses business at the working guide- not education- but the principles are the same. Very easy to comprehend document.
  • andrewmacrae on 08 Sep 14
     
    Thanks - I read this because it was not aimed at education which is where my interest tends to take me. I liked that there were examples with benefits but did find the description was probably a little narrow in stating that, ". .. who often collaborate via established Web sites. These community Web spaces are designed to allow community members to share ideas and knowledge in several ways" Enjoyed reading it though. Thanks.
Renee Phoenix

In abundance: Networked participatory practices as scholarship | Stewart | The Internat... - 1 views

www.irrodl.org/...3343

networks Twitter social media faculty Edtech543 scholarship higher ed

shared by Renee Phoenix on 02 Jul 15 - No Cached
  • Boyer’s (1990) four components of scholarship – discovery, integration, application, and teaching – and to explore them as a techno-cultural system of scholarship suited to an era of knowledge abundance. Not only does the paper find that networked engagement both aligns with and exceeds Boyer’s model for scholarship, it suggests that networked scholarship may enact Boyer’s initial aim of broadening scholarship itself through fostering extensive cross-disciplinary, public ties and rewarding connection, collaboration, and curation between individuals rather than roles or institutions.
  • The way Twitter draws scholars from multiple disciplines and geographic areas together via conversations and hashtags emerged as a clear manifestation of scholarship of integration. Participants demonstrated active engagement with multiple audiences, across fields and disciplines. The accounts that participants connected with in their 24-hour reflections were traced, and in all cases but one participants were found to engage across both geographic and disciplinary boundaries.
  • Boyer (1990) emphasizes scholarship of integration as “research at the boundaries where fields converge…[T]hose engaged in integration ask “What do the findings mean?” (p. 18). Thus scholarship of integration centers on public discussions and negotiations of meaning; what distinguishes the techno-cultural system of NPS is that this happens in constant, abundant real-time. This indirectly reinforces the system’s emphasis on individual rather than institution; the regular unsettling of the boundaries of what is known or understood makes formal hierarchies and categories – tenets of the techno-cultural system of institutional, disciplinary scholarship – difficult to enact and enforce.
  • Renee Phoenix on 02 Jul 15
     
    Bonnie Stewart makes connections between Boyer's four components of scholarship and network participation. She contends that networked engagement fits Boyer's model for scholarship, and broadens scholarship, building connection, collaboration, and curation between individuals rather than roles or institutions.
  • Melodie Worthington on 03 Jul 15
     
    A very interesting article! Even though the word "connectivism" isn't used (that I could find), what the author describes is essentially that. I especially liked this quote from the article: "Twitter served as a space for thinking aloud, sharing expertise, and raising investigative conversations. Participants appeared to carve out regular areas of discussion and investigation for which they become known, in their Twitter circles; peers would then send them links on those topics due to their expressed interests, and signal them into conversations in those areas, thereby extending participants' network reach and visibility." Sounds like connectivism in action!
nstringham

Communities of Practice (Lave and Wenger) - Learning Theories - 6 views

www.learning-theories.com/-practice-lave-and-wenger.html

CoP teacher social network learning

shared by nstringham on 05 Sep 16 - No Cached
  • collaborate over an extended period of time
  • earn how to do it better as they interact regularly
  • does not require intentionality
  • ...1 more annotation...
  • problem solving, requests for information, seeking the experiences of others, reusing assets, coordination and synergy, discussing developments, visiting other members, mapping knowledge and identifying gaps.
  • clairedickinson4 on 05 Sep 16
     
    Throughout this website, Etienne Wenger describes Communities of Practice 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." It strongly conveys the importance of working together and emphasizes teamwork as a vital component for success. I could not agree more.
  • ...10 more comments...
  • David Yargo on 07 Sep 16
     
    This is a summary of the work of Lave and Wenger on communities of practice. It focuses on the need for social participation for learning. The article also highlights how learning is central to human identity.
  • michellehughes11 on 05 Jun 17
     
