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Diane Gusa

Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 0 views

michaelhaenlein.com/...0of%20the%20world,%20unite.pdf

presence web 2.0

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Diane Gusa on 25 Jun 12
     
    Social presence is influenced by the intimacy (interpersonal vs.mediated) and immediacy (asynchronous vs. synchronous) of themedium, and can be expected to be lower for mediated (e.g., telephone conversation) than interpersonal (e.g., face-to-face discussion) and for asynchronous (e.g., e-mail) than synchronous (e.g., live chat) communications. The higher the social presence, the larger the social influence that the communication partners have on each other's behavior. Closely related to the idea of social presence is the concept of media richness. Media richness theory (Daft & Lengel, 1986) is based on the assumption that the goal of any communication is the resolution of ambiguity and the reduction of uncertainty. It states that media differ in the degree of richness they possess--that is, the amount of information they allow to be transmitted in a given time interval--and that therefore some media are more effective than others in resolving ambiguity and uncertainty. Applied to the context of Social Media, we assume that a first classification can be made based on the richness of the medium and the degree of social presence it allows. With respect to the social
Diane Gusa

5 Free Online Courses For Social Media Beginners | Edudemic - 0 views

edudemic.com/...ses-for-social-media-beginners

social media courses beginners

shared by Diane Gusa on 29 May 13 - No Cached
  • Diane Gusa on 29 May 13
     
    You don't always have to reinvent the wheel.
Kristie Rushing

Integrating Social Media into Online Education - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...al-media-into-online-education

shared by Kristie Rushing on 04 Jul 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 04 Jul 13
       
      This artilce has some great ideas for incoperating social media into online courses.
Doris Stockton

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

ascilite.org.au/...drexler.html

shared by Doris Stockton on 21 Jun 13 - Cached
  • Personal learning suggests learner autonomy and increased self regulation (Atwell, 2007; Aviram et al., 2008). However, increased responsibility and control on the part of the learner do not necessarily equate to learner motivation (Dede, 1996). Students engaging in networked learning research must be more self-directed. Not only are they navigating a number of web-based applications for the first time, they are also required to take an active role in the learning process by making decisions about how to search, where to search, and why certain content meets a learning objective.
  • Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning (Beaudoin, 1990; McLoughlin & Lee, 2010).
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006). "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
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  • Figure 1: The Networked Teacher (Couros, 2008)
  • ouros (2008) developed a model of the networked teacher that represents an educator's professional personal learning environment (PLE). A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand. The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • Networked teacher model
  • In a traditional classroom setting, the teacher has primary control over the content. He or she selects or designs the curriculum. Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
  • Figure 2: The Networked Student
  • The networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003). Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge" (Larochelle et al., 1998).
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003)
  • Developing a model of the networked student The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
  • That connection expands to include access to resources and creative artifacts. Computers and mobile devices continue to broaden access to all types of information and learning sources. As quickly as content becomes available, web applications are released to assist in the management of that content
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom
  • With so much information to manage, it is increasingly difficult to stay abreast of changes in a given field, much less track implications arising from related fields. Really Simple Syndication (RSS) allows learners to subscribe to changing content and makes tracking changes easier.
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
  • Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding. Learning potential exists in what the student does with the compilation of content and how it is synthesised. The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169).
  • Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base.
  • Nine out of 15 students indicated that time management was the most difficult aspect of the course. Yet, of the fifteen students participating in the project, thirteen were able to manage weekly assignments per the schedule. Two students fell behind and expressed frustration at the amount of work required to catch up. Teacher intervention was required to facilitate their successful completion of the course. They were given a daily list of tasks designed to scaffold the time management aspects of the project. Time management issues were less associated with construction of the personal learning environment and more concerned with the blended format of the delivery. It was an adjustment for students to manage work outside of class even though they enjoyed the freedom of attending a formal class meeting only 3 out of 5 days a week.
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning (McLoughlin & Lee, 2010). Motivation, self direction, and technical aptitude are key considerations for implementing a networked student design. The students constructing personal learning environments in this test case were successful in the contemporary issues course.
  • spite of the challenges highlighted above, the Networked Student Model offers a design and framework through which teachers can explore a student-centered, 21st century approach to learning. It further provides a foundation for constructing a personal learning environment with potential to expand as new learning avenues emerge. The student is challenged to synthesise diverse and extensive digital materials, connect to others interacting in respectful and meaningful ways, self-regulate an active approach to learning, and develop an option for life long learning that applies to virtually any curricular area. Once a student has learned how to construct a personal learning environment, he or she is left with a model of learning that extends beyond the classroom walls, one in which the learner assumes full control. Regardless of teacher control, the students' success will depend on how well they have been prepared in the processes that support learning in an ever changing, increasingly networked world.
  • Doris Stockton on 21 Jun 13
     
