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The Ideals and Reality of Participating in a (connectivist) MOOC - 0 views

eprints.port.ac.uk/...of_Participating_in_a_MOOC.pdf MOOC Siemens Downes Connectivism edtech543
shared by mike pennella on 24 Jun 14 - No Cached
  • mike pennella on 24 Jun 14
     
    One of our readings discussed a 2008 graduate online course in educational technology (EC&I 831) that was one of the first to translate connectivist principles into practice. Shortly thereafter, the leaders of connectivism, Siemens and Downes, moderated a similar class (CCK08) as a MOOC with thousands of participants. This article documents both the successes and struggles associated with the CCK08 MOOC.
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Personal Learning Environments-the future of eLearning? - 5 views

scholar.google.com/scholar technology education digital
shared by Cody Peacock on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    Go to the first option, it is the article written by Attwell. This article gives a summary of what a personal learning environment and it's benefits. This article gives good examples of what a PLE and how it works as well as some history and theoretical background.
  • ...2 more comments...
  • Emmett Wemp on 22 Jun 14
     
    I think this article does a good job of showing how Professional Learning Networks can be a great tool when looking for ways to implement deeper learning. With the Common Core, it is expected that students will know how to network and how to use the networking for their benefit.
  • Ryan McDonough on 22 Jun 14
     
    Great article to bookmark. This generation is definition heading the way of needing PLNs as a requirement because of their numerous advantages. Just from a social aspect, students can learn so much more within a PLN. http://senior.googlecode.com/files/media11561-1.pdf
  • Tsisana Palmer on 22 Jun 14
     
    Great read! Totally agree that while life long learning is nothing new, technology brings it to a different level (even though the focus of the article was on education rather than the technical aspect.) I also found interesting the discussion on new approach to assessment (the traditional one on the outcome vs. the new one on the competencies for such an outcome.) Some food for thought!
  • Jennie Finafrock on 22 Jun 14
     
    Great article! I liked how the article defined PLNs and gave ways to use them for deeper understanding and engagement. I used to teach an introductory tech course at our local high school and I will be speaking the the teacher and sharing this article with him. I feel that the benefits of students using PLNs is limitless.
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Developing Understanding of the Idea of Communities of Learners - 1 views

ase.tufts.edu/...ff-DevelopingUnderstanding.pdf communities of practice communities of learners rogoff edtech543
shared by mike pennella on 24 Jun 14 - No Cached
  • mike pennella on 24 Jun 14
     
    The Encyclopedia of Informal Education entry on communities of practice referenced an innovative school in Utah experimenting with CoPs; this article details the researcher's experiences. The article suggests that the CoP approach represents neither the instructor directed or student directed approach to education that most people in Western culture are familiar with, and thus is often met with initial resistance.
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Using mLearning and MOOCs to Understand Chaos, Emergence and Complexity in Education - 3 views

www.irrodl.org/...1046 MOOC Connectivism edtech543 mobile learning
shared by kooloberlander on 24 Jun 14 - No Cached
  • kooloberlander on 24 Jun 14
     
    This is a case study of a six week MOOC on mobile learning. This case study focuses on connectivist learning inside an open course that is self-organizing. And includes internal diversity, internal redunacny, neighbor interaction and decentralized control.
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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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(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.
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Open Educational Resources and Collaborative Content Development - 1 views

www.inacol.org/...Collaborative_Guide_v5_web.pdf technology resources community collaborative elearning
shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    iNACOL just released this new report as a guide for K-12 districts. The report outlines best practices in collaborative content development for online courses and resources, and then making those resources available to all other districts. The idea behind open educational resources is to create a community that shares ideas and builds upon the work of each other.
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Education 3.0: Getting to Know the Brain - 0 views

www.wired.com/...-3-0-getting-to-know-the-brain #EdTechSN Education 3.0 brain based learning Patterns of Learning
shared by timrstark on 04 Sep 15 - No Cached
  • timrstark on 04 Sep 15
     
    This Wired article was about how Education 3.0 can be most effectively leveraged if educators have a good understanding on how the brain learns. Keeping in mind what learners care about, giving them the ability to place their learning in context, and allowing students to identify patterns of knowledge (think making connections in neural pathways) all can expand upon the the experience of learners in a course.
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Places to Go: Connectivism and Connective Knowledge - 2 views

nsuworks.nova.edu/...viewcontent.cgi Connectivism EdTech543 elearning
shared by Elizabeth Wood on 05 Jul 15 - No Cached
  • Elizabeth Wood on 05 Jul 15
     
