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Kristyn King

Twitter importance to PLN - 0 views

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

education Learning Web2.0 teaching elearning Digital resources

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

What Are Communities of Practice? A Critical Review of Four Seminal Works. - 3 views

http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/oklc5/papers/e-4_cox.pdf. Although I am assuming this paper was written around 2002, it clearly documents the evolution of communities of ...

education edtech543 resources

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

Students Make Their Case in Colorado | Edutopia - 0 views

www.edutopia.org/-education-technology-colorado

edtech543 social media twitter Skype wiki

shared by Katy Cooper on 20 Jul 14 - Cached
  • via videoconference
  • This activity was a simulation, but to make the assignment more authentic, school board members agreed to listen to students' arguments and pose questions based on the school district's book-adoption guidelines. On his popular blog the Fischbowl, Fisch recruited more educators from outside the district to take part via videoconference.
  • experience came about because of student initiative:
  • ...5 more annotations...
  • tracked down the author via email and invited him to chat in real time.
  • Parents, teachers, and interested school board members were able to participate, too, because they streamed the conference live.
  • Smith's class wiki gave teams an online space where they could collaboratively plan their presentations,
  • The live author interview was not a planned part of the project, but it used technology tools Smith and Fisch had previously tapped for other classroom events: Skype (a free videoconferencing application) and a webcam, Ustream for free live streaming and archiving, and Twitter to publicize the chat and to receive questions and comments in real time from remote listeners.
  • development to foster more student-centered learning.
Dennis Large

Creating Collaborative Connections for School Leaders - 0 views

sites.google.com/...connections-for-school-leaders

edtech543 web2.0 community Learning tools

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    This is a link to an archived session from the 2013 Leadership in Educational Technology Virtual Conference. The session discusses the use of social media in building community within a school setting. At the link you will find the downloadable research paper as well as a link to a recording of the session.
Dennis Large

Guild Leadership and Communities of Practice - 0 views

sites.google.com/...fessional-learning-communities

edtech543 communities practice professional learning elearning

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    This is a link to an archived session from the 2013 Leadership in Educational Technology Virtual Conference. The session links CoP as a model for professional learning communities. At the link you will find the downloadable research paper as well as a link to a recording of the session.
  • Melissa Getz on 22 Jun 13
     
    I had to check this out because the concept of Guild was introduced to me last year with 3DGameLab. I was happy to see one of the presenters is Steve Isaacs because I met him last summer while playing in the 3DGameLab. I understand he is now in the EdD program, so it makes sense he would do a presentation on this type of connection. I have not spent enough time listening to our EdD students, so thank you for bringing this presentation to our attention.
timrstark

How MOOCs Could Reform Education - 0 views

www.theatlantic.com/...396608

#EdTechSN MOOCs Lifelong Learning Professional Development

shared by timrstark on 04 Sep 15 - No Cached
  • timrstark on 04 Sep 15
     
    This article on MOOCs brought some interesting things to the forefront. When these courses were new they were touted as having the potential to change the world. In the years since though their hype has gone down. Most people participating have already earned college degrees. On encouraging pattern however is that teachers are often participating in the courses. This could potentially bring big positive changes to teacher professional development.
Kate Baker

Flickr: The Commons - 2 views

www.flickr.com/commons

photography history archives education

shared by Kate Baker on 03 Feb 10 - Cached
  • Kate Baker on 03 Feb 10
     
    Not specific to educational technology, but a digital resource that educators may find quite valuable.
Melodie Worthington

DocsTeach - 0 views

docsteach.org

Education technology resources EdTech541 tools teaching

shared by Melodie Worthington on 08 Nov 14 - Cached
  • Melodie Worthington on 01 Apr 15
     
    Great site (National Archives) for creating your own interactive learning activity with primary source documents.
bharris_edtech

Assistive Technology Devices for Writing and Spelling - 0 views

archives.gadoe.org/...Writing_Chart_4-10.pdf

Module 13

shared by bharris_edtech on 16 Nov 18 - No Cached
  • bharris_edtech on 16 Nov 18
     
    This chart, organized by the Georgia Department of Education, provides a snapshot of the major assistive technologies available for English classrooms and what academic levels they are suited for.
shannahollich

