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Robin Nappi

Presentation on MyPlate - 0 views

www.drinkmainemilk.org/...whatsinyourguidelinesmaine.pdf

education resources

shared by Robin Nappi on 10 Dec 11 - No Cached
  • Robin Nappi on 10 Dec 11
     
    This is a link to a presentation given at a conference I attended this week. The presenter was Leslie Bonci, director of Sports Nutrition, University of Pittsburg Medical Center.
Nona Barker

Enabling learning for all through adaptable personal learning environments - 0 views

www.ascilite.org.au/...pearson.pdf

edtech543 technology resources

shared by Nona Barker on 08 Sep 13 - No Cached
  • Nona Barker on 08 Sep 13
     
    Summary: This article focuses on a CoP who have come together to create and Adaptable Personal Learning Environment for people with disabilities. Their goal is to create a virtual learning environment that a user can adapt to meet his or her own unique needs. By using an existing system (Portland VLE) and updating it they will be able to improve access. Their basic goal is to establish access for all (in their region). The other long term goal is to allow users to create their own PLE which will enable to them to create their own learning network. I am not sure if this article meets the criteria set out by our instructor but I liked the idea that people are working together to create a technological interface that will bring not only technology access to people with disabilities but will also allow them to create a personal learning environment and / or learning network!
Jason Marconi

Connectivism: Concepts and Principles for emerging Learning Networks By: Ana-Maria Marhan - 4 views

fmi.unibuc.ro/...19_marhan.pdf

education Technology resources edtech543 tools teaching network learning theory

shared by Jason Marconi on 06 Sep 13 - No Cached
  • cynthia mills on 06 Sep 13
     
    This paper, by Ana Maria Marhan examines connectivism and social media. The author points out that because today's learning is a "messy, nebulous, informal, chaotic process, we need to rethink how we design our instruction. This hit home because I just moved to a new state and a new district, and they are very strict with, well, just about everything on the computer! I teach at a Title 1 high school, and these kids would truly benefit from instruction that wasn't so linear. These learners (like all learners) form their own pathways of knowledge, and I believe I could make a stronger impact on them if I could use more tools.
  • Jason Marconi on 06 Sep 13
     
    Marhan, A. M. (2006). Connectivism: Concepts and Principles for emerging Learning Networks. In The 1 st Conference on Virtual Learning. In this article author, Ana-Maria Marhan does a good job exploring the principals pushing forward Connectivism as a pedagogical helper. This becomes apparent right from her abstract "Connectivism views learning as a network creation process, and looks at how we might provide 'learning ecologies' to meet the learners' needs.". In her first section, she defines learning as "a persisting change in human performance or performance potential which must come about as a result of the learner's experience and interaction with the world." As soon as I read the last few words "interaction with the world", I began to connect the dots (no pun intended) to what I've read thus far about communities of practice. She spreads out on a handful of relevant and interesting subtopics to the overall theme of Connectivism. After she describes more about the new connected and growing world we live in she tackles the basics of Connectivism as a theory of learning and the principals behind it. Again like other articles she echoes many of the same sentiments George Siemens made when he originally proposed the learning theory. After the background on Siemens theory, she begins to draw everything together. One statement that I enjoyed was "Individual is the starting point of Connectivism: personal knowledge is comprised of a network, which feeds into communities, organizations or institutions, which in turn feed back into the network and then continue to provide learning to individual". She does a great job of supporting the use of technology not as the new power of learning but as a tool to unlock that power. "When knowledge, however, is needed but not known, the ability to plug into sources to meet the requirements becomes a vital skill".
  • Nona Barker on 07 Sep 13
     
    I also appreciate how Marhan suggests that connected learning is cyclical: "Individual is the starting point of Connectivism: personal knowledge is comprised of a network, which feeds into communities, organizations or institutions, which in turn feed back into the network, and then continue to provide learning to individual."
glorihinck

