via videoconference
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Students Make Their Case in Colorado | Edutopia - 0 views
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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.
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Parents, teachers, and interested school board members were able to participate, too, because they streamed the conference live.
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Smith's class wiki gave teams an online space where they could collaboratively plan their presentations,
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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.
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Pros and Cons of Connectivism as a Learning Theory - 11 views
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The authors look at connectivism through the lens of a literature review and a qualitative interview session with educators. With these sources the paper examines the pros and cons of connectivism including its limitations as a postulated theory. The conclusions drawn are that behaviourism, cognitivism and constructivism fall short to fully explain modern learning realities, but that it is unclear if connectivism can be seen as the next stage of learning theory evolution for several reasons.
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I think the explanation on how established beliefs and learning help new information to be routed through connections that have previously been made really helps to establish the point that in Connectivism in order to gain knowledge, one has to continually update existing connections and seek to make other connections outside of the realm of what is already known.
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I like how this article points out that you HAVE to have the "ability to see connections between fields, ideas, and concepts is a core skill" in order for connectivism to really have a chance to work!
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This is a great article. It talks about how knowledge is growing faster and what we need to do to keep up with it. It was great to read about Pros and Cons because you would think there would mostly be Pros but you have to think how this affects older generations not just younger generations and how technology is constantly changing. Thank you!
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As educational technologists, connectivism almost seems like a natural next step to ensuring that are graduating students are prepared for college and the work force. This includes a working knowledge of technology and many of its applications. This seems as though it is as important as reading, writing and arithmetic. However, for many educators technology is a source of great anxiety. They feel as though teaching connectivity and networking is a waste of precious time in the classroom. This article did a great job of bringing to light the pros as well of the cons.
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A very detailed definition of connectivism, including comparisons in many categories with other learning theories and descriptions of pros and cons.
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You are right about this being a "very detailed" definition of connectivism. I appreciate is the "conclusions and suggestions" section which challenges the labeling of connectivism as a learning theory as opposed to a pedagogical approach. I completed a research paper in EDTECH501 in regards to the relationship of connectivism and mastery learning, and never once did I read about this debate. To me, the fact that connectivism is more concerned with the process of learning rather than the end product proves that it is in fact a learning theory.
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I really agree this article does a nice job contradicting the value or criteria of connectivism as a learning theory versus a pedagogical approach. Many of you discussed this above so I will leave it alone. The piece I wanted to comment on came at the end of the article when the author brought up the idea that older teachers take longer to learn the digital aspects and are less likely to engage in adapting the practice. Where younger teachers who grew up in this era are more apt to use and utilize web 2.0 tools in their teaching and engage in this model of teaching and learning themselves. I have to be honest that I saw some of these same things in our school when we went to a 1:1 iPad. Many of the younger and newer teachers jumped in and had very little learning curve in understanding what was happening. Where older teachers struggled or resisted the change. I would be interested in what others experiences were as well?
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What is a Community of Practice? - 0 views
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Dr. Etienne Wenger discusses communities of practice in this brief interview conducted by the Project Management Institute. Dr. Wenger provides his professional background with respect to communities of practice (CoPs). He also discusses learning partnerships, purpose and definitions of CoPs, tools utilized by CoPs, and the distinction between technology tools and CoPs.
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Connected Educator - 3 views
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This video provides the importance and opportunity of connecting using social networking and building up educators through connecting with each other. There are many examples of how being connected has worked for different teachers.
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Educators have always been connected and new tools help them get connected easier to other knowledge sources. Like the interviewed people say in the video, how do we know that we are doing well if we are not connected and get feedback? I completely agree with the idea of the need of being connected to students, colleagues, parents, community...to be a 21st century educator.
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Interview with George Siemens - 1 views
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Dr. George Siemens discusses his experiences with connectivism and how it reshaped his perceptions of the relationship between student, teacher, and information. He believes in this newly inter-connected world, knowledge itself becomes even more of a network. Beyond the network connections in the brain, the social networks on the internet have become a new way for people to know, understand, and retain information.
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It's hard for me to believe that blogs have been around for more than 15 years ago! He's been blogging since the "late 90s, early 2000s." I appreciate his idea that learning is really a socially connected process because of technology.
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Dr. George Siemens offers his backstory on how he came to create the theory of Connectivism and how it really relates to learning. He articulates why Connectivism is different from Constructivism or any other previous theory.
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open thinking - 1 views
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This blog is authored by Alec Couros. He is a professor of technology and media at the University of Regina. There are many interesting blogs to run though on this site. His interview on using twitter in education was a great view.