Creative Commons Search - 0 views

ccsearch.creativecommons.org

education technology Resources tools web2.0 edtech541

shared by shannahollich on 12 Sep 18 - No Cached
  • shannahollich on 12 Sep 18
     
    Find openly-licensed images that you can use and remix in your own work. Searches multiple archives/repositories at once.
shannahollich

Teaching With Google Drive – TEACH Magazine - 0 views

teachmag.com/8545

education technology Resources learning tools teaching edtech541 web2.0

shared by shannahollich on 18 Sep 18 - No Cached
  • shannahollich on 18 Sep 18
     
    An article from TEACH Magazine about why Google Drive is a useful tool in the classroom.
camille_rrt

Connectivism by Siemens - 4 views

www.ceebl.manchester.ac.uk/...Siemens.pdf

Connectivism EDTECH543 EDTECHSN Siemens

shared by camille_rrt on 11 Jun 18 - No Cached
  • camille_rrt on 11 Jun 18
     
    This poster presents the important scaffolding of the connectivist theory
  • cooperjrn on 11 Jun 18
     
    My biggest a-ha moment from this article is the importance of seeing connections between fields, ideas, and concepts. Too often we work in silos and don't look around to see what other people are doing, even in our own organizations.
wagnerang

Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles f... - 3 views

hbswk.hbs.edu/...vating-communities-of-practice

EDTECH543 education learning CoP

shared by wagnerang on 04 Jun 18 - No Cached
  • wagnerang on 04 Jun 18
     
    This article provides an excerpt from the book, Cultivating Communities of Practice: A Guide to Managing Knowledge by Wenger, McDermott, and Snyder. This pieces notes what CoPs are and what makes them successful. It explores seven design principles to help CoPs thrive and evolve. Each principle is explained and supported with understandable real-world examples.
  • melpalmer4 on 04 Jun 18
     
    This does give a really complete explanation of each one. I agree that the examples are relevant and helpful. I think this is a great resource.
  • joshgiudicelli on 04 Jun 18
     
    I like this article. Much of what I read dealt with what communities of practice are. This article focuses more on how to set up and maintain a successful community of practice. Each of the elements brought up is very detailed. I like this article because it details what a community of practice is indirectly. In describing what a successful CoP looks like you can easily see what it is and how valuable it can be. Good find!
kcastello

Communities of Practice: The Organizational Frontier - 2 views

hbswk.hbs.edu/1317.html

CoP resources EdTech543 elearning

shared by kcastello on 04 Sep 16 - Cached
  • froggy_carma on 04 Sep 16
     
    This article from Harvard Business School talks about the history of CoP and how they have been around for a very long time but only now are being seen as having a positive impact on work.
  • kcastello on 08 Jun 17
     
    This is an excerpt from an article titled "Communities of Practice: The Organizational Frontier" from the Harvard Business Review. While it is primarily from a business perspective, it explains and gives examples of what Communities of Practice (CoP) that are quite easy to understand. It is put simply by saying "they're groups of people informally bound together by shared expertise and passion for a joint enterprise." They can meet physically or online and can meet regularly or not. Another important aspect that is addressed is that the CoPs can for spontaneously and therefore can be difficult to supervise and interfere with. This is an important aspect to address in terms of education and trying to form these communities within a classroom setting. In the end a snapshot is given to compare CoPs with other forms of organization.
Ariana Pyburn

Cultivating Communities of Practice: A Guide to Managing Knowledge - 1 views

hbswk.hbs.edu/2855.html

education technology EdTech543 CoP

shared by Ariana Pyburn on 22 Jun 13 - Cached
  • Todd Hansen on 22 Jun 13
     
    From Harvard business school this text by Dr. Etienne Wenger with its brief outline is for "cultivating" communities of practice.
  • ...3 more comments...
  • Richard Krause on 24 Jun 13
     
    You have to love the number 7. It seams to be the magic number for how many points to make in an article these days. Simple outline of how to set up communities of practice.
  • Ryan McDonough on 22 Jun 14
     
    This Harvard excerpt discusses the seven principles behind making design principles explicit, flexible and improvisational. 1.Design for evolution- be able to change in order to maintain member engagement and cohesiveness. 2. Open dialogue- gives each member a deep understanding of the topic because of their own insider perspectives. 3. Different levels- allow all members to communicate and share regardless of their expertise level. 4. Public and private spaces- Hold both private and public events. Try to socialize and attend face-to-face meetings, even if it is through an online portal. 5. Value- Has to be meaningful and impactful for all users. 6. Familiarity and excitement- Holding the engagement users by offering and delving into exciting and new projects. 7. Rhythm- Keeping the pace and the flow of the group moving at all times is essential.
  • Cody Peacock on 22 Jun 14
     