    This article, for Innovate: Journal of Online Education, was written by Stephen Downes. It discusses connectivism as implemented in an online course Connectivism and Connective Knowledge, lead by Downes and George Siemens.
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Overview of Connectivism - Dr. George Siemens - 0 views

www.youtube.com/watch EdTech543 resources connectivism networking
shared by Megan Gooding on 04 Jul 15 - No Cached
  • Megan Gooding on 04 Jul 15
     
    In this video, Dr. George Siemens provides a brief description of connectivism. He shares a number of practical examples of social knowledge sharing and building, several of which led him to publish the 2005 paper on connectivism (located in the Module 1 Resources of this course). Three levels of knowledge-building including biological, knowledge reconciliation, and networked processes are also discussed.
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The Integration of Personal Learning Environments & Open Network Learning Environments - 2 views

search.proquest.com.libproxy.boisestate.edu/...958639673 #EdTechSN Connectivism Open Network Learning Social Network Learning
shared by timrstark on 06 Jul 15 - No Cached
  • Christopher Higgins on 06 Jul 15
     
    This article addresses the many challenges of setting up a Personal Learning Environment. The article also discusses the many benefits and various modes of collaboration and online discussion forums.
  • timrstark on 04 Sep 15
     
    This article is about how learning management systems can be set up to encourage the development of Personal Learning Environments and connectivist learning. Currently many LMS are not developing students who are reaching their potential in creativity and autonomous learning. The large limiting factor in this include lack of student or even instructor knowledge of tools within an LMS. This is creating students who are dependent on the resources available within their LMS rather than capable of finding their own resources to guide their learning. When designing an online course it is crucial that students have the opportunity to discuss their learning and to share resources among each other.
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Personal Learning Networks - 8 views

www.pinterest.com/...personal-learning-networks Edtech543 tools resources learning
shared by Heather Berlin on 29 Jun 15 - No Cached
  • Jennifer Frost on 29 Jun 15
     
    This is a link to a Pinterest Board regarding Personal Learning Networks by Eric Sheninger, I found the information very helpful and fun. I love looking at pictures to understand concepts! EDTECH543 Personal Learning Network
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  • Elizabeth Wood on 05 Jul 15
     
    Hi Jennifer, I never thought to look at Pinterest for anything like this but after seeing this resource I'll definitely keep it in mind! Great find, Pinterest is such as easy way to compile and share information and resources and this one has a lot of good links!
  • Renee Phoenix on 05 Jul 15
     
    Nice find Jennifer! I'm so much more into browsing a Pinterest page for resources. This delivery method is giving me ideas for my next Teaching Online course I will facilitate at Pierce. It's funny how first impressions of a newer app makes some thing that it wouldn't be useful in a learning environment. But Pinterest is just an easy way to curate any kind of information.
  • caaskin on 06 Jul 15
     
    So many resources, so little time... Its great to have so many of these resources in one place. The images definitely help determine which resource to investigate first.
  • tygrogan on 07 Jul 15
     
    This is a nice resource! Never would have guessed 5 years ago that I would be looking at Pinterest as a resource for a class. As you mentioned, it's nice to view pictures to help process and understand a concept, much like the project we completed to tie all of these topics together. Thanks for the post!
  • Christopher Higgins on 07 Jul 15
     
    I signed up for Pinterest last year but rarely touched it once the school year started. This was a great reminder of it's usefulness and incredible depth of resources that are out there. Thanks for the reminder.
  • Heather Berlin on 07 Sep 15
     
    This is a Pinterest source used for PLNs that offers numerous resources for educators and personal learning networks.
  • Innovative Educator on 08 Sep 15
     
    I have yet to get into Pinterest, feel it might be a black hole for me. These are some great PLN pins. The images alone give you a good idea of ways you can build your PLE.
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Learn Spanish, French or Other Languages Online - Babbel.com - 0 views

uk.babbel.com/?locale=en_GB web2.0 teaching learning tools education technology resources digital elearning
shared by w-j-lawrence on 11 Aug 15 - No Cached
  • w-j-lawrence on 11 Aug 15
     
