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Ashley Leneway

USATODAY.com - The landscape of natural disasters - 1 views

www.usatoday.com/...flash.htm

weather natural disasters us interactive map

shared by Ashley Leneway on 10 Oct 11 - No Cached
  • Ashley Leneway on 10 Oct 11
     
    This website contains a map of the US and a list of the natural disasters that can occur. When you click on the disaster, it hi-lights the states that are effected by the natural disaster.
  • Ashley Leneway on 10 Oct 11
     
    natural disasters
kristiedtech

Groups and Networks - 1 views

elearnspace.org/...player.html

connectivism networking self Edtech543 siemens

shared by kristiedtech on 30 Aug 16 - Cached
  • kristiedtech on 30 Aug 16
     
    Another great A/V resourse from George Siemens. I have really enjoyed the many resources he has publicly available from the courses that he teaches. This presentation focuses on the nature of groups and networks and how they differ. He stresses that we must not ignore human nature and the need that each of us has to be recognized individually. We cannot overlook humanity by loosing the self in the collective or community. In this presentation he discusses the self and its relationship and role in the network or community.
  • kristiedtech on 30 Aug 16
     
    P.S.- I found the information on slide 22 to be particularly interesting.
Dana Daines-Smith

Cultivating-Communities-of-Practice-Etienne-Wenger-for-COP-NW3-P2.pdf - 0 views

www.cihm.leeds.ac.uk/...enne-Wenger-for-COP-NW3-P2.pdf

Communities of Practice organizations knowledge

shared by Dana Daines-Smith on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Discusses Communities of Practice and their value to organizations and indicates that cultivating COP's is key to success for global knowledge. Focuses on the nature of knowledge and states that knowledge is dynamic and ever changing.
Kristen Taubman

Connectivism and dimensions of individual experience | Tschofen | The International Rev... - 0 views

www.irrodl.org/...1143

education technology connectivism EdTech543 teaching moocs web2.0 Tools

shared by Kristen Taubman on 05 Sep 16 - No Cached
  • Kristen Taubman on 05 Sep 16
     
    This interesting article focuses on four key principles of learning in technology including; autonomy, connectedness, diversity and openness. The authors emphasize the importance of how individual personalities shape PLE and engage or alter the nature of the community.
jincelli

Free text to speech: NaturalReader - 0 views

naturalreaders.com/index.html

education technology edtech541

shared by jincelli on 05 Aug 16 - No Cached
  • jincelli on 05 Aug 16
     
    Text to speech with naturally sounding voices. Let your computer read most documents with naturally sounding voices and convert text to MP3, or text to WAV files, text to audio files, read text aloud, download free text to speech software now text readers, computer reader, Reader, online reader, talking text, voice text.
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!
angi_lewis

Introduction to Connective Knowledge ~ Stephen Downe's Web - 1 views

www.downes.ca/...page.cgi

connectivism learning education downes elearning collaboration

shared by angi_lewis on 10 Sep 12 - Cached
  • angi_lewis on 10 Sep 12
     
    Discussion by one of the founders of connectivism, Stephen Downes. A thorough explanation of some cautions to be heeded by individuals within a network, like resisting the pull to jump to conclusions. Groups should be connected but not cave to any assumptions as those will naturally ebb and flow. Part of that flexibility is staying open to a diverse community in order to be open to information.
  • Andrea Ross on 15 Sep 12
     
    The idea of interpretation is to compile our own knowledge, not directly, but by how we gauge what is happening. Emergence is the result of this interpretation, but is not always correct! Social knowledge comes out of what we can term a community of practice. An example is given of the price of wheat being dependent upon the many wheat buyers that are part of that community.
Andrea Ross

Wenger Social Theory Learning - pagi - 3 views

pagi.wikidot.com/wenger-social-theory-learning

COP theory 543 social learning

shared by Andrea Ross on 13 Sep 12 - No Cached
  • Andrea Ross on 14 Sep 12
     
    This is an excerpt from the book by Etienne Wenger, Communities of Practice: Learning, meaning, and identity. In it, Wenger details that communities of practice are found everywhere in our lives, from a very young age (daycare!) on up. For many reasons, modern societies are concerned that valid learning takes place and Wendger hopes to contribute. He points out that "a social theory of learning is...not exclusively an academic enterprise." It is all around us. Wenger is not discounting the many other theories of learning that have been developed in the past. His theory is in addition to these.
  • Todd Vens on 26 Sep 12
     