    Wenger and Lave first used the term Communities of Practice (CoPs) in 1991 and furthered their explanation in 1998. CoPs are a process of social learning in which a group of like-minded people regularly collaborate with the objective to learn something. Wenger specifically notes that this definition does not include "intentionality," stating that learning can happen incidentally. This article goes on to explain the three components of a CoP: domain, community, and practice. Finally, the summary ends with a list of methods commonly seen to collaborate in a CoP including problem solving, seeking others' experience, discussing developments, and mapping knowledge
  • mskmjohnson on 05 Jun 17
     
    This article also explains how participation is a huge part of communities of practice. It states that these communities are groups that have something in common and people can learn from one another through the interactions taking place. One big focus is how the participation that is going on needs to be active and continuous. A person's active participation can then help motivate them and others in the community to continually want to learn.
  • Ariana Pyburn on 08 Jun 17
     
    This quick overview of CoPs gives a plain-English approach to the definition and components of CoPs. This allows for a quick understanding without having to dissect the meaning of each word of the definition. Wenger's simple definition is given, as well as the required components for a CoP, and it is concluded with the concept of social participation as a learning focus.
  • Natalie Burr on 09 Jun 17
     
    Since I hadn't heard of CoPs, I thought I should find out what it is. For those in the same boat, there are 3 things necessary to have a CoP: 1. domain (common interest), 2. community (engaging together in activity and sharing of information), and 3. practitioners (members are not just people with a shared interest, but practicing).
  • timrocco on 11 Jun 17
     
    Introduction to and required components of a community of practice.
  • sfledderjohann on 12 Jun 17
     
    This article outlines the components of a community of practice as well as discussing what a community of practice is not to help learners better understand what is necessary to have a community of practice.
  • Ryann Waldman on 12 Jun 17
     
    Communities of Practice were first used in 1991 by Jena Lave and Etienne. A CoP is social learning aimed around a specific subject with people who have common interests and collaborate over a large period of time in an online community. The learning that takes place is often natural and happens through the social interactions. There are three requirements for a proper CoP. The first is that there needs to be a domain. The people involved in the CoP need to have shared interests. The second is that there needs to be a community. The people involved need to interact and engage in activities to help and share information with each other. The final necessity is that there needs to be a practice. This means that they are actively engaged within the community and work to inform everyone involved. CoPs work using social interactions to create the learning community. 
  • teachingjake503 on 01 Sep 17
     
    This short but informative article helps get to the root question of "what are communities of practice?" The article describes the three main components of the communities of practice theory which domain (shared, common interest), community (sharing of info, activities), and practice (members of COP need to be practitioners of the domain and not just casual observer). To be a true COP, the above components must be present. The article breaks down Wengers belief that "groups of people who share a concern of a passion for something they do and learn how to do it better as the interact regularly". It discussed how COP's are becoming more present through online communities formed through the Internet and social media. COP's are being seen as avenues that promote innovation and building of social capital through the spreading of knowledge.
  • bettywells on 03 Sep 17
     
    In this article Etienne defines Communities of Practice (CoP) 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." This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.
  • naddleman on 07 Jun 18
     
    This short summary did a really good job of making this concept simple to understand. It explains that you need three things for a COP: a domain, a community and practice. Great short explanation
  • nstringham on 10 Jun 18
     
    This article is an overview of CoPs. The highlight for me is that it must be a collaboration over time, not a one-time Professional Development.
Ariana Pyburn

GoNoodle - 4 views

www.gonoodle.com

education technology resources edtech543

shared by Ariana Pyburn on 02 Mar 15 - No Cached
  • Kelsey Ramirez on 02 Mar 15
     
    My kids love this FREE site - filled with videos for brain breaks and indoor recess - get your kids moving!! Free brain breaks kids love and teachers request.
  • Ariana Pyburn on 02 Jun 17
     
    I use this site with my middle school Chorus students on a nearly-daily basis. While its content is aimed towards K-5, it allows great guided movement on days we need to get the wiggles out, and guided breathing and focus when we need to bring down the stress in the room.
katelyngriffin

Connectivism: Learning theory of the future of vestige of the past - 2 views

http://www.irrodl.org/index.php/irrodl/article/view/523/1103 In this article, Rita Kop and Adrian Hill delve into analyzing the emerging theory of connectivism, aiming to answer the question, "Is ...

education technology EdTech543 learning connectivism theory

started by katelyngriffin on 09 Jun 17 no follow-up yet
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