Connectivism for Online Learning - 0 views

www.scoop.it/...nnectivism-for-online-learning

resources edtech543 learning connectivism elearning digital theory

shared by glorihinck on 06 Sep 13 - No Cached
  • glorihinck on 06 Sep 13
     
    This curated site of "scoops" contains 20+ posts related to connectivism and online learning. A brief synopsis is linked to the original source for each post. These original sources include blog posts, wikis, videos, and summaries of conference presentations- all related to connectivism.
Ryan McDonough

5 Personal Learning Networks (PLNs) for Educators - 2 views

blogs.kqed.org/...ng-networks-plns-for-educators

PLN resources educators

shared by Ryan McDonough on 22 Jun 14 - No Cached
  • Ryan McDonough on 22 Jun 14
     
    This website talked about 5 key resources needed for educators to being and grow their own personal PLNs. http://ning.com offers podcast downloads, discussion forums, videos, relevant blogs, videos and more resources. Powerful Learning Practice is a professional development opportunity that teacher can attend. It offers hands-on applications and the know-how to build and use technology within the classroom. Webinars are conferences people can attend online to join discussions and offer insight to like educators. EdChat is something we can join now on twitter using the hashtag #EdChat every Tuesday. Game based-learning tutorials and talk can be found on http://edweb.net where mentors and people who've successful implemented these practices in their classrooms can offer advice and help.
  • Cody Peacock on 22 Jun 14
     
    Those are 5 really good resources. Thanks for sharing.
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.
Katy Cooper

Students Make Their Case in Colorado | Edutopia - 0 views

www.edutopia.org/-education-technology-colorado

edtech543 social media twitter Skype wiki

shared by Katy Cooper on 20 Jul 14 - Cached
  • via videoconference
  • 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.
  • experience came about because of student initiative:
  • ...5 more annotations...
  • tracked down the author via email and invited him to chat in real time.
  • Parents, teachers, and interested school board members were able to participate, too, because they streamed the conference live.
  • Smith's class wiki gave teams an online space where they could collaboratively plan their presentations,
  • 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.
  • development to foster more student-centered learning.
Dennis Large

Creating Collaborative Connections for School Leaders - 0 views

sites.google.com/...connections-for-school-leaders

edtech543 web2.0 community Learning tools

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 discusses the use of social media in building community within a school setting. At the link you will find the downloadable research paper as well as a link to a recording of the session.
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.
courtneykaul

Developing a Personal Learning Network - 0 views

conferences.alia.org.au/...Alisa_Howlett.pdf

#EdTechSN Edtech543 resources tools

shared by courtneykaul on 04 Sep 15 - No Cached
  • courtneykaul on 04 Sep 15
     
    This paper describes the purpose of personal learning networks as they pertain to each individual. It includes a list of tools and their individual purposes.
anonymous

George Siemens- Connectivism: Socializing Open Learning - 2 views

www.youtube.com/watch

connectivism social_learning Siemens connectedness edtech543

shared by anonymous on 11 Sep 12 - Cached
  • Jaime Bennett on 11 Sep 12
     
    This video shows George Siemens describing connectivism in a conference setting. He describes the difference between the traditional systems of learning our students participate in where they hear and repeat content and what he terms a "meaningful" learning experience.
  • anonymous on 02 Sep 13
     
    This is a YouTube video of George Siemens discussing his ideas about networks, connections, and social learning. Siemens suggests we should, "Emphasize connections... and not networks." If we wish to understand learning we need to understand how connections form, and why.
Sarah Baughman

Unpacking Personal Learning Environments - 5 views

blogs.edweek.org/...king_personal_learning_en.html

education learning PLE

shared by Sarah Baughman on 10 Sep 12 - No Cached
  • Deborah Lyman on 10 Sep 12
     
    This blog gives a very brief definition of a personal learning environment and then includes a video created by a seventh grade students that describes her personal learning environment.
  • Sarah Baughman on 04 Sep 14
     
    This is a blog post summarizing the annual ISTE conference in, I think, 2011. I really love the video here. It is of a 7th graders experience with her PLN. It shows how simple, fun, and rewarding a PLN can be.
  • Ross Craycraft on 05 Sep 14
     
