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Building a learning network - 7 views

classroom-aid.com/...-learning-network-for-students EdTech543 pedagogy connectivism elearning
shared by Chris Hill on 09 Sep 12 - No Cached
  • Debi Banks on 09 Sep 12
     
    Due to mobile world there are new types of learners. They might already know social networking but do they really know how to manage and use this correctly? They need to be taught to deal with information overload, provide information back into a network, and learn how to stay current.
  • ...2 more comments...
  • Alyssa Rose on 10 Sep 12
     
    I really like how it describes the cycle of knowledge development. Ideas are connected and then information is cycled back in and the cycle continues while expanding the circle with new information that adds to previous knowledge.
  • Darla Grant on 10 Sep 12
     
    Debi, I find this idea of helping students to manage networks as very provocative. I see daily student misuse or illuse of networking sites. While I agree that they should be free to be social, learning how to manage these networks more efficiently to represent themselves and their interests seems a much better use of time. Thanks.
  • James Russell on 11 Sep 12
     
    This article contains a you tube video by Wendy Drexler discussing the connected student and the usage of Web 2.0 tools to create student PLN's
  • Chris Hill on 20 Jun 14
     
    Connectivism is a pedagogical approach where the person has control over when, where, and how they learn.
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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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Social Media in Education: The Power of Facebook | Edutopia - 0 views

www.edutopia.org/ia-education-examples-facebook edtech543 social media facebook technology
shared by Katy Cooper on 04 Nov 12 - Cached
  • In true problem-based learning format, the science teacher asked a group of eighth graders at his school to pick a problem in their local community and solve it.
  • They picked Buffelgrass
  • they weren't sure how to spread the word of its horrors. One student declared that they "needed to get the word out." After all, "knowledge is power." Which was when they decided to create a Facebook page devoted to the threat.
  • ...2 more annotations...
  • They soon posted a a rap song on YouTube and using Facebook, the small group of grime fighters update on their progress in educating the nation about this ground cover of evil.
  • Using the social networking tools of our age, this one Tucson teacher and his small group of students began to educate politicians, farmers, and Facebook fans like me
  • Deborah Lyman on 04 Nov 12
     
    Heather Wolpert-Gawron discusses using Facebook in the classroom. She writes about the experience of a teacher who used Facebook in their classroom.
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Explain Everything™ - 0 views

explaineverything.com education technology resources Edtech541 learning tools teaching elearning digital
shared by w-j-lawrence on 28 Jul 15 - No Cached
  • w-j-lawrence on 28 Jul 15
     
    Explain Everything is a unique interactive screencasting whiteboard app being used by over 2 million students, teachers, leaders, and learners around the world. Engage and get inspired. Watch other people's explanations, videos, and projects made in Explain Everything.
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Multimedia Applications for the Classroom - 0 views

www.cited.org/index.aspx education technology resources Edtech541 learning web2.0 tools teaching elearning digital
shared by w-j-lawrence on 27 Jun 12 - Cached
  • Melodie Worthington on 02 Mar 15
     
    A site which gives a lot of great information on multimedia and hypermedia uses in the classroom, as well as many informational resources.
  • w-j-lawrence on 28 Jul 15
     
    There is a clear disconnect between the media students are accustomed to using outside the classroom and the media they predominantly use within the classroom. Students spend copious amounts of their free time socializing, shopping, and even studying on the Internet, where they are flooded with text, images, video, animation, and sound in what is a complex multimedia environment.
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Education 2020 - 0 views

www.education-2020.wikispaces.com/connectivism #EdTechSN Edtech543 tools resources
shared by courtneykaul on 03 Sep 15 - No Cached
  • courtneykaul on 03 Sep 15
     
    This site is complete with Siemen's Principles of Connectivism and offers several videos and Power Points by Stephen Downes explaining various elements of personal learning environment.
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Technology Integration Matrix - 6 views

fcit.usf.edu/index.php education technology resources learning integration
shared by caaskin on 01 Jul 15 - No Cached
  • caaskin on 01 Jul 15
     
    This is one of my favorite resources for educational technology. Includes examples of videos and a matrix of key indicators of levels of technology integration in classrooms.
  • anonymous on 01 Jul 15
     
