Skip to main content

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

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
anonymous

ALA | Strategies and Tips for Dealing with Challenges to Library Materials (Coping With... - 0 views

www.ala.org/...index.cfm

ala

shared by anonymous on 13 Oct 10 - Cached
  • School librarians play a key role in making sure that students have the broad range of resources and ideas they need to develop critical thinking skills. Challenges to materials provide a “teachable moment” that can help you build understanding and support for the principles of intellectual freedom, including First Amendment rights, student rights of access and professional ethics.
    • anonymous
      anonymous on 13 Oct 10
       
      Turn a challenge into a teachable moment
  • Applying the principles of intellectual freedom Connect academic freedom with intellectual freedom. Academic freedom guarantees the teacher’s right to teach and to select classroom and library resources for instruction. Make sure everyone involved understands the right of people in a democratic society to express their concerns and that all people have the right to due process in the handling of their complaints. Explain the obligation of the school district to provide intellectual and physical access to resources that provide for a wide range of abilities and differing points of view. Define intellectual and physical access when appropriate. Intellectual access includes the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas. Physical access includes being able to locate and retrieve information unimpeded by fees, age limits, separate collections or other restrictions. Emphasize the need to place the principles of intellectual and academic freedom above personal opinion, and reason above prejudice, when selecting resources. Connect intellectual freedom and access. The freedom to express your beliefs or ideas becomes meaningless when others are not allowed to receive or have access to those beliefs or ideas. Stress the need for teachers and librarians to be free to present students with alternatives and choices if students are to learn and use critical thinking and decision-making skills.
    • anonymous
      anonymous on 13 Oct 10
       
      intellectual freedom
  • Protecting students and staff with a materials selection policy Update your materials selection policy. Include a formal reconsideration process for textbooks, gift materials, electronic and other resources used in classrooms, laboratories and libraries. Seek board of education approval. Be sure to include the educational goals of the school district and to relate the selection policy to these goals. Emphasize the positive role of the selection policy in clarifying the use of educational resources and in ensuring stability and continuity regardless of staff change. To ensure uniformity and fairness in dealing with complaints, delegate the responsibility for dealing with complaints and requests for reconsideration to the principal in each school. Inform all your school staff (including nurses, secretaries, cafeteria workers and custodians) about the materials selection policy and reconsideration process. Review the policy with staff at the beginning of each school year. Distribute a copy of the policy with a simple statement that explains its importance in protecting students, teachers and librarians against censorship.
    • anonymous
      anonymous on 13 Oct 10
       
      Every school library needs a material selection policy. If your library doesn't, make it a priority.
Levi Fletcher

(Fletcher #2) Research-based communities of practice in UK higher education - 1 views

docs.google.com/...edit

communities of practice benefits higher education Fletcher

shared by Levi Fletcher on 07 Sep 14 - No Cached
  • Levi Fletcher on 07 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
  • Levi Fletcher on 07 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
Hanna Coleman

Blogging biology | The Scientist Magazine® - 0 views

www.the-scientist.com/?articles.view/articleNo/27070/title/Blogging-biology/

social learning science biology blogging

shared by Hanna Coleman on 16 Jul 13 - No Cached
  • Hanna Coleman on 16 Jul 13
     
    A biology teacher created a blog for her classes, Extreme Biology. Students were given the freedom to post and began to include research related stories. They commented on each other and drew attention from other bloggers and communities. The blog now includes wikis, tweets, and other social networking tools.
Daniel Oldham

Personal Learning Environments - the future of eLearning? - 8 views

elearningeuropa.info/...media11561.pdf

edtech543 PLN elearning digital Technology resources tools

shared by Daniel Oldham on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    This article helped to explain why PLNs and Connectivist theory go hand in hand. It explained that theory and knowledge are linked in a PLN because they are accessible in the context they are applied. The nature of the learning in a PLN is all about applying knowledge and coming up with new ideas about its relevance to concepts. PLNs are all about creating as well as sharing as well as autonomy for its users. Connectivism is about working cooperatively, meaning independently but in a shared environment. This article really helped me to bridge a connection between the Connectivist theory and PLNs.
  • ...4 more comments...
  • Darla Grant on 10 Sep 12
     
    Here the author argues that Personal Learning Environments (PLEs) are not an application but an approach to learning. They require a radical shift in how we use technology, but they supply a holistic environment where students learn to take responsibility for their own education.
  • Hanna Coleman on 18 Jun 13
     