    Andrea, thank you for finding this. I thought I'd found everything available on the internet for Wenger. I had been vacillating back and forth about purchasing "Communities of Practice: Learning, meaning, and identity." Having now read this chapter, I think I'll have to go ahead and buy the book. I love Wenger's writing, especially his straightforward prose used to support his argument for the Communities of Practice theory. Here's a fine example: "What if we assumed that learning is as much a part of our human nature as eating or sleeping, that it is both life-sustaining and inevitable, and that - given a chance - we are quite good at it? And what if, in addition, we assumed that learning is, in its essence, a fundamentally social phenomenon, reflecting our own deeply social nature as human beings capable of knowing?" That's very nice.
Russell Nash

Beyond Participation to Co-creation of Meaning - 2 views

ssi.sagepub.com/351

edtech543 community of practice connectivism generative learning communities

shared by Russell Nash on 10 Sep 13 - No Cached
  • Russell Nash on 10 Sep 13
     
    Authors discuss the random, fluid, and brief nature of most social media interactions, noting that these give little opportunity for meaning construction but facilitate information gathering and individual sense-making. The restrictive nature of social media interactions presents opportunities to find new means of utilizing the technology in learning. Circulating knowledge does not generate meaning, but collaboration does, especially on tight time scales. The authors further present and discuss the term, generative learning communities, which appear to be similar to communities of practice.
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.
anonymous

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 3 views

http://www.sciencedirect.com.libproxy.boisestate.edu/science/article/pii/S1096751611000467 Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated...

PLN self-regulation informal learning

started by anonymous on 01 Jul 15 no follow-up yet
block_chain_

Impact Of Blockchain On Search Marketing | Blockchain Council - 0 views

www.blockchain-council.org/...blockchain-on-search-marketing

#Blockchain #DigitalMarketing #SearchMarketing #DigitalFrauds #BlockchainTechnology #SearchEngine

shared by block_chain_ on 04 Jun 19 - No Cached
  • block_chain_ on 04 Jun 19
     
    It is indisputable that blockchain is closely associated with cryptocurrencies. Blockchain technology is the underlying concept which defines the very existence and functioning of Bitcoin and other cryptocurrencies. The disruptive nature of the blockchain is undoubtedly changing the face of search engine and digital marketing which makes it imperative to catch up on the capabilities of this technology and understand how it is catching up with the industry, to remain competitive.
kpeila

Teachers' personal learning networks (PLNs): Exploring the nature of self-initiated pro... - 1 views

The article is an analysis of a larger qualitative study examining teachers' use of digital tools and PLNs to engage in self-directed and self-initiated professional learning. Tour (2017) defines a...

EDTECH543 PLN #EdTECHSN

started by kpeila on 11 Jun 18 no follow-up yet
Erin Horie

Emerging Technologies in Distance Education - 1 views

www.aupress.ca/...gies_in_Distance_Education.pdf

education edtech543 learning technology

shared by Erin Horie on 23 Jun 13 - No Cached
  • mark_bishop on 23 Jun 13
     
    This book discusses emerging technologies in distance learning. One of the keys points covered in this book is the roll of social networking in distributing knowledge. This covers Moodle, wikis, and web 2.0 tools such as Facebook and twitter. This book is mainly theoretical in nature.
  • ...2 more comments...
  • Erin Horie on 09 Sep 13
     
    Connectivism is based on the connections one uses to learn. In essence, learners should be creating new connections to increase learning. Veletsianos list three important points, groups, networks, and collectives, which affect connectivist learning.
  • Greg Andrade on 09 Sep 13
     
    Wow Erin, This pdf has some extensive information on emerging technologies based on distance education. I like the definitions given to emerging technologies over the years by the Horizon report and how they are pretty consistent throughout the years.
  • Christina Modrell on 09 Sep 13
     
    This book would be a great resource for many classrooms. I enjoyed looking at some of the parts to find out more. It is good to have many ideas to use in the classroom in case some of the ideas crash. This has so many to use which gives us many options.
  • Kara Paula Godfrey on 09 Sep 13
     
    Connections and communication are key with emerging technology, including social media and other teaching tools.
agilin

The Value of Connectivism -- THE Journal - 11 views

thejournal.com/...the-value-of-connectivism.aspx

EdTech543 connectivism education technology

shared by agilin on 04 Sep 16 - No Cached
  • froggy_carma on 04 Sep 16
     
    In this article from The Journal Patricia Deubel, Ph.D give a really good break down of connectivity and how learn now for students is not about know what but knowing where to find it.
  • ...3 more comments...
  • klauritsen on 04 Sep 16
     
    What a great article that shows merit for connectivism in the new tech age. The comment about students not seeing the importance in passive activities is becoming prevelant in my own classroom. Taking into account the changes that are occuring with technology and internet, as well as the use of communities of practice can help educators best reach students using connectivism theories and approaches.
  • Mary Carter on 04 Sep 16
     