    Thank you for this resource! When deciding to use technology, I struggle with efficiency vs effectiveness. Bu using the matrix, I can now frame my analyses in terms of "to what extent" does the tool meet student needs.
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The End of Isolation - 11 views

jolt.merlot.org/...alderton_0911.htm twitter research pln EdTech543 network
shared by Cassie Davenport on 03 Jul 15 - No Cached
  • Cassie Davenport on 03 Jul 15
     
    The study in the paper was interesting as it looked at K-12 educators and their use of Twitter to research, relate and form PLNs. Twitter and other social medias have allowed teachers to form networks that are specific to their needs and wants in terms of their own professional growth. In the "End of Isolation" the researchers findings touched on the fact that "over 82% of the time, the educators in this study chose to follow other educators or content experts related to their field of teaching so they were able to create a personal learning network meaningful to their professional needs." Now I just need to work with teachers at my school site to help them realize the individualized professional potential!
  • ...5 more comments...
  • loganwillits on 04 Jul 15
     
    Cassie- This is a really neat resource in which actual data has been accumulated and presented for teachers and their use of a social networking website. It was interesting to look at the numbers behind the ten educators that they chose and see them present some other general findings. I think the "Benefits" section towards the end of the article hits the goals of any social network precisely: 1) Access to Resources, 2)Supportive Relationships, 3)Increased Leadership Capacity, and 4)Development of a Professional Vision. IF you get into these tools to become a better educator, then I feel those are four visions that you set out to fill by utilizing the networking/technology.
  • cbjohnsrud on 04 Jul 15
     
    This is a great resource to use to support the research behind using Twitter as an educator. I think the title of the article says it all. As the only social studies on my campus, I have learned to reach out to other teachers using social media. The end of the article brings up some interesting points regarding professional development and Twitter. Research says that teachers need more than just a "one stop shop" when it comes to any professional development, and that they need time to reflect, question, and practice. I would argue that Twitter allows for exactly that. Having a community of teachers to come back to in order to reflect on a teaching experience and/or ask for support provides a safe place to do just that.
  • Elizabeth Wood on 05 Jul 15
     
    Cassie, this was a very interesting research article that presented actual statistics and information on how teachers utilize social media, specifically Twitter. It was very informative and discussed the uses of twitter beyond just being a social outlet.
  • Renee Phoenix on 05 Jul 15
     
    This was indeed an interesting research project. It was nice to see that there were so many collaborations that were spawned through Twitter connections. Most of the teachers said they were able to exchange information or resources at a professional level, but I was surprised by how many continued the conversation at a social level also.
  • Rob Johnson on 05 Jul 15
     
    I feel like this resource has a lot of valuable information. I am very interested in learning to use Twitter as a form of PLN using Twitter and this resource seems to show the value in that. In addition, I liked the research study approach to this article.
  • caaskin on 06 Jul 15
     
    This study underscored the benefits of Twitter for the educational community. The article shared the advantages to new teachers in particular, where one participant stated it changed her vision and practice in the classroom. Very powerful!
  • Megan Gooding on 06 Jul 15
     
    Of all the resources I have read thus far on PLNs, this particular article forced me to think deeper and reconsider my interpretation of this concept. First of all, I found that the article provided a picture of the quality of interaction that can occur within Twitter. The data collected by researchers provides an in depth look at Twitter as a PLN - a feat that few other resources I have read have accomplished. By detailing the amount, quality, and type of interactions and connections, a tangible conception of a PLN emerges, even for someone who has little to no experience with Twitter. Of the 10 surveyed, a majority of their connections and tweets were professionally related. According to Nussbaum-Beach (video I posted), the difference between a PLN and a CoP is the familiarity of the people and the connection to an idea or problem. However, this study provides a different perception of a PLN that is largely professionally based with strong two-way connections. These conclusions made me wonder if it is possible for facets of a PLN on Twitter to transform into a CoP. Further, at what point can one argue that a PLN has successfully transform into a virtual CoP? Thanks for sharing. This was an excellent read!
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Online Timer - 0 views

www.timer-tab.com education technology resources tools
shared by normanpeckham on 12 Sep 15 - No Cached
  • normanpeckham on 12 Sep 15
     
