Skip to main content

Home/ EDTECH at Boise State University/ Group items matching "qualified" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Dave Mulder

When Technology Does Not Support Learning: Conflicts Between Epistemological Beliefs and Technology Support in Virtual Learning Environments - ProQuest - 1 views

search.proquest.com.libproxy.boisestate.edu/...199903097

edtech543 PLE PLN web2.0 elearning

shared by Dave Mulder on 21 Jun 14 - No Cached
  • Dave Mulder on 21 Jun 14
     
    This article takes the provocative position that a PLN is *not* the best learning situation for all learners. The authors qualify this, however, explaining "when the technology used to support learning is designed to support a specific learning model, this can often lead to a compulsory learning process that users must follow to reach the course objectives." I am not entirely sure this is a bad thing, however; in formal learning situations, I think it makes sense to have clear objectives, assessments, and learning activities. In informal settings--such as personalized professional development for practicing educators, for example--this point might hold true. The authors explain that individuals' epistemological beliefs affect their willingness to learn in an informal (PLN-based) learning situation. Further, the authors believe that beliefs about the role of technology for learning will impact the learning that can occur in a PLN. I really agree with these ideas!
Cassie Davenport

Networked professional learning: relating the formal and the informal | Vaessen | Frontline Learning Research - 3 views

journals.sfu.ca/...177

PLN network EdTech543

shared by Cassie Davenport on 01 Jul 15 - No Cached
  • These informal networks help teachers to deal with the increasing complexity of their work
  • most of what professionals learn is learnt informally
  • Professional learning has proven to drive organisational learning and innovation
  • ...21 more annotations...
  • In spite of the proven importance of informal networks, professional development of teachers is almost invariably approached in a largely formal manner
  • an be remedied by aligning formal and informal learning processes through networked learning.
  • both forma
  • hybrid form
  • informal learning activities are recognised and promoted 
  • We have argued the importance of informal networked learning
  •   What are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? ·         How can networked learning be positioned in the most optimal way?
  • non-linear ongoing process rather than as an outcome of linear, one-off training events
  • he way they learn
  • gate-keepers, facilitators or
  • there must be trust
  • When personal responsibility takes the form of accountability toward control from superiors or school inspection, spontaneous learning processes can be impeded
  • management gets involved
  • loss of motivation
  • School principals are important agents
  • interest t
  • as barriers
  • Learning mechanisms: what we have seen in the literature indicates that networked learning is a natural activity through which professionals develop their expertise, in addition to participating in formal learning procedures. This form of professional development is a continuous process. Networked learning is often directly related to work practices and promoting it has proven to be effective to enhance the learning process.
  • Issues of trust, freedom of choice, and willingness to share and connect are intrinsically motivated
  • how can networked learning be positioned in the most optimal way?
  • Keypoints
  • Cassie Davenport on 01 Jul 15
     
    This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 
  • Megan Poindexter on 01 Jul 15
     
    Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.
Janice Bezanson

Book Share - 0 views

www.bookshare.org

shared by Janice Bezanson on 21 Mar 11 - Cached
  • Janice Bezanson on 21 Mar 11
     
    Books without boundaries - free for students with qualifying disabilities.
chrisdenny

Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning - 5 views

www.irrodl.org/...1664

edtech543 resources Connectivism web2.0 education

shared by chrisdenny on 23 Jun 13 - No Cached
  • scott hogan on 23 Jun 13
     
    This article proposes that connectivism should not be considered a learning theory, and that it only is given so much attention because of the role it plays in the emerging area of MOOCs. The author looks at theories available to educators that can be valuable in modern education.
  • ...10 more comments...
  • Jason Marconi on 06 Sep 13
     
    Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118. Unlike the other articles I've discussed regarding Connectivism Frances starts by detailing the world Internet market. Which is an interesting starting point because in order for Connectivism to be a qualifying learning theory for everyone, the actual "connection" part must be prevalent. This is the first article that draws attention to the potential digital divide that could keep some countries and regions from the potential benefits of Connectivism. From his subtle inclusion of what can be read as the digital divide, he details the history of sharing on the Internet, and the general practice of sharing the Internet in itself has created. I also like that Frances describes Connectivism as a learning theory not looking to take over past practices but collaborate with them. This was an important note compared to the other articles I read that were determined to sell Connectivism as the all or nothing approach towards the future of web 2.0 in learning either for or against. Finally Frances discusses Connectivism role in research and those looking for a more fundamental understanding of research done on Connectivism and regarding Connectivism. The author tackles both topics with great research backing up all scenarios and discussions.
  • Erin Horie on 08 Sep 13
     