    Babbel is the new way to learn a foreign language. The comprehensive learning system combines effective education methods with state-of-the-art technology. Interactive online courses will improve your grammar, vocabulary and pronunciation skills in no time. You'll make fast progress and have fun doing it.
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American College of Education's Ed Tech Program - 0 views

www.ace.edu/et_courses.asp
shared by Linda Deneher on 30 Jan 10 - Cached
  • Linda Deneher on 30 Jan 10
     
    This Masters program in Educational Technology has course descriptions that rarely include references to their students learning how to use technology.
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Logic Simulator - 0 views

www.plc-course.com/...lc-ladder-logic-simulator.html tools simulation
shared by Tony H on 12 Feb 11 - No Cached
  • Tony H on 12 Feb 11
     
    Have your students design, create, and test logic diagrams without the need of a breadboard or other electrical equipment. They can see in real time the effects of applying or removing power to gates.
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Librarians Who Lead - 0 views

www.districtadministration.com/viewarticle.aspx librarians DistrictAdministration
shared by anonymous on 15 Mar 11 - No Cached
  • Instead of investing in scads of state-of-the-art computers and expensive commercially produced courseware, she says, the school district has made a remarkable investment in the high school’s human resources.
  • Luhtala and other members of the high school’s Information and Communication Technology team have woven Moodle, the free, open-source, online course management software, into the curriculum.
  • We have six years’ worth of analysis of annotated bibliographies, which we consider the hallmark of higher-order thinking— evaluation of reading, as opposed to regurgitation.
  • ...4 more annotations...
  • there was an improvement on the annual Connecticut Academic Performance Test.”
  • “We work with a fair amount of data to measure student learning in information and communication technology. We also rely on emerging technology to communicate and collaborate with students and teachers.”
  • The library media center’s home page entices students, teachers and parents to click on a colorful lineup of icons familiar to everyone who enjoys connecting via social media: Facebook, YouTube, Twitter, Google, and VoiceThread, which the library has been using to promote book chats and reading for pleasure. Luhtala also regularly posts instructional videos on the Web for students and teachers.
  • “A librarian today is a facilitator and a leader for the teachers, for curricular learning, for interdisciplinary instruction, and is also a professional development person,” Luhtala says. “But we’re still school-based teachers. And it’s actually kind of beautiful. We like it just that way.”
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Thousands of Free Lesson Plans and Educational Resources for Teachers | Verizon Thinkfi... - 0 views

www.thinkfinity.org education technology resources
shared by Robin Nappi on 25 Sep 11 - Cached
  • Robin Nappi on 25 Sep 11
     
    Learn about creating classroom rules for diverse groups. This two-week online course helps participants learn how Thinkfinity's social network can benefit educators. (one graduate credit) Iron Worker's Hard Hat, National Museum of American History, Smithsonian Institution. Experience the events of September 11, 2001.
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How Teachers Are Learning: Professional Development Remix | EdSurge Guides - 7 views

www.edsurge.com/...professional-development-remix pln
shared by alexisseidl on 04 Sep 14 - No Cached
  • alexisseidl on 04 Sep 14
     
    This resource is an image that shows the comparison between professional development for teachers in the past and currently through the use of profession learning networks.
  • ...3 more comments...
  • Sarah Baughman on 04 Sep 14
     
    I LOVE this resource. It combines my assistantship, which has to do with professional development, and my online 543 course. It is perfect and really fun. Thank you for posting!
  • Ross Craycraft on 05 Sep 14
     
    Very cool resource. Great image and different approach to PLN. Great resource and find.
  • Cheronne Edwards on 08 Sep 14
     
    Great infographic! It really summarizes the shift PD could make if open to utilzing technology.I bookmarked the site and I will keep this in mind for the next time I do PD sessions.
  • andrewmacrae on 08 Sep 14
     
    I love this as I am a very visual learner. A great graphic - focus on the support, learn, engage and measure, and as a teacher who works in an international school the concept of PD is truly global. Excellent. Thanks Alexis -PLN buddy.
  • bluejayteacher on 08 Sep 14
     
    Solid graphic and one that actually focuses on teachers. A lot of the resources I found used businesses or government bodies as examples, but this is obviously more pertinent. Nice find.
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