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anonymous

Empowering Students with Digital Reading | District Administration Magazine - 1 views

www.districtadministration.com/...ering-students-digital-reading

digital books CommonCore ebooks literacy DistrictAdministration

shared by anonymous on 07 May 12 - No Cached
  • With a coming wave of new digital reading products designed to improve aptitude and provide unlimited access to online libraries, school districts have various options to help bring 21st-century learning in the classroom.
  • Some teachers and librarians say that digital reading products can personalize learning for struggling students and help interest young readers in nonfiction books, which are a major component in the Common Core State Standards Initiative designed to strengthen current state standards. As school districts across the country struggle under the weight of budget cuts, however, school administrators will need to be creative in finding funding sources.
  • “Librarians will always be an essential part of a school, but we’ll have to become more technologically savvy,” he says. “It’s all part of the evolution. [Technology] is another tool we can utilize to get more kids reading.”
Christina Modrell

Learning Networks and Connective Knowledge - 1 views

www.ingedewaard.net/...ks_and_ConnectiveKnowledge.pdf

edtech543 education technology theory connectivism

shared by Christina Modrell on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    This article really helped to define knowledge in the Connectivist theory. To know something, means that you are able to organize and connect ideas together. The author makes a brilliant point that the more connections you have to the idea, the stronger your knowledge of it is. It also states that it is more important to continue to search for more knowledge and connections than it is to be satisfied with what is currently known.
  • ...2 more comments...
  • Darla Grant on 10 Sep 12
     
    This is a scholarly paper where Stephen Dowes discusses Personal Learning Environments (PLE) centered around the theory of connectivism. His discussion suggests that web 2.0 is unsuitable and too limiting for online learning. He suggests that in the PLE "management of learning migrates from the institution to the learner" (p. 15). In this way, the learner consumes resources as well as creating them.
  • Richard Krause on 24 Jun 13
     
    I had a difficult time finding articles on PLN & PLE that were theoretical and not practical in nature. This article by Stephen Downes actually explores the connection between PLNs and Connectivism.
  • Christina Modrell on 09 Sep 13
     
    This article discusses different learning theories. One of the theories was network semantics and connective learning. This section describes what it means to be a network. Then it connects networks to what it means to be connective.
  • Kara Paula Godfrey on 09 Sep 13
     
    After reading this article I can get my head around how important PLN are and I applied it to my corporate job. Both my peers and the people who report to me connect in many ways.
angi_lewis

Connectivism & Open Learning - 11 views

www.youtube.com/watch

connectivism learning technology digital SNLearning

shared by angi_lewis on 08 Sep 12 - No Cached
  • angi_lewis on 08 Sep 12
     
    A mostly visual representation to explore connectivism as it occurs through an open learning system. Points brought up include learners making meaningful choices while exploring their personal interest in order to guide learning. And as participants engage in making connections, a natural result will be content development and eventually those more experienced students becoming mentors.
  • ...2 more comments...
  • Christina Jorgensen on 08 Sep 12
     
    Great video, especially for those of us visual learners.
  • Clayton Mitchell on 09 Sep 12
     
    I have to critique this video on two levels. First the video itself seemed more an exercise in using a non linear editor than in telling a story of communicating an idea. The message was lost in the many irrelevant images used by the authors of the video. Secondly it offed a minimal look at what connectivism is and the current thinking surrounding the use of connectivism as a learning theory. We need to hold electronic media to the same academic rigor used for scholarly peer review works. The authors of the video should have understood this as it was produced for a graduate level class. We as consumers of media need to be able to filter appropriate information for a given task at hand, and although alternatives to print media are desirable in education, the video was not able to address the theory level of connectivism effectively.
  • Nate Cannon on 09 Sep 12
     
    Great video that has a section about how our students are "different" than when we were in school. "They [Students] expect to learn from technology because that is what they are used to." As soon as ALL teachers realize and accept this fact, then we as teachers can be one step closer to helping our students achieve their FULL potential!
  • Darla Grant on 10 Sep 12
     
    I like the idea of learners making meaningful choices. Anything that can guide students to make effective and relevant connections is a great resource. I also think teachers have a lot to learn about the way our students learn these days. The idea that students actually need to be a force in their own learning and that they expect instant gratification are concepts I have been seeing more frequently in my own classroom. Great resource!
Andrea Ross

http://wenger-trayner.com - 1 views

wenger-trayner.com

COP theory 543 learning

shared by Andrea Ross on 14 Sep 12 - No Cached
  • Andrea Ross on 14 Sep 12
     
    I bookmarked this as an extra site. It is the current site for Etienne Wenger, now Etienne Wenger-Trayner, along with his wife and fellow researcher, Beverly Wenger-Trayner. There are many good articles about Communities of Practice.
Barry Janzen