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It was interesting to see his perspective on education from another part of the world! Thanks for sharing!
Common Sense Education: PLN Overview - 4 views
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elearn Magazine: How important is Twitter in your Personal Learning Network? - 6 views
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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.
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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.
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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.
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After reading the article and other comments, I think Ryan Olynyk's summary outlines the main ideas well.
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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.
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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.
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For me its very important. I use it and Diigo groups the most as online PLN tools.
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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.
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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.
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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.
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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!
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shared by Jennifer Pollock on 29 Aug 17
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Learning from others at work: communities of practice and informal learning - 9 views
isd-resource-space.wikispaces.com/...arning+from+Others+at+Work.pdf
adult EDTECH543 learning education informallearning workplace communityofpractice community teamwork
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This study examines how adults learn from one another within a workplace environment. As the article highlights: "[Informal] learning at work constitutes a large part of the learning undertaken by adults . . ." The article determined that large worksites afforded a range and variety of communities of practice, informal learning opportunities, and types of learning within a worksite. However, very often, the people we learn from at work are not necessarily recognized as having a role that traditionally promotes learning.
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The authors David Boud and Heather Middleton acknowledge that in many cases the learning that goes on through informal discussions between coworkers is almost always more valuable than the learning that takes place inside a classroom or formal professional development workshop. As part of the article the authors examined informal workplace CoPs in four different workgroups within the organization. They wanted to see what types of learning occurred. Through interviews with participants they found that the larger the workgroup the more diverse the opportunities for community professional development. What they discovered in that end was that sometimes these workgroups developed characteristics of CoPs and other times the group is not cohesive enough to really develop a shared learning environment.
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This was a very in-depth paper looking at how adults learn from one another in the workplace in informal ways. I have been reading a lot about Communities of Practice this week and I was struck by how the authors discussed structural factors, such as seniority and large scale workforce, could effect the true development of communities of practice. It discussed political and beurocratic issues could be possible setbacks. This is not something I had considered but is a true reality. When reading, I saw it is easy to assume that like-minded practioners in a similar domain could all just work together in harmony. It is truly more realistic to realize that certain issues like seniority could possible stand in the way.
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I thoroughly enjoyed reading this article and I found it logical that in the example of the Tiling Teachers, the article mentioned that they considered each other peers on the same level which would facilitate the learning that takes place within that group. I wonder how this learning would contrast from feedback or learning taking place from students in the class or even a superior like a Vice President of a program or a Senior Instructional Designer?
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This was a great article and got me thinking a little deeper about communities of practice. So far this week, my studies have led to articles and examples of communities of practice in a learning or educational environment. I love how the focus was really on practices of communities of practice in the workplace. It was cool to realize that this process begins way before the class even begins. Thanks for sharing.
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shared by kellyspiese on 01 Sep 17
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The Implications of a Connectivist Learning Blog Model and the Changing Role of Teachin... - 4 views
www.researchgate.net/...5577589908aeacff20004af4.pdf
teaching learning connectivism highereducation blogs edtech543
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In this article faculty and graduate students at the University of Plymouth wrote about the growing use of blogging in higher education classrooms. The authors see connectivism as the theory that helps to legitimize the use of blogging in the teaching and learning environment. They acknowledge that Web 2.0 tools such as blogs give students the ability to easily make connections with their peers and others outside the classroom walls. One of the most interesting aspects of the article was that the authors advocated for the use of course blogs rather than individual blogs for the simple fact that it promotes a single platform for students to share and connect. The authors gathered much of the information for this article from a case study that they did with university students. They asked several students to complete a survey. Instead of a survey, the staff involved in the project were interviewed. Through this case study, the authors were able to produce both qualitative and quantitative data on the use of blogs. Overall, the results showed that blogs are an acceptable medium for using the connectivist model and that by and large, most students achieved the learning goals while completing the assignment.
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Kelly, This is a very interesting article especially since I have had to use blogs for many courses and have considered having my own students use them as well. I definitely understand having a single platform, but I wonder if that takes away from the individuality students gain from getting to create their own.
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Tiffany, I too am torn on the use of a single platform in the classroom. I love that it would be easier to manage one account rather than individual student accounts. I have over 100 Spanish 3 students (which doesn't include my Sociology and Spanish 2 classes). It could be a nightmare to monitor appropriate blog use of all of those students. At the same time, I agree that students lose the ability to create a personal site, and could be less engaged on the single platform.
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