    Cool resource told from the perspective of a 7th grader learning with PLNs. I also like how the post references PLNs importance by mentioning its place in the Horizon Report.
mike pennella

George Siemens conference presentation on connectivism - 1 views

hosted4.mediasite.com/...Viewer

Siemens Connectivism edtech543 pedagogy

shared by mike pennella on 24 Jun 14 - No Cached
  • mike pennella on 24 Jun 14
     
    As is the case with many academic theroists, I admit that I find Siemens (the co-ideological leader of the connectivist movement) much more engaging to listen to than to try read. I didn't think I would stay with this for the full hour, but I did. I love the citation of the TS Eliot quote "Hell is a place where nothing connects" and its discussion here relative to the cognitive overload that many modern day learners are experiencing (i.e., too many resources, too difficult to assess what is worthy and what is crap). Highly recommended.
shannahollich

EDUCAUSE Homepage | EDUCAUSE - 0 views

www.educause.edu

education edtech541 technology Resources

shared by shannahollich on 02 Sep 18 - No Cached
  • shannahollich on 02 Sep 18
     
    A nonprofit association dedicated to integrating information technology into higher education. They have a blog as well as information about research and publications, conferences and events, professional development, and ideas for how to integrate technology into higher education.
camille_rrt

What is a PLN? Why Do I Need One? | TeachHUB - 26 views

www.teachhub.com/what-pln-why-do-i-need-one

EDTECH543 PLN EDTECHSN TeacherPD

shared by camille_rrt on 07 Jun 16 - No Cached
  • own personalized “network” of fellow educators and resources who are designed to make them a better teacher.
  • these traditional areas of professional development are often set up and operated by someone
  • An educator is not merely absorbing information from others: they are sharing.
  • brianbetteridge on 07 Jun 16
     
    Not only does this resource provide a solid description of what a PLN is, it also answers the important "why do I need one" question. It was particularly helpful to get an idea of how social media is essential to a strong PLN.
  • ...23 more comments...
  • amymitchell136 on 07 Jun 16
     
    This article listed many social media sources to start your PLN. The biggest takes away that I got from this article are the two benefits of a PLN over a traditional personal development. The first one is that a PLN allows an educator to completely personalize their training. They can pick what to focus on. The second is that they can adapt the learning environment to meed the educator's needs. Once they have enough information, they can start learning and sharing about a new topic that they wish.
  • meganapgar on 07 Jun 16
     
    Describes a PLN, why we have PLN's, and the benefits of being a member of a PLN. This article talks about how PLN's allow educators to develop their skills beyond the more traditional methods and allows them to develop their abilities as an educator.
  • meganapgar on 07 Jun 16
     
    With more and more opportunities to develop one's skills beyond what traditional routes have provided, establishing your own PLN is an essential step toward deepening your abilities as an educator.
  • Ryan Olynyk on 11 Jun 16
     
    Very straightforward resource. From a teacher's standpoint, this resource is very beneficial. It demonstrates how teachers can enhance their skills away from old school (traditional) teaching pedagody and move into connectivist strategies to truly become educators in the 21st Century.
  • Katie Swanson Sathre on 13 Jun 16
     
    A PLN can be online or face to face connections but the virtual opportunities do not require your physical presence like attending a conference, a live master's degree program, etc. There are 2 distinct advantages to being online: 1. it's completely personalized to what each person is seeking 2. It can easily be modified based on changes in needs. Social media sources like Facebook, Twitter, and Wordpress blogs can be customized so that teachers can follow one-other and share the latest tools and information.
  • ampengilley on 14 Jun 16
     
    This discusses what a PLN is and how it can help you grow professionally. It also talks about the benefits of a PLN and how you can personalize things.
  • anonymous on 29 Aug 16
     
    This is a great resource on the explanation of PLNs, why they are important, and how they can improve your work and learning environments. It has a solid definition and is key to understanding PLNs in a short read.
  • Patricia Smeyers on 29 Aug 16
     