    I have highlighted many sections that pertain to student centered online learning.
Doris Stockton

Student Learning Through Social Media | Taylor | Journal of Sociological Research - 0 views

www.macrothink.org/...2136

social media student learning

shared by Doris Stockton on 29 Jun 13 - No Cached
  • Doris Stockton on 29 Jun 13
     
    This was another article I found during conducting research for module 3's discussions.  I didn't cite it but I am going to share it anyway.
Doris Stockton

The 'Facebook' effect: college students' perceptions of online discussions in the age o... - 0 views

dspaceprod.georgiasouthern.edu/...5403

online learning social media facebook

shared by Doris Stockton on 29 Jun 13 - No Cached
  • Doris Stockton on 29 Jun 13
     
    I didn't use this to cite in my speak out discussion but I found it a little interesting so I thought I would share it.
Diane Gusa

Education-2020 - Who is the Teacher? - 1 views

education-2020.wikispaces.com/Who+is+the+Teacher%3F

teacher online blog resource

shared by Diane Gusa on 15 Jun 12 - No Cached
  • In the video to the left teachers give a vision of 21st Century teachers. They are teachers who use Web 2.0 tools to facilitate social and collaborative learning.stress the importance of a global community and a community of learninguse interactive multimedia to engage studentsstress the development of critical thinking and problem solving skills in their studentshave their students construct their own knowledgehave students connect, communicate and create through multimedia projects using wikis, blogs, social media toolsuse differentiated instruction for different learning styleshave their students interact with others locally and globallyencourage students to be comfortable with uncertainty and nurture global confidenceprepare their students for the future not the past
Doris Stockton

https://www.wdhstore.com/hispanic/data/pdf/nov29-howsocial.pdf - 0 views

www.wdhstore.com/...nov29-howsocial.pdf

social media online learning

shared by Doris Stockton on 29 Jun 13 - No Cached
  • Doris Stockton on 29 Jun 13
     
    I cite this article in Module 3 speak out discussion forum.
Doris Stockton

"Learner Satisfaction in Online Learning: An Analysis of the Perceived " by Jeffery C. ... - 0 views

dc.etsu.edu/1115

online learning social media

shared by Doris Stockton on 29 Jun 13 - No Cached
  • Doris Stockton on 29 Jun 13
     
    I cite this article in my module 3 speak out discussion forum.
Diane Gusa

Should Information Literacy be reframed as a Metaliteracy … « Literacy News - 0 views

blog.lvanj.org/...-be-reframed-as-a-metaliteracy

shared by Diane Gusa on 07 Jun 12 - No Cached
  • Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy
    • Diane Gusa
      Diane Gusa on 07 Jun 12
       
      This speaks to us as online educators too.
Diane Gusa

The Digital Learning People | e-Learning through blogging - 0 views

toponlineuniversityreviews.com/blog

learning blogging

shared by Diane Gusa on 19 Jun 12 - No Cached
  • Top 50 Blogs for e-Learning Tools and Tips
  • Top 50 Blogs for e-Learning Tools and Tips
  • 25 Excellent Social Media Sites for Teachers
  • Diane Gusa on 19 Jun 12
     
    carol's site
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