Is our current educational system relevant? - 0 views

http://mindshift.kqed.org/2012/02/if-school-is-not-relevant/

education technology

started by Barry Janzen on 27 Feb 12 no follow-up yet
Jim Murtagh

iPads the Mobile Technology of Choice in Schools, District Officials Say - 0 views

blogs.edweek.org/...ls_district_officials_say.html

education ipad

shared by Jim Murtagh on 25 Jul 13 - No Cached
  • Jim Murtagh on 25 Jul 13
     
    The iPad is the king of the mountain when it comes to school officials' current use of mobile technology, according to a new survey of district officials, who also offered their preferences for the kinds of apps they want to see in classrooms. More than 80 percent of district technology officials said districts use or plan to use iPads over the next year or two, according to the results released by Interactive Educational Systems Design, Inc.
Tsisana Palmer

Personal Learning Network: Using the Power of Connections to Transform Education - 5 views

The book illustrates how the Internet connects people in unprecedented ways. It also discusses ways in which schools will have to be transformed in order to meet the needs, goals, and abilities of ...

PLN networked learning social online networks education EDTECH 543 teaching

started by Tsisana Palmer on 21 Jun 14 no follow-up yet
Cody Peacock

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

devrijeruimte.org/...Connectivism.pdf

connectivism digital information

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

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

I've read this article a few times now in different contexts and I'm still not sure on where I come out on connectivism being a new learning theory or not. The world has certainly changed because ...

education EDTECH543 learning digital elearning connectivism

started by Tsisana Palmer on 21 Jun 14 1 follow-up, last by mike pennella on 24 Jun 14
Chris Hill

Building a learning network - 7 views

classroom-aid.com/...-learning-network-for-students

EdTech543 pedagogy connectivism elearning

shared by Chris Hill on 09 Sep 12 - No Cached
  • Debi Banks on 09 Sep 12
     
    Due to mobile world there are new types of learners. They might already know social networking but do they really know how to manage and use this correctly? They need to be taught to deal with information overload, provide information back into a network, and learn how to stay current.
  • ...2 more comments...
  • Alyssa Rose on 10 Sep 12
     
    I really like how it describes the cycle of knowledge development. Ideas are connected and then information is cycled back in and the cycle continues while expanding the circle with new information that adds to previous knowledge.
  • Darla Grant on 10 Sep 12
     
    Debi, I find this idea of helping students to manage networks as very provocative. I see daily student misuse or illuse of networking sites. While I agree that they should be free to be social, learning how to manage these networks more efficiently to represent themselves and their interests seems a much better use of time. Thanks.
  • James Russell on 11 Sep 12
     
    This article contains a you tube video by Wendy Drexler discussing the connected student and the usage of Web 2.0 tools to create student PLN's
  • Chris Hill on 20 Jun 14
     
    Connectivism is a pedagogical approach where the person has control over when, where, and how they learn.
Melinda Mott

Connectivism as Learning Theory - 8 views

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

theory Connectivism learning EDTECH543

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

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
Cody Peacock

The PLP model: Research-based professional learning - 2 views

I like how it says that learning and practice go hand in hand. I am currently enrolled in a CDL training program and I feel I a am learning and practicing driving an 18 wheeler at the same time.

education Technology EDTECH543 learning web2.0 teaching elearning digital community of practice

started by Tsisana Palmer on 21 Jun 14 1 follow-up, last by Cody Peacock on 22 Jun 14
Dennis Large

Learning Theories for the Digital Age - 0 views

www.slideshare.net/...g-theories-for-the-digital-age

connectivism technology elearning edtech543 Learning web2.0 theory

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    Steve Wheeler of Plymouth University posted this slideshare document that explores many current theories of learning. He included connectivism and distributed learning. He also included a proposed "architecture of participation" for one's own learning.
Dennis Large

2012 Horizon Report - K-12 Edition - 0 views

www.nmc.org/...2012-horizon-report-K12.pdf

edtech543 personalized learning environment web2.0 digital elearning

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    One of the highlights of the current Horizon report is the section on Personal Learning Environments. The report lists PLEs as being a personalized collection of tools and resources assembled to support your own learning. Horizon lists PLEs as being 2-3 years out from wide implementation in K-12 schools.
Hannah Clark