    This article describes what a PLN is and how it relates to one's real world and social networking communities. It discusses why having a PLN is important to an educator today. In the past you need to be physically present to get your desired information and at times that was not even possible. Today a teacher can determine what training is necessary and find this information through their PLN network. The article explains how a PLN not only allows you to learn but also encourages you to share your knowledge with others.
  • alannashaw on 30 Aug 16
     
    Nice, simple article that explains what a PLN is. Thanks for sharing it. It can certainly help fill in any knowledge gaps for someone new to PLNs.
  • klauritsen on 01 Sep 16
     
    I liked the resource for the question "Why do I need one?" and the answers that followed. Teachers can connect themselves to resources from many different aspects of the world and teachers and sites they may not have otherwise found. It is no longer just "absorbing information" but sharing and creating new connections and ways to use the information. Honestly, after all this research, the new question is "Why don't I already have a PLN?"
  • Mary Carter on 02 Sep 16
     
    This article defines what a PLN is and the necessity for educators to develop one. It describes the difference between developing a PLN and being "connected." It argues that PLNs allow educators to individualize professional development. With the emergence of technology in education, I see this as a necessary tool for the 21st century educator.
  • Ben Killam on 02 Sep 16
     
    This article describes the need for teachers to be a part of PLNs. The author talks about the importance of making connections to other teachers and countless resources to make yourself a better teacher.
  • anonymous on 02 Sep 16
     
    This article describes the benefits of developing your own personal learning network. The author touches on the traditional learning networks of the past and their limitations and examines the benefits of the tech driven network.
  • Jana Warner on 05 Sep 16
     
    In the education world, PLN stands for Personal Learning Network. What it means is that an individual has developed their own personalized "network" of fellow educators and resources who are designed to make them a better teacher. This network exists both in their real-life relationships and online through their social media connections.
  • agilin on 05 Sep 16
     
    This article describes a PNL but also discusses the benefits of developing a PNL. By sharing within your PNL members will not only gain new knowledge, resources, and ideas, but will also develop relationships with people across the globe!
  • Natalie Burr on 09 Jun 17
     
    A PLN is not PD. A PLN has (at least) 2 additional benefits: you study and research topics applicable to you, decided by you; you can form a symbiotic relationship where everyone is sharing information
  • kaydentague on 10 Jun 17
     
    Catapano explains what a PLN is and why people should have one. A PLN stands for Personal Learning Network. Basically, it is a group of individuals who are fellow educators who work together both real-life and online to make themselves a better teacher. PLN are mainly through social media sources like Twitter, Facebook, or blogs. Teachers can share their resources across the world with their latest research, experiences, or discoveries. Teachers get to take control of their own professional development.
  • teachingjake503 on 01 Sep 17
     
    I always like to find resources that cut right to the chase and explain exactly what the topic is. This article does that with professional learning networks. This article can be presented to anyone who asks "what IS a PLN anyway". The article relates the evolution of PLNs to include social media such as Twitter, Facebook, Pinterest, ect. Themes of connectivism and communities of practice are found throughout the article as the writer explains that the true benefits is that PLNs are based off teacher's interests and passions rather than the usual top down professional development experience so many teacher experience. It drives home the point that successful PLNs revolve around the sharing of experiences and resources rather just viewing and consuming.
  • Tiffany Kannengieszer on 01 Sep 17
     
    @teachingjake503, PLNs have become so valuable to me, especially when I was a first year teacher. Having support from people outside of the establishment was extremely helpful. I think people often buy into them more because of the choice they have. They can choose to include only those they feel provide value, are positive, and can offer support.
  • Terisa ODowd on 03 Sep 17
     
    What is a PLN? Why Do I Need One? This article provides a simple and easy to understand definition of a Personal Learning Network and how it can be used by teachers to help them become a better teachers and can be used to help educations personalize their training. The article focuses on the use of social media as the primary resource for PLNs. http://www.teachhub.com/what-pln-why-do-i-need-one
  • hamitup on 04 Sep 17
     