    This article presents the features and reasoning for personal learning environments in e-learning. It discusses reasons for its importance in e-learning and lifelong learning. The ways that "learning" is changing with new technologies and resources are considered. The social aspect of personal learning environments is also described, with an emphasis on the tools that are used to facilitate the connections.
  • Rebecca Olien on 05 Sep 13
     
    The author discusses the potential of learning environments in eLearning and how these LEs can bring together more authentic contexts for learning. The paper also reviews the different purposes and uses of Personal Learning Environments. Through PLE, individuals are responsible for many aspects of their own learning within the most useful contexts. Blogging was also covered as a way to incorporate informal learning. Attwell considers the challenges associated with continued LEs after a course is over, and points out the overarching questions regarding the responsibility for institutions or teachers to continue to support this ongoing learning.
  • Jason Marconi on 06 Sep 13
     
    Attwell, G. (2007). Personal Learning Environments-the future of eLearning?. eLearning Papers, 2(1), 1-8. In Graham Attwell's article he offers some insight and ideas towards why personal learning Environments may be essential to learning in the future. . He details the technology behind the buzz surrounding personal learning environments and examples of how we can use them going forward. What I enjoyed about the article was the notion that everyone's learning environment, style, context, and situation are different and PLE's enable the learner to pace themselves and grow on their own terms. While detailing lifelong learning the author grabs the theory of self-driven education being helped by personal learning environments. Graham does a good job of not following into a common misconception that technology directly correlates to better learning, but rather approaches the aspect of what technology could do for learning as well as what personal learning environments could do for learning as well. From his own personal PLE list of software to explaining the next steps in adopting personal learning environments on a wider scale Graham makes sense of a complicated theory.
  • Daniel Oldham on 07 Sep 13
     
    This article discusses the foundational theory of how PLNs and PLEs influence learning. It discusses the new definition of what the PLE is for each student and how it is evolving with the web tools available to the student.
  • cynthia mills on 07 Sep 13
     
    I like the fact that the authors discuss that educators need to embrace emerging technologies. In addition, they point out that social networking turns the consumer into the producer-what an interesting concept; I think I will use this as I argue for a bit more technological freedom in my classroom.
Forrest Doud

Communities of Practice: The Theory Behind Personal Learning Networks - 2 views

jensigrist.blogspot.com/...of-practice-theory-behind.html

education technology edtech543 web2.0 digital resources

shared by Forrest Doud on 08 Sep 12 - No Cached
  • Beth Transue on 08 Sep 12
     
    This blog post describes a conference about Communities of Practice. The author considers the similarities and differences between Communities of Practice and Personal Learning Environments.
  • ...1 more comment...
  • angi_lewis on 10 Sep 12
     
    I enjoyed how this resource acknowledged the structure of accountability of group members to each other, and the freedom to exit the group at will. These are some of the components that put a learner in control of their own learning.
  • Andrea Ross on 15 Sep 12
     
    A major difference between a Community of Practice and a Professional Learning Committee is that those in the PLC are often assigned or required to be a member. CoPs seem to evolve more naturally from a desire to gain knowledge. The author of this post had just attended training given by the Wenger-Trayners--CoP gurus.
  • Forrest Doud on 07 Sep 13
     
    This blog post highlights communities of practice as one of the theories behind the personal learning network concept. It makes a distinction in that even though PLC's can be a community of practice, they aren't always guaranteed to be.
Cassie Davenport

Networked professional learning: relating the formal and the informal | Vaessen | Front... - 3 views

journals.sfu.ca/...177

PLN network EdTech543

shared by Cassie Davenport on 01 Jul 15 - No Cached
  • These informal networks help teachers to deal with the increasing complexity of their work
  • most of what professionals learn is learnt informally
  • Professional learning has proven to drive organisational learning and innovation
  • ...21 more annotations...
  • In spite of the proven importance of informal networks, professional development of teachers is almost invariably approached in a largely formal manner
  • an be remedied by aligning formal and informal learning processes through networked learning.
  • both forma
  • hybrid form
  • informal learning activities are recognised and promoted 
  • We have argued the importance of informal networked learning
  •   What are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? ·         How can networked learning be positioned in the most optimal way?
  • non-linear ongoing process rather than as an outcome of linear, one-off training events
  • he way they learn
  • gate-keepers, facilitators or
  • there must be trust
  • When personal responsibility takes the form of accountability toward control from superiors or school inspection, spontaneous learning processes can be impeded
  • management gets involved
  • loss of motivation
  • School principals are important agents
  • interest t
  • as barriers
  • Learning mechanisms: what we have seen in the literature indicates that networked learning is a natural activity through which professionals develop their expertise, in addition to participating in formal learning procedures. This form of professional development is a continuous process. Networked learning is often directly related to work practices and promoting it has proven to be effective to enhance the learning process.
  • Issues of trust, freedom of choice, and willingness to share and connect are intrinsically motivated
  • how can networked learning be positioned in the most optimal way?
  • Keypoints
  • Cassie Davenport on 01 Jul 15
     
