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Collectivism on Education-2020 - 1 views

This is a collection of resources on connectivism. It contains quotes, interviews and a summary of the theory. education Edtech543 connectivism
shared by jaelorduy on 10 Jun 16 - No Cached
  • jaelorduy on 10 Jun 16
     
    This is a collection of resources on connectivism. It contains quotes, interviews and a summary of the theory. It states here that the capacity to learn more is of more value than what is already known. The focus is on creation.
  • jaelorduy on 13 Jun 16
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Khan Academy Talent Search 2016 - 0 views

www.youtube.com/watch education learning tools resources
shared by juliahill on 28 Jun 16 - No Cached
  • juliahill on 28 Jun 16
     
    Khan Academy is looking for people who are great at explaining difficult concepts to help students succeed and learn. Prizes will be awarded to the top ten finalists with the potential of a video creation contract.
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Understanding personal learning networks: Their structure, content and the networking s... - 1 views

www.uic.edu/...3131 PLN Professional Networking Lifelong Learning EdTech 543
shared by Clayton Mitchell on 09 Sep 12 - No Cached
  • Clayton Mitchell on 09 Sep 12
     
    The authors have endeavored to find the motivations involved with professionals in the creation of Personal Learning Networks (PLN). The concluded that there are four common factors that for why people choose to use a PLN. These factors are : enhancing professional communication, remaining in touch with people in the network, positioning an individual in a network, and finding new people and expertise within the network. They point out that these factors are not necessarily the determining influences that comprise an individual successfully becoming a member of a network. They point out that there is metacognitive level, that of the attitude of the practitioner that is a determining factor for the success or failure of an individuals PLN.
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WEB2.0 and PLN - 0 views

nparc.cisti-icist.nrc-cnrc.gc.ca/...ctrl WEB2.0 EDTECH543 NETWORKING
shared by James Russell on 10 Sep 12 - No Cached
  • Ben Moore on 10 Sep 12
     
    Learning Networks in Practice paper by Stephen Downes regarding personal learning environments, learning in communities, content creation and context.
  • James Russell on 11 Sep 12
     
    This article talks about the beginning of the PLN movement in education. It discusses how a good PLN makes use of the WEB 2.0 applications that are out in cyberspace.
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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."
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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.
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Free Technology for Teachers: A Comparison of 11 Mobile Video Creation Apps - 0 views

www.freetech4teachers.com/...arison-of-11-mobile-video.html video comparison apps
shared by Twilla Berwaldt on 05 Mar 14 - No Cached
  • Twilla Berwaldt on 05 Mar 14
     
    Chart gives quick comparison of features of video production apps.
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The Integration of Personal Learning Environments & Open Network Learning Environments ... - 1 views

search.proquest.com.libproxy.boisestate.edu/...fulltextPDF PLE learning edtech543 web2.0 elearning
shared by Dave Mulder on 10 Sep 13 - No Cached
  • Russell Nash on 10 Sep 13
     
    Authors discuss advantages of personal learning environments in facilitating collaboration and fostering learner control. PLEs are facilitated by technology, networking, and self-regulation by learners. Open network learning environments from instructors allow PLEs to form. Focus of PLE is not information consumption, but information creation and participation. Authors relate PLE and ONLE to the theory of connectivism and discuss various applications and limitations.
  • Dave Mulder on 21 Jun 14
     
    Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.
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The MOOC Model for Digital Practice - 0 views

www.elearnspace.org/...MOOC_Final.pdf MOOC connectivist edtech543 knowledge creation
shared by kooloberlander on 24 Jun 14 - No Cached
  • kooloberlander on 24 Jun 14
     
    A. McAuley, B. Stewart, G. Siemens and D. Cormier are the authors of a report on MOOCs and the Digital Economy. Besides the print report, there are four videos of different segment of the report.
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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.
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Understanding personal learning networks: Their structure, content and the networking s... - 4 views

firstmonday.org/...3131 Edtech543 PLN collaboration education
shared by Kelsey Ramirez on 02 Sep 15 - No Cached
  • Kelsey Ramirez on 02 Sep 15
     
    In this article, Kamakshi Rajagopal,Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen, and Dr. Peter B. Sloep identify nine factors that influence the creation and maintenance of personal learning networks. I found a number of these to be important on how and why people develop PLN's including the ability to learn and collaborate.
  • thwilliams on 02 Sep 15
     
    The model really brought a new light to PLN's for me. Once I looked at it closely it made complete sense, it was simply a case of putting a face with a name. Thanks for sharing!