    The following article discusses why educators need a PLN. These networks are design to make you a better teacher. The personal learning networks are exactly that "personalized." Most professional development is designed by others, but your PLN is created and designed by YOU.
  • Scott McKee on 05 Sep 17
     
    Written by Jordan Catapano who simplifies what a PLN is and explains why one might need it. He explains that a PLN is usually designed by educators networking with fellow educators to make them better teachers. This article goes through the theories and benefits of a PLN and what they intel or include.
  • Rob Blackston on 09 Sep 17
     
    "Why do I need one". This article discusses why a teacher should use PLN's and more importantly, create their own PLN. This was a nice read for me to put PLN's in perspective.
  • melpalmer4 on 04 Jun 18
     
    A great article that offers many valid and important reasons that an instructor should join PLNs.
  • camille_rrt on 11 Jun 18
     
    This article supports why we all need to join PLN! Great read!
teachingjake503

The Connected Educator: All About Connectedness | Edutopia - 3 views

www.edutopia.org/...about-connectedness-tom-whitby

education technology edtech543 resources teaching socialmedialearning pln plns

shared by teachingjake503 on 01 Sep 17 - No Cached
  • teachingjake503 on 01 Sep 17
     
    I really connect to theory through hearing about practice. In this article by Tom Whitby for Edutopia, he shares 6 different stories from 6 different educators who have begun to engage with online professional learning networks. I connected to this article because I had the same path as many of these educators. Whether it was the teacher who heard someone at a conference or the 29 year veteran who found herself in a 1:1 MacBook class, they all began peripherally and then developed into active participants in their online PLNs. This article is a pretty good setup for our upcoming adventures.
  • ...1 more comment...
  • anonymous on 03 Sep 17
     
    Hi Jake, I liked the stories, especially Carol's experience of Twitter! I did see some discussion of professional learning networks in my reading as well.
  • bettywells on 03 Sep 17
     
    It was interesting to see most of their stories had to do with Twitter. I have resisted Twitter for so long because I do not understand it at all! Guess it's time to learn.
  • msbianchi on 04 Sep 17
     
    Reading personal stories from teachers really helps me see how educators are using Twitter, and other technologies, in the classroom. I appreciated reading the variety of ways these teachers use Twitter to communicate with students and connect with other educators professionally. I'm beginning to see the value of Twitter as a professional network builder!
kellyspiese

Humanists in the House of Learning: Academic Research Libraries' Role in Fostering Communities of Practice - 0 views

www.ala.org/...Gessner_etal_Humanists.pdf

communityofpractice CoPs Humanities doctoralstudents academiclibraries edtech543

shared by kellyspiese on 31 Aug 17 - No Cached
  • kellyspiese on 31 Aug 17
     
    The authors springboard from a Cornell University study of the difficulties that humanities doctoral students have in finishing their degree to discuss the ways libraries can help improve student success. They show that the establishment of communities of practice are a necessary component of the success of doctoral students in the humanities. They then advocate for libraries to create and support these communities through providing designated space for doctoral students to collaborate and share information in the library and by offering discipline-specific research skills workshops.
msbianchi

Professional Learning Networks: Driving Discussions through Twitter - 3 views

libproxy.boisestate.edu/login

edtechsn edtech543 professionallearningnetwork twitterineducation

shared by msbianchi on 31 Aug 17 - No Cached
  • msbianchi on 31 Aug 17
     
    This short journal article describes how one teacher in Louisiana uses Twitter to find and joing professional learning networks. She uses Twitter to collaborate with teachers on lessons. She also leads a weekly chat to discuss a variety of educational topics. In addition, the journal explains what Twitter is and how to use it for a complete beginner.
  • Jennifer Pollock on 04 Sep 17
     
    I appreciated the idea from this article that relationships started on Twitter can expand beyond Web 2.0: "Connections which begin online may lead to face-to-face meetings at conferences." Likewise, the river analogy helped me see how Twitter can be interpreted and integrated into an individual's personal learning network: "Consider a Tweet as an 'on-ramp' to deeper learning." Thanks for posting this link!
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