    I especially like #4 the development of both public and private spaces.
  • Ben Killam on 02 Sep 16
     
    The author provides seven principles for creating effective CoPs. Each of the principles is detailed throughout the article in an effort to get the most out of your CoP. These principles are geared towards corporations and business but many of them can easily be transitioned into the classroom.
  • Ariana Pyburn on 08 Jun 17
     
    While this article overall is about designing a CoP, I felt it was insightful because it informs the reader of factors that contribute to a successful CoP and the elements required to form one.
sfledderjohann

elearn Magazine: How important is Twitter in your Personal Learning Network? - 6 views

elearnmag.acm.org/archive.cfm

edtech543 PLN networklearning education

shared by sfledderjohann on 08 Sep 14 - No Cached
  • bluejayteacher on 08 Sep 14
     
    Focusing on the use of Twitter in a PLN, a study was conducted involving seven educators. The results were encouraging as Twitter provided an excellent medium for personalizing their PLN and having immediate access. Although much of the article goes on to explain how Twitter works in a roundabout way, it does explain the merits of open and public forums for collaboration and discussion.
  • ...8 more comments...
  • Ryan Olynyk on 10 Jun 16
     
    This article discusses the growing interest in Personal Learning Networks (PLN) and Twitter among educators. This study interviews seven educators about their experiences using Twitter within a PLN to try to understand if Twitter played a unique and specific role in learning. Four distinct outcomes were: 1. Twitter allows participants to engage in instantaneous conversations with their PLN. 2. Twitter provides a way for participants to access the collective knowledge of their PLN. 3. Twitter helped grow the size of the PLN. 4. Twitter can be used as a motivator.
  • Kim Davis on 11 Jun 16
     
    This article includes information on a research study, about using Twitter within a PLN. Its result mentions specific advantages such as allowing participants to engage in instantaneous conversation and access collective knowledge.
  • J Matibag on 13 Jun 16
     
    After reading the article and other comments, I think Ryan Olynyk's summary outlines the main ideas well.
  • Kjersti Withers on 14 Jun 16
     
    This article explains several ways in which Twitter can enhance your PLN. It can allow you to share resources, receive resources, and crowdsource ideas. Using hashtags, users can explore topics that interest them and meet potential new members of the PLN. Retweets are another effective way to meet potential PLN members.
  • Ben Killam on 02 Sep 16
     
    The article looks at the impact Twitter plays on PLNs. The research shows Twitter is a valuable tool to connect with people around the world and easily share ideas. The openness of Twitter can create large PLNs and impact more members.
  • Terrence Shaneyfelt on 02 Sep 16
     
    For me its very important. I use it and Diigo groups the most as online PLN tools.
  • anonymous on 04 Sep 16
     
    The article clearly shows the benefits of integrating twitter into your personal learning network. The article makes me reflect on my own social media presence where I need to transition from a lurker to an active member in order to build and sustain my PLN.
  • froggy_carma on 05 Sep 16
     
    This article must have been for me since this is my first time on twitter. The information in this article leads me to think that you don't have to have twitter to have an PLN but it is easier when you do. It allows for fast and concise communication with your PLN.
  • sfledderjohann on 12 Jun 17
     
    This article covers a small scale research project done to see how important the use of Twitter was within a personal learning network. It was interesting to see how impactful Twitter could be within a PLN.
  • joannalieberman on 12 Jun 17
     
    I love how this article validates the effectiveness of Twitter in the building of one's PLN. I have engaged in numerous Twitter chats with like-minded educators and found great benefit in building my PLN. Thanks for linking a great article!
kimsjohnson

European Journal of Open, Distance and E-Learning - 0 views

www.eurodl.org/?p=archives&year=2013&halfyear=2&arti&article=579

Connectivism networks theory

shared by kimsjohnson on 10 Jun 17 - No Cached
  • kimsjohnson on 10 Jun 17
     
    This article provides an overview of connectivism and distinguishes between learning theory and instructional theory. It also introduces what it calls the three largest reservoirs of information including online classrooms, social networks, and virtual reality or simulated communities, along with mobile learning and looks for evidence of how they align with the theory of connectivism.
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