    "Connectivism recognizes that learning resides in a collective of individuals' opinions and nonhuman appliances." This is a great statement to show that connectivist theory centers on the interaction of people. In addition, it explains how the new theory works with personal networks and communities of practice. The digital age is transforming the way people approach learning.
  • anonymous on 04 Sep 16
     
    The phrase "know where" in relation to connectivism is a great way to describe it. I have found that the most important aspect of my job is to know where to find the answer, the people that understand that concept are the most successful.
  • Buffy Naillon on 05 Sep 16
     
    One of the things that I really appreciated about this article is that it highlights how much learning has become a non-linear activity. I actually think that way naturally, but many people don't. This helps me to have insight into how to explain my process a bit and to appreciate that quality in other learners.
  • agilin on 05 Sep 16
     
    Great article discussing the emergence of connectivism. It describes an ecological approach to learning and mentions various tools that are available through CoPs and PNLs. It focuses on educators being lifelong learners and utilizing the resources that are available through digital networks.
chrisdenny

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 0 views

www.sciencedirect.com/...S1096751611000467

resources edtech543 PLNs social media

shared by chrisdenny on 02 Sep 16 - No Cached
  • chrisdenny on 02 Sep 16
     
    The article discusses the concept of PLEs and social media, including the perceived thought that PLEs could be considered a pedagogy or a form of technology. The article further discusses that PLEs have the advantage of making the learning specific to each student.
Jessica Gake

Communities of Practice: The Organizational Frontier - 5 views

www.rareplanet.org/...nizational_Frontier%5B1%5D.pdf

communitiesofpractice business organization

shared by Jessica Gake on 07 Jun 16 - No Cached
  • Notsolongago,companieswere reinvented by teams.Communities of practicemayreinventthemyetagain –if managers learn to cultivate these fertileorganizational formswithoutdestroyingthem
  • The best way for an executive to assess the valueof a community of practice is by listening to mem-bers’ stories, which can clarify the complex rela-tionships among activities, knowl-edge, and performance.
  • What are communities of practice? In brief,they’re groups of people informally bound togetherby shared expertise and passion for a joint enter-prise
  • ...2 more annotations...
  • managers cannot mandate communities of prac-tice. Instead, successful managers bring the rightpeople together, provide an infrastructure in whichcommunities can thrive, and measure the commu-nities’ value in nontraditional ways.
  • The strength of communities of practice is self-perpetuating. As they generate knowledge, they re-inforce and renew themselves.
  • amandahensley on 07 Jun 16
     
    This article discusses communities of practice from a business perspective, which I found interesting because CoPs truly to exist in all professions; they aren't strictly and education trend. The merit of CoPs, according to the author, is that people share their experiences and knowledge in free-flowing, creative ways that foster new approaches to solving problems. They discuss the various benefits of CoPs and then examine why they aren't more prevalent, concluding that though the concept has been around for centuries, it hasn't been widely accepted yet and therefore companies (and education) haven't spent a long time cultivating them and helping people learn to effectively develop them. They refer to CoPs as the new frontier and predict that they will become a more and more important part of knowledge acquisition for professionals in the future.
  • ...3 more comments...
  • Kjersti Withers on 12 Jun 16
     
    Although many organizations create groups that include people of varying specialties to complete specific problems, people are organizing themselves into communities of practice, informal groups who share "expertise and passion" for a common interest. These communities are new to the business world because their spontaneous, informal nature makes them difficult to supervise. Managers cannot mandate communities of practice, they can only create a supportive environment. Members self select based on common interests and perceived advantage. The authors provide examples from Hill's Pet Nutrition and Hewlett-Packard. While communities should not be forced into creation, managers can cultivate them by identifying potential CoPs that will benefit the company's "strategic capabilities", provide infrastructure to them, and assess their value to the business through "nontraditional methods." Business managers need to realize the wealth of potential available to them through communities of practice.
  • J Matibag on 13 Jun 16
     
    Prior to my studies in the Educational Technology program, I had never heard of the term Communities of Practice. Until I read this article, I have only seen research about CoP in education. This article begins by discussing CoP in business, and how long CoP has been around as well its benefits for businesses. I was really surprised to hear how long CoP has been around, you would think more businesses would invest the time to develop them. A couple examples mentioned show that it can take up to a year or more before change is implemented, but the long term benefits are worth it. Also, I noticed that another article broke down information in a table, much like the "Snapshot Comparison" section in this article. This is a nice way to compare things in an easy to read and understandable format.
  • klauritsen on 30 Aug 16
     