    Web App: Online Timer Countdown + Online Alarm Clock + Online Stopwatch Timer-tab is a website that allows teachers and students to manage their time in class. This site has a built-in countdown, alarm clock and stopwatch. The background of the timer can be changed via any image URL, and YouTube videos can be embedded and will play once time is up.
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Screencast-O-Matic - Free online screen recorder for instant screen capture video sharing. - 0 views

www.screencast-o-matic.com education technology resources tools web2.0
shared by normanpeckham on 03 Oct 15 - Cached
  • normanpeckham on 03 Oct 15
     
    Online screen recorder for one-click recording for free.
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Screencast - 0 views

www.screencast.com/ tools
shared by Morgan Marks on 29 Jan 10 - Cached
  • Morgan Marks on 29 Jan 10
     
    A place to upload, manage, and share videos, images, presentations and documents.
1More

Building Language for Literacy - 2 views

teacher.scholastic.com/...index.htm technology education resources tools curriculum
shared by Judy Sweetman on 14 Mar 10 - Cached
  • Judy Sweetman on 14 Mar 10
     
    This site, created by Scholastic, is jammed with activities for students and teachers. I personally like the authors and illustrators page, on which students can view videos about authors, and participate in writing workshops where authors give students tips on how to improve their writing in a specific genre.
1More

Biomes of the World - 2 views

www.thewildclassroom.com/biomes technology education resources tools learning web2.0 curriculum integration
shared by Judy Sweetman on 16 Mar 10 - Cached
  • Judy Sweetman on 16 Mar 10
     
    This site has the most information of any of the sites I found. In addition to text and photographs, there are also videos, lesson plans, and information about the scientists who study the biomes.
1More

Educational Uses of Digital Storytelling - 2 views

digitalstorytelling.coe.uh.edu/index.html digital storytelling
shared by Tammy Price on 15 Mar 10 - Cached
  • Tammy Price on 15 Mar 10
     
    This is a great tool for students to work individually to research, report & respond to a particular topic. Projects can also be done collaboratively. You can integrate photos, videos, audio and more to share a story about ANYTHING!!
1More

AT Blogs & Wikis: text, images, music, video | Glogster - 2 views

atlady.glogster.com/AT-Blogs-Wikis assitive technology education resources learning tools digital
shared by Patricia Smeyers on 22 Apr 10 - Cached
  • Patricia Smeyers on 22 Apr 10
     
    Found this when searching assistive technology and thought it may be useful for some this week.
1More

The Khan Academy - 0 views

www.khanacademy.org education technology resources web2.0 tools learning curriculum digital
shared by Kristin Ewing on 22 Sep 11 - Cached
  • Kristin Ewing on 22 Sep 11
     
    Topics covered from very basic algebra all the way through algebra II. This is the best algebra playlist to start at if you've never seen algebra before. Once you get your feet wet, you may want to try some of the videos in the "Algebra I Worked Examples" playlist.
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Yokto - Video From Anywhere, To EveryWhere - 0 views

www.yokto.tv technology tools
shared by Susan Weitzman-Trifman on 25 Sep 11 - No Cached
  • Susan Weitzman-Trifman on 25 Sep 11
     
    A site where you can organize playlists from various web hosting sites such as Slideshare, youtube, etc.
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Quips - 0 views

qwips.com technology tools web2.0 voice recording
shared by Susan Weitzman-Trifman on 03 Oct 11 - No Cached
  • Susan Weitzman-Trifman on 03 Oct 11
     
    At this site you can make a 30 second audio recording that you can share online. You can also connect your recordings to a photo or video elsewhere on the web, i.e. Facebook, a blog, etc.
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Screencast-O-Matic - Free online screen recorder for instant screen capture video sharing. - 1 views

www.screencast-o-matic.com
shared by lisanebe on 26 Aug 14 - No Cached
  • lisanebe on 26 Aug 14
     
    Screencast-O-Matic is my favorite online screen casting tool. It is easy to use and allows for longer recordings. It is great for demonstrations or to answer math questions that are difficult to type out in an email.
1More

Movie quotes and associated video clips - 1 views

quotacle.com education technology movie quotes Web2.0 teaching tools
shared by Rick Hernandez on 05 Aug 14 - No Cached
  • Rick Hernandez on 05 Aug 14
     
    Great site to use as a starter or attention grabber. Find movie quotes and the clips associated with quote for use in you class.
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