    This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 
  • Megan Poindexter on 01 Jul 15
     
    Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.
Melodie Worthington

Connectivism: Informing Distance Education Theory, Pedagogy and Research - 3 views

kelliralph.wordpress.com/...n-theory-pedagogy-and-research

education resources EdTech543 connectivism

shared by Melodie Worthington on 30 Jun 15 - No Cached
  • Melodie Worthington on 30 Jun 15
     
    A critical review of George Siemen's (2005) article "Connectivism: A Learning Theory for the Digital Age". A distinct relationship is made with Personal Learning Networks (PLNs) and connectivism: The individual, and his/her abilities to create a personal learning network, is the "starting point of connectivism" (Siemens, 2005, p. 6). A great summation of the original article.
  • ...1 more comment...
  • Jennifer Frost on 01 Jul 15
     
    Love this. My heart is really in distance education. I am going to keep this as a great resource to share with colleagues.
  • Megan Poindexter on 01 Jul 15
     
    I thoroughly enjoyed this article! To some degree I have always associated Common Core with connectivism because I am seeing the ways in which Common Core is pushing students to be critical, analytical thinkers able to justify their responses. It isn't so much memorizing content as much as it is learning skills to apply to different terrains of knowledge which is similar to part of Siemen's definition that connectivism involves "determining when and what knowledge should be retired and replaced with updated knowledge." This statement prompted an "ah-ha" moment within my head as I was able to begin connecting some dots between connectivism and the practical aspects of my own teaching practice.
  • anonymous on 02 Jul 15
     
    Is connectivism limted to Western and technologically advanced cultures? Learning theories such as behaviorism, constructivism and even cognitive and socioclultural theories can be applied to learning in various cultures. It seems that connectivsm requires a certain amount of freedom and access to technology. If this is the case, can it be considered a learning theory?
anonymous

Document View - ProQuest - 0 views

proquest.umi.com/pqdweb

proquest censorship

shared by anonymous on 13 Oct 10 - No Cached
  • The number of incidents in which individuals or groups attempt to remove a resource from libraries or classrooms varies.* Between 2001 and 2008, there were 3,736 challenges reported to the ALA Office for Intellectual Freedom.* ALA estimates this is only 20-25% of actual challenges since many are unreported.
    • anonymous
      anonymous on 13 Oct 10
       
      Rarely are these reported! I'd like to find an easy way for school librarians and teachers to report challenges!
anonymous

Document View - ProQuest - 0 views

proquest.umi.com/pqdweb

proquest censorship ILA

shared by anonymous on 13 Oct 10 - No Cached
  • he ALA Office for Intellectual Freedom (OIF) staff reach out to members and non-members by providing support during actual or potential challenges to books, Internet resources, magazines, and other library materials. Being a member of a state library association can reduce the feeling of isolation and provide networking opportunities for personal exploration of dilemmas relating to selection and access to resources in a library media program.
    • anonymous
      anonymous on 13 Oct 10
       
      Being a member of the Idaho Library Association does help!
anonymous

Intellectual Freedom Committee | Idaho Library Association - 0 views

www.idaholibraries.org/97

idaho intellectual library

shared by anonymous on 13 Oct 10 - No Cached
  • e, support, and referral.
  • Deborah Babbitt, Chair
    • anonymous
      anonymous on 13 Oct 10
       
      Who should I contact about a school library challenge?
Levi Fletcher

(Fletcher #2) Research-based communities of practice in UK higher education - 1 views

web.b.ebscohost.com.libproxy.boisestate.edu/...detail

communities of practice benefits higher education

shared by Levi Fletcher on 04 Sep 14 - No Cached
  • Levi Fletcher on 04 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
carissakane