    This article, while a bit longer, introduces and explains communities of practice in an in depth and thorough fashion. I enjoyed the comparison to real-life companies organization and the history coming all the way from Ancient Greece. Two of my favorite comments states that communities offer "creative ways that foster new approaches to problems" and "they give you both the golden eggs and golden goose that lays them". It makes me realize how essential deeper understanding and knowledge can be developed within these types of communities. The article also develops an understanding of a comparison chart of different types of work groups to show when using communities of learners are most effective.
  • kristiedtech on 01 Sep 16
     
    This is a great resource that focuses specifically on the use of communities of practice in business environments. However, the information is easily transferred to other areas of industry or academia. It addresses the fact that CoPs are different than the traditional approach of working in teams in that their success and usefulness can be difficult to measure. The author gives tips for how to evaluate the success of a CoP through the sytematic gathering of anecdotal evidence.
  • Jessica Gake on 05 Sep 16
     
    This is a great resource for businesses to gain insights into the use of Communities of Practice. In this article, Wenger and Snyder discuss Communities of Practice and their value for organizations.
Mary Carter

How Do I Get a PLN? - 7 views

www.edutopia.org/...how-do-i-get-a-pln-tom-whitby

education edtech543 web2.0 technology

shared by Mary Carter on 06 Jun 16 - No Cached
  • amymitchell136 on 06 Jun 16
     
    This Edutopia article explains what a PLN is, how they develop through thought, that PLNs are collaborative, what PLNs can do for you, and how to build a PLN. The article brings up three deterrents of PLNs for educators: PLN is a mindset, there is an overwhelming amount of techno-babble, and requires more digital literacy than a Google search. A good quote from this article is, "We must remember that lifelong learning requires effort." The article ends with a list of resources on PLNs.
  • ...5 more comments...
  • khegel on 14 Jun 16
     
    This article goes over the basic understanding of what a PLN is, and how to get one. Basically, it explains that a PLN is not something that one can acquire, but rather a person has to build that PLN based around the needs. It gives some steps for an educator, or anyone looking to network, to follow in order to begin setting up the accounts needed to create their PLN.
  • ampengilley on 14 Jun 16
     
    This seems like a really helpful resource for getting started with a PLN. Though it does make it clear that there is effort required.
  • alannashaw on 29 Aug 16
     
    Before you can research PLNs, you need to know what a Personal Learning Network is. This article explains PLNs in an easy to understand format, while also giving rationale for why PLNs are needed to develop well-rounded, 21st century educators. Personal Learning Networks go beyond traditional Professional Development offered by schools and school districts. Instead, they are a way to change educators' mindsets on collaboration and digital literacy.
  • Patricia Smeyers on 29 Aug 16
     
    This article on the Edutopia website describes what a PLN is and how to go about getting one. The author explains that a PLN will use social media to "collect, communicate, collaborate and create with connected colleagues anywhere at any time." Some barriers to gaining a PLN are also discussed but for the most part you will gain insight on what a PLN can do for your professional growth.
  • anonymous on 30 Aug 16
     
    Thanks for this resource Patricia! I will definitely keep some of these tips in mind when I gather people for my PLN for our assignment in this module!
  • Mary Carter on 02 Sep 16
     
    Edutopia's article defines PLN and provides concrete ways for educators to establish one. While it addresses the barriers for mass adoption of PLN, the focus is to highlight the collaborative nature of PLN. It is this collaboration that allows for personal and professional growth.
  • kristiedtech on 02 Sep 16
     
    This is yet another great and practical article. I especially like how the author outlined how we can each develop a PLN in 20 min/ day and gave some great suggestions for what we should do with those 20 minutes. 20 min/day feels very doable, even to someone new to PLNs or social media.
Terrence Shaneyfelt

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 1 views

anitacrawley.net/...DabbaughPLE.pdf

edtech543 web2.0 social media PLN learning

shared by Terrence Shaneyfelt on 01 Jul 15 - No Cached
  • caaskin on 01 Jul 15
     
    In this article, the authors explore how PLEs, social media, and self regulated connect. Also introduces a pedagogical framework to for social media to support self-regulated learning
  • Ryan Olynyk on 10 Jun 16
     
    This article discusses how the use of formal and informal education can mesh. It talks about the importance of self-regulation in terms of connection to social media and how it can impact learning. It gives examples of how different media can be used in learning and enhance the PLN.
  • Terrence Shaneyfelt on 02 Sep 16
     
    This paper is most useful for the discussion of how social media can help students develop self regulated learning skills in a PLE. A useful table is near the end of the article showing how teaches can use social media at 3 different levels of complexity for knowledge management.
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