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mark_bishop

Stanford University - 0 views

www.facebook.com/stanford

education facebook higher web2.0

shared by mark_bishop on 23 Jul 13 - No Cached
  • mark_bishop on 23 Jul 13
     
    The Stanford University Facebook page is a place that Stanford uses to share information about research projects that are occurring among their students and faculty. There are hundreds of entries including one about She++, a group promoting programming among women and another post about great white sharks.
Ryan McDonough

A Simple Comprehensive Guide on the use of Personal Learning Networks in Education - 6 views

I bookmarked this site as well. Something I forgot to mention in the previous comments were I saw value in how she provides the platforms, describes how she implements the web tools on a daily basi...

theory PLN EDTECH543 learning

started by John Potosnak on 21 Jun 14 2 follow-ups, last by Ryan McDonough on 22 Jun 14
Matt Hoge

3D Gamelab - 2 views

This is an amazing resource! I love this learning format.

education technology teaching resources

started by B Bernheim on 16 Jun 14 1 follow-up, last by Matt Hoge on 16 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
Levi Fletcher

(Fletcher #7) Intersecting communities of practice in distance education: the program t... - 2 views

docs.google.com/...edit

Fletcher communities of practice distance education teacher to student

shared by Levi Fletcher on 08 Sep 14 - No Cached
  • Levi Fletcher on 08 Sep 14
     
    Very interesting article. This article discusses findings of interactions and supports for communities of practice or both student-to-student and teacher-to-teacher. It goes on to describe the challenges for student-to-student communities and their dealings with conflict, and the corresponding support provided for the instructor who struggled with having student communities struggle in cohesion. There is a useful graphic on page 291 showing the gathering's (read: community's) intentionality and strength of their social bond - where both are high, there emerges a community of practice.
latoya jackson

8 Social Media Strategies for your Classroom - 0 views

http://gettingsmart.com/2011/12/developing-a-social-media-strategy-for-your-classroom/ This is a great article that touches on the topic of integrating various social networking websites into your ...

started by latoya jackson on 06 May 14 no follow-up yet
latoya jackson

PowerPoint Alternatives - 0 views

http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html This website provides educators and students with 20 free alternative software programs that teachers and stud...

started by latoya jackson on 06 May 14 no follow-up yet
latoya jackson

8 Free Presentation Tools for Educators - 0 views

http://www.emergingedtech.com/2011/07/8-great-free-digital-presentation-tools-for-teachers-to-try-this-summer/ Here you can find a collection of free presenting tools that are similar in function t...

started by latoya jackson on 06 May 14 no follow-up yet
B Bernheim

Audio Mulch - 0 views

www.audiomulch.com/...what-is-audiomulch

edtech541 elearning Theater sound design

shared by B Bernheim on 19 Jul 14 - No Cached
  • B Bernheim on 19 Jul 14
     
    Essential program for sound design and interfaces with many boards for performances. The tutorial is excellent and worth the price by itself. Great for 9-12 high school Theater classes, and Drama clubs.
Carrie Day

ScratchJr - Home - 0 views

www.scratchjr.org

education technology resources

shared by Carrie Day on 14 Sep 14 - No Cached
  • Carrie Day on 14 Sep 14
     
    Coding is the new literacy! With ScratchJr, young children (ages 5-7) can program their own interactive stories and games. In the process, they learn to solve problems, design projects, and express themselves creatively on the computer.
Kelsey Ramirez

Destination Imagination - 0 views

www.destinationimagination.org/

education problem solving learning

shared by Kelsey Ramirez on 21 Apr 15 - Cached
  • Kelsey Ramirez on 21 Apr 15
     
    Destination Imagination, Inc. is a nonprofit organization that provides project-based educational programs to foster creativity and innovation in students.
w-j-lawrence

Free Educational Software And Games - 0 views

www.educational-freeware.com/

education technology teaching elearning digital web2.0 edtech541

shared by w-j-lawrence on 14 Jul 15 - Cached
  • w-j-lawrence on 14 Jul 15
     
    Listings, descriptions and reviews of free educational software and websites for school or home use. Categories include reading, science, math, typing, social studies, programming etc.
Jennifer Frisk

Wolfram Math World - 0 views

mathworld.wolfram.com

edtech541

shared by Jennifer Frisk on 01 Nov 13 - Cached
  • Jennifer Frisk on 01 Nov 13
     
    Mathematica is a computational software program used in many scientific, engineering, mathematical and computing fields. It was conceived by Stephen Wolfram and is developed by Wolfram Research of Champaign, Illinois. - http://en.wikipedia.org/wiki/Wolfram_Mathematica
Dennis Large

Guild Leadership and Communities of Practice - 0 views

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

edtech543 communities practice professional learning elearning

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

Connectivism: New Paradigm or Fascinating Pot-Pourri? - 0 views

services.economia.unitn.it/...250

EdTechSN Connectivism web2.0

shared by nickurban on 02 Jul 15 - No Cached
  • nickurban on 02 Jul 15
     
    "We do not always construct, but always connect". This line is the central philosophy in this article that argues about the importance of online educational and informational fields in the connection of information. One interesting piece that is identified is in reference to schools and connectivism. The author illustrates that simply putting technology into the hands of students to access the web will not produce learning. As many of us have talked about in the EdTech program, simply using e-learning does not produce learning. However, the theory of connectivism argues that it can strengthen information and learning while also producing areas for students to collaborate and learn later on.
Renee Phoenix

Why do academics blog? An analysis of audiences, purposes and challenges - 3 views

dx.doi.org/...03075079.2013.835624

blogging faculty higher ed Edtech543

shared by Renee Phoenix on 02 Jul 15 - No Cached
  • Renee Phoenix on 02 Jul 15
     
    A content analysis of 100 academic blogs that looks at reasons academics give for blogging and the connection it may have to community of practice.
  • nickurban on 03 Jul 15
     
    I really enjoyed reading this article as it provided further insight into the "why" teachers and higher ed professionals should engage in blogging. Three main ideas really jumped out to me and solidified the validity of blogging: "blogs are a way to expand and disseminate knowledge, make contact with potential collaborators, and have scholarly discussions on a global scale". By engaging in these blogs we enter into a CoP that promotes these virtues by nature as all those involved in the CoP have similar motivations and goals. The communities then function as an opportunity to collaborate on materials, subject matter, and other issues pertinent to the educators. One aspect that is noted is that blogs provide a specific function, thus different blogs will contain different topics, subject matter, and ideas that can be shared online.
  • anonymous on 03 Jul 15
     
    When I used to blog, I realized it was a passive-aggressive way for me to complain about my District. So, I stopped. However, I have found other academic blogs useful. One of my classmates in the EdD program blogs daily, and she is a great source of information. Blogs are also good starting points for research. Reading them often broadens my perspective which in turn helps me in my search for sources.
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.
Jennifer Frost

Exploring Social Media's Potential in Interprofessional Education - 5 views

www.jripe.org/...80

EdTech543 education technology connectivism

shared by Jennifer Frost on 29 Jun 15 - No Cached
  • Jennifer Frost on 29 Jun 15
     
    This article explores uses of Facebook, Twitter and other social media applications and how they are being used in education, specifically in health professions. EDTECH543 Connectivism
  • Melodie Worthington on 30 Jun 15
     
    I really like this article, Jennifer! It's interesting how many similarities there are between the authors' IPE (interprofessional education) program and the personal learning networks (PLNs) we will be focusing on.
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