CC0212Policy.pdf - 10 views

www.ncte.org/...CC0212Policy.pdf

#EdTechSN EDTECH543 CoP

shared by carissakane on 04 Sep 14 - No Cached
  • alexisseidl on 04 Sep 14
     
    This article describes the features in communities of practice and provides a real life example of how it is used and what it looks like in an educational setting. The article also shows how communities of practice can be extended through the use of new technologies.
  • ...6 more comments...
  • lisanebe on 04 Sep 14
     
    In the opening section it describes the community of practice as being different from the typical teacher development model because it reaches "beyond individuals and toward alignment". This confused me at first, because it seemed to oppose the other information about communities of practice. I had seen a community of practice as a way for individuals to find what they need. However, as I read on, I realized that it was referring to the fact that teachers are now linked to one another and can work together to find coherence and best practices.
  • Alissa Blackburn on 05 Sep 14
     
    As an English teacher I can see the value of the example in this brief. The English department gets together and reflects on similar commenting styles for students to revise papers. They study which commenting helped the best after students turned in their revised copies. My English department just had to do this type of collaboration, but we were analyzing introduction paragraphs written by students and how we could improve teaching this. Unfortunately it was one of those times that were "mandated from the top down" as the brief mentions. Our collaboration was not voluntary and our department is not cohesive. I liked this idea of creating a community of practice with my department, but I am not sure how to get everyone on board Think of the power a CoP would make if it were campus wide, cross-curricular.
  • bluejayteacher on 08 Sep 14
     
    A research brief produced by the National Council of Teachers of English, this publication focuses on three aspects of a successful community of practice: mutual engagement, joint enterprise, and shared repertoire. Although the phrasing is different, the central concepts are similar to other reports on this topic. It does, however, also break down the needs of institutional support as a necessary condition for these communities to thrive.
  • cbjohnsrud on 04 Jul 15
     
    The national Council of Teachers of English reviewed Communities of Practice as they worked to develop better feedback for student writing. Successful Communities of Practice have been shown to be beneficial provided that specific characteristics are in place, including a common goal. Both face to face CoPs and online CoPs need these specific elements. What sets communities of practice apart from other professional development models is their reach beyond individuals and toward alignment
  • teachingjake503 on 01 Sep 17
     
    I found this article or brief by the NCTE (National Council of Teachers of English) helpful in that it gave context to how teaching organizations view of the communities practice theory. The article paints a picture of how schools try to use the theory as a framework for collaboration. I appreciated how it presented the goals of COPs in schools with some possible pitfalls. The main takeaway being that COPs are less successful when they are implemented "from the top down". It still drives home the reality however that COPs do need an organizational structure and good leadership, but that connections and shared vision are still the cornerstones of COP's. The article was published in 2011 and appears to be preparing it's readers for the wave of new media. It references blogs as emerging COPs and drives home point that online communities, while not face-to-face, still need strong leadership and organizational structure to be successful. It ends by providing questions to consider when trying to form COPs.
  • hamitup on 04 Sep 17
     
    Re: The main takeaway is that COPs are less successful when they are implemented "from the top down". I agree with this statement, The most successful CoP that I have been involved in were initiated within the district, but the administration was not overseeing the work being done. This freedom allowed for a more relaxed and teacher supported group. The department was kept in close communication, however, as some time to open our community funds were necessary and therefore it was important to have an advocate.
  • kyledillon on 04 Sep 17
     
    This article really captivated me, especially how it started with the vignette about the English teachers collaborating over how to mark their students' papers. I am an English faculty at a university and I have sat through collaborations on such things. I appreciated how such a simple paragraph on this collaboration could embody the three tenets of communities of practice.
  • carissakane on 12 Jun 18
     
    The National Council of Teachers of English wrote this briefing with the intent of helping not just English teachers but any educator understand the alignment, implementation, and instructional support of a CoP. The comprehensive but short article is an easy read to get a basic outline of communities of practice.
jershua1

Connected Educators - 0 views

www.youtube.com/watch

#connectededucators #edtechsn #plnisworthit

shared by jershua1 on 11 Jun 17 - No Cached
  • jershua1 on 11 Jun 17
     
    Many educators talk about the benefits of being part of a PLN. They emphasize that while they are interacting with people and not feeling alone while gathering ideas and sharing feelings, they can connect or disconnect anytime they want. It is the choice of the educator to determine the level of involvement they want to provide. The educators in this video seem extremely comfortable being members of these networks. Connecting and collaborating are important skills. Being able to choose when to connect and be part of a professional network, allows freedom for educators to continue their learning forever.
1 - 16 of 16
Showing 20▼ items per page