Idaho Digital Learning Academy - Home - 0 views

www.idahodigitallearning.org

shared by Hannah Clark on 03 Sep 12 - No Cached
  • Debi Banks on 03 Sep 12
     
    IDLA is the current school I am teaching at and this is their main site. The best school to work for, ever!
  • Hannah Clark on 25 Aug 15
     
    Our mission is to serve the students, school districts, and the State of Idaho by providing high quality public school education, aligned with state achievement standards, utilizing innovative e-learning methods of delivery.
Melodie Worthington

Santa Clara Vanguard :: A Non-Profit Performing Arts Organization - 1 views

www.scvanguard.org

education drumcorps marching EdTech543

shared by Melodie Worthington on 28 Jun 15 - Cached
  • Melodie Worthington on 28 Jun 15
     
    The Official Website of the Santa Clara Vanguard; A Non-Profit Performing Arts Organization I regularly visit this website because my younger son is currently marching with this drum and bugle corps this summer. He has learned SO MUCH participating with this organization over the last few years which applies to him as a musician and as a future music educator.
Innovative Educator

Teacher Tech - 1 views

www.alicekeeler.com/teachertech

shared by Innovative Educator on 27 Aug 14 - No Cached
  • Alissa Blackburn on 27 Aug 14
     
    Another Blog I follow, Alice has tons of resources. Her specialty is spreadsheets and she dabbles with badges and gamified learning.
  • Innovative Educator on 28 Aug 15
     
    This is my personal website. I post a lot on using Google products, but also on educational pedagogy. I am currently getting around 11,000 to 16,000 hits a day on my blog. I think this will be a good resource for many of you who are using technology in the classroom.
Rob Johnson

Personal Learning Environments: Challenging the dominant design of educational systems - 5 views

ubir.bolton.ac.uk/...iec_journalspr-9.pdf

PLN innovation e-Learning educationtechnology

shared by Rob Johnson on 21 Jun 14 - No Cached
  • Jennie Finafrock on 21 Jun 14
     
    This article discusses the components of the current educational structure and how they can be detrimental to continued learning. It also proposes an alternative structure that promotes shared connections and networking.
  • ...3 more comments...
  • cholthaus on 21 Jun 14
     
    The concept model of the PLE provided a good visual of what it should look like. The symmetric relationships clearly define how the user needs to actively contribute to the environment along with use or consume what it available from others. In the 21st century, PLE's can very easily be global which just brings that much more information to the users. The emphasis on tags, lists, and smart groups just reinforces the importance of making sure to remember to use them. I have not been very good in the past of using tags, but have recently realized how much of a difference is made when looking for information.
  • Cody Peacock on 22 Jun 14
     
    This article is about switching from a virtual learning environment (VLE), originally introduced to help facilitate technology in education, to personal learning environment (PLE) where technology and social interaction are used to enhance individuals learning experience. The advantages of a PLE include focus on coordinating connections between the user and services, symmetric relationships, individualized context, open internet standards, open content and remix culture, and personal and global scope.
  • Emmett Wemp on 22 Jun 14
     
    I found it interesting how the traditional model of teaching could be enhanced to accommodate the lifelong learner. I liked how it gave a new approach to allow for a more symmetrical learning experience as well.
  • bluejayteacher on 08 Sep 14
     
    Written in 2007, this article purposes an "alternative design" to online education that seeks to expose students to a variety of different technologies instead of having them master one. It would then ask students to share new found resources and ideas with other students. Although this "new" concept is clearly the type of education the MET program subscribes to, it is interesting to read about it in a hypothetical sense.
  • Rob Johnson on 04 Jul 15
     
    This article argues that personal learning networks will help advance the field of education technology. The author explains the differences between the dominant design of education technology and personal learning networks. The author states that personal learning networks will help people build relationships and connections.
Rob Johnson

Connectivism: Learning theory of the future or vestige of the past? - 0 views

www.irrodl.org/...1103%2522

Connectivism LearningTheory e-learning pedagogy

shared by Rob Johnson on 04 Jul 15 - No Cached
  • Rob Johnson on 04 Jul 15
     
    This article discusses the needs of learners in the digital era and explains how connectivism is beneficial to current students. The author focuses on connectivism's ability to promote higher order thinking and explains how connectivism can be used in formal education.
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