    Is connectivism a real learning theory? This article explores the theory through different aspects of the digital era and how other learning theories (i.e. behaviorism, constructivism) are observed through various scenarios involving technology.
  • Jessica Rouse on 08 Sep 13
     
    This is a very interesting article. I like reading more about connectivism because for some reason I find it difficult to understand. It questions whether connectivism should be considered a learning theory.
  • Katelyn Conner on 08 Sep 13
     
    This article provides some great background on the theory of connectivism: its beginnings, major influencers, and basic principles. The article goes on to question whether connectivism alone is enough to answer all of the questions regarding how best to reach students in the technology-abled classroom. The article provides 5 scenarios to tackle the question, and offers some thought-provoking findings.
  • Betty Clevenger on 09 Sep 13
     
    Like many other educational articles, this writer questions whether connectivism deserves a place as a learning theory in its own right. Bell discusses the growing use of the internet as a classroom and how connectivism applies. He also discusses connectivism as a phenomenon versus a learning theory.
  • Kara Paula Godfrey on 09 Sep 13
     
    Connectivism: Frances Bell explores theories in technology-enabled learning. Bell states, in 5 different scenarios, that it is proven that with our global society we should keep researching how to improve connections and learn from the past. Not all countries or people are equal when it comes to technology.
  • danielbmc on 23 Jun 14
     
    This 2011 journal article discusses how researchers can bring more rigor to research into Connectivism to counter the claims of some analysts that insist the concept lacks true academic support. Their final results indicate that Connectivism alone can not be a theory for education, but instead needs to work in congruence with other theories. A wide variety of reasons from personal preference to funding will influence which theories we use. As technology expands, so does research.
  • Rob Johnson on 04 Jul 15
     
    This article examines connectivism and its role as a learning theory in the digital age. It explains the principles of connectivism and provides scenarios that connectivism could help in an educational setting.
  • cbjohnsrud on 04 Jul 15
     
    There is significant debate as to whether or not connectivism is a stand alone learning theory. While the data does not fully support connectivism as separate and distinct learning theory, there is considerable support for it a a learning phenomenon. The author of the article emphasizes the connected world in which we live has evolved, and therefore, has influenced the manner in which people learn.
  • klauritsen on 31 Aug 16
     
    From the development of the internet to present day, using technology for informational purposes and learning development continues to grow and become more common. Connectivism supports the theories that learning occurs as a more intrapersonal experience and occurs while the learning creates information and deeper understandings. This resources presents the development of technology as a cause for a new view of learning and education.
  • chrisdenny on 02 Sep 16
     
    The article discusses connectivism and its use in MOOCs and the detractors of the learning theory. There are two definitions of connectivism - one as the learning theory and one that critics of the concept would prefer. The article also includes several scenarios that explain ways that instructors can use connectivism in their classrooms, if they have access to the different required resources.
  • Terrence Shaneyfelt on 02 Sep 16
     
    This was an interesting article to read and to contemplate their arguments on whether connectivism is a theory or not.
J Matibag

Part of it All: The High School Musical as a Community of Practice - 3 views

www-usr.rider.edu/...hool_Community_of_Practice.pdf

musical Edtech543 communityofpractice education

shared by J Matibag on 30 Jun 15 - No Cached
  • Melodie Worthington on 30 Jun 15
     
    A great article on how high school musicals qualify as communities of practice. Impacts are shown beyond the "stage" and onto personal development, family, and work ethic.
  • J Matibag on 11 Jun 16
     
    Ryan John is an elementary and middle school music and theatre teacher in New York City. In this case study, he examined how the community of practice formed in a musical theater group impacted their personal development.
Ashley Eivins

Connectivism: Learning Theory of the Future or Vestige of the Past? - 2 views

http://www.irrodl.org/index.php/irrodl/article/view/523/1103 This not so brief article of connectivism provides a large amount of background information on learning theories and discusses whether o...

education learning edtech543

started by Ashley Eivins on 19 Jun 13 no follow-up yet
1 - 7 of 7
Showing 20▼ items per page