Timeline Creation Website - 1 views

www.preceden.com
shared by Debbie Dotson on 09 Oct 10 - Cached
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Glogster Edu - 0 views

edu.glogster.com tools web2.0 digital
shared by Paige Goodson on 11 Oct 10 - Cached
  • srafoster on 11 Oct 10
     
    This is also a great alternative to the mundane presentation. A glog can consist of text/images/multimedia, which is included in a "virtual poster" in order to make the entire glog interactive. This can also be easily embedded into websites and blogs. Teachers have access to extra features that are enhanced for educational purposes.
  • Paige Goodson on 06 Oct 12
     
    Great interactive poster creation tool!
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Scrapblog - 1 views

www.scrapblog.com education technology resources learning web2.0 digital elearning tools
shared by srafoster on 12 Oct 10 - Cached
  • srafoster on 12 Oct 10
     
    This is a great tool for students to create their own "multimedia scrapbooks" online by using the creation tools and templates on this website. Students can then share their work with others.
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Chart Creation Tool - 2 views

www.chartgo.com/index.jsp graphs charts tools
shared by Liz McKnight on 11 Mar 10 - Cached
  • Liz McKnight on 11 Mar 10
     
    A simply way to make nice looking charts.
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Mind Flash - 0 views

www.mindflash.com/...course-creation education resources web2.0 elearning learning digital teaching technology
shared by Eric Warren on 07 Oct 11 - No Cached
  • Eric Warren on 07 Oct 11
     
    From the site: Upload your existing training files (PowerPoint, Video, Word or PDF) and Mindflash automatically converts them into an online course, accessible to any trainee with internet access. Add as many files as you like, arranging them in just the right order to create an engaging multi-media training experience.
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Connectivism - 1 views

www.connectivism.ca education EdTech543 resources learning
shared by Kim Hefty on 10 Sep 12 - Cached
  • James Russell on 10 Sep 12
     
    This article is actually a blog on connetivism. THe author of this post focuses on "sensemaking". He defines it as, Sensemaking is an activity that individuals engage in daily in response to uncertainty, complex topics, or in changing settings. Sensemaking is not about truth or right from wrong, bu rather about making information make sense.
  • ...2 more comments...
  • Rhonda Lowderback on 11 Sep 12
     
    This blog houses a wealth of information on connectivism and shared knowlege. While I did not read every post, there is a large variety of articles, posted by various authors, written in the past several years. I think this would be a great place to conduct research on current information since there are articles only a few months old.
  • mark_bishop on 23 Jun 13
     
    This is a website dedicated to blogging on connectivism. Apparently no one cares about it anymore because the last post to it was over a year ago. However, it has quite a bit of content from 2005 to 2012 about connectivistic topics such as MOOCs and sensemaking.
  • Ross Craycraft on 31 Aug 14
     
    Here is a great blog site from George Siemens where he posts on various topics in education and their relativity to connectivism. The blog has not been updated in some time, but there is still a lot of great info on the site.
  • Kim Hefty on 07 Sep 14
     
    This website page is the perfect summary of what Connectivism is and what it really represents. Stephen Downes states, "Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections. " This is probably the best resource I have found for truly understanding what Connectivism really is.
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Creating a PLN - 0 views

teacherchallenge.edublogs.org/creating-a-pln technology education PLN resources web2.0
shared by toddsvecusa on 08 Sep 13 - No Cached
  • Jessica Rouse on 08 Sep 13
     
    Edublogs Teachers. This has a Step by Step process of how to create a PLN in just a few weeks. Very useful information given here.
  • ...2 more comments...
  • Ryan McDonough on 22 Jun 14
     
    I like this site because it tells users how to create their own professional learning network in very simplistic steps. Discussed in the site is using online technology as effective tools in order to establish and grow your own PLN. Tools cited where Twitter, blogging, iGoogle, Diigo, attending webinars, bring back your knowledge and implementing it within your classroom, and making connections by putting yourself out there to develop rich connections.
  • toddsvecusa on 08 Sep 14
     
    Summary: This is a great website with many resources for the creation of PLN's. It walks through 10 steps in creating a PLN. I thought the comments were thoughtful, and found the resource to be helpful in my gaining better insight into PLN's.
  • jody lazarski on 09 Sep 14
     
    Who can't use a step by step guide for PLNS? This is great. I can use guides for everything! I love quick breakdown and references that are presented in this blog. Thank your for sharing... I may be borrowing this into my diigo library! I think I now officially have a PLN to do list. Thank you for this find.
  • karencameron on 09 Sep 14
     
    I love the step-by-step ease of this blog. Bookmarked this and definitely going to use it to my benefit!
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Quia - Quia Web - 1 views

www.quia.com/web instructional software
shared by Ashley Ford on 04 Oct 12 - Cached
  • jamie_edtech on 04 Oct 12
     
    Online quiz and activity creation for the classroom.
  • corey holmer on 17 Jun 13
     
    This is both a quiz creator and delivery method. I have used this in my classroom with great success.
  • Ashley Ford on 08 Feb 15
     
    Quia is paid software that allows teachers to create or modify existing drill and practice and instructional games for a specific grade level or content focus. Pre-existing games can often be used for free.
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