Connectivism Individual processing of information gives way todevelopment of networks of trusted people, content andtools: the task of knowing is
offloaded onto the networkitself Siemens
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EBSCOhost: Online Collaborative Learning: Relating Theory to Practice - 0 views
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Abstract: Educational institutions have rushed to provide online courses; however, too often schools have discovered the difficulty in transferring effective teaching strategies in the classroom to an online environment. A unique aspect of quality online courses is how they rely heavily on effective collaboration to create a meaningful learning environment. Unfortunately, online instruction is not as simple as replicating the community atmosphere that is found in the traditional brick and mortar classroom. New strategies are demanded for the successful transfer of knowledge utilizing the Web. Investigating the pedagogical strategies of a program that promotes dialogue and collective intellect in a community model could benefit faculty designing courses. We will present a detailed case study using a mixture of quantitative and qualitative methods (including observation, focus groups, transcripts from synchronous and asynchronous discussions, surveys, and interviews) collected over a two-year span to identify perceptions of effective online collaboration and performance. Community formation, support, and sustainability are also explored. Examples are included that not only describe what participants perceive as enabling aspects of the support system but also ways in which educators can enhance program development by learning from other pioneers in this area.
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Chapter 4. Community: The Hidden Context for Learning | EDUCAUSE.edu - 0 views
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Pedagogical Appraches for Using Technology Literature Review January 11 FINAL 1 - 0 views
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Communities of enquiry Building on Wenger's notionof communities of practice,(higher) learning conceived interms of participation, withlearners experiencing social,cognitive and pedagogicaspects of community.Wenger, Garrison andAnderson
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E-learning, e-pedagogy New forms of learning andteaching are enabled andrequired by digitaltechnologies. Typically moreconstructivist and learner-led.Mayes and Fowler, Cronje
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onole, Dyke, Oliver and Seale (2004), have proposed a toolkit and model for mapping pedagogyand tools for effective learning design. They say "Toolkits are model-based resources that offer away of structuring users engagement that encourages reflection on theoretical concerns as well assupporting the development of practical plans for action (Conole & Oliver, 2002). The models thatform the heart of each toolkit consist of representations of a space, described in terms of qualities,in which theories or approaches can be described." They emphasise that "the descriptions of these
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Pedagogic Approaches to Using Technology for Learning - Literature Review 23 approaches reflect the beliefs of describer. These models are thus best understood as sharablerepresentations of beliefs and of practice, rather than as definitive account of the area" (p.18).The framework they propose consists of the following six components (p.22-23): Individual Where the individual is the focus of learning. Social learning is explained through interaction with others (such as a tutor or fellowstudents), through discourse and collaboration and the wider social context within which thelearning takes place. Reflection Where conscious reflection on experience is the basis by which experience istransformed into learning. Non-reflection Where learning is explained with reference to processes such asconditioning, preconscious learning, skills learning and memorisation (Holford, Jarvis, &Griffin, 1998). Information Where an external body of information such as text, artefacts and bodies of knowledge form the basis of experience and the raw material for learning. Experience Where learning arises through direct experience, activity and practicalapplication
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ormier proposes a rhizomatic model of learning in which a community can construct a model of education flexible enough for the way knowledge develops and changes today by producing a mapof contextual knowledge (p.4). In this model, curriculum is not driven by predefined inputs fromexperts; it is constructed and negotiated in real time by the contributions of those engaged in the
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Left hand side page by Lifelong Learning UK 24 24 learning process. This community acts as the curriculum, spontaneously shaping, constructing, andreconstructing itself and the subject of its learning (p.3).
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User:Arided/ParagogyPaper - Wikiversity - 0 views
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1. Context as a decentered center. "For learning design in a peer-to-peer context, understanding the learner's self-concept -- in particular, whether they see themselves as self-directed or not -- may be less important than understanding the concept of 'shared context in motion'." (See "Paragogy and basho", below.) 2. Meta-learning as a font of knowledge. "We all have a lot to learn about learning." 3. Peers are equals, but different. "The learner mustn't seek only to confirm what they already know, and must therefor confront and make sense of difference as part of the learning experience." 4. Learning is distributed and nonlinear. "Side-tracking is OK, but dissipation isn't likely to work. Part of paragogy is learning how to find one's way around a given social field." 5. Realize the dream, then wake up! "Paragogy is the art of fulfilling motivations when this is possible, and then going on to the next thing."
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The view of fluid social contexts advanced by Engestrom as a move beyond the traditional "communities of practice" view is quite compatible with the most famous peer production virtue, freedom (cf. ), which is what allows people to function in a distributed and nonlinear fashion relative to a learning or production "ecosystem". Star and Griesemer[16], on whom Wenger drew heavily as he was developing the idea of community of practice[17], describe their view as "ecological". One key difference between Star/Wegner on the one hand and Engestrom on the other has to do with the nature of boundaries. In the community of practice view, boundary objects exist to effect translations or initiations. In Engestrom's view, attention is drawn to boundaries that remain in flux (via an ongoing process of co-configuration) or which are blurred (e.g. by a blurring of consumer and producer roles).
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the modules must be small in size (noting that heterogeneous granularity will allow people with different levels of motivation to collaborate by contributing smaller or larger grained contributions);
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basho ("shared context in motion") can help us think about how a context constrains or supports different types of (inter-)actions, and also about how we (re-)shape the contexts we find ourselves in.
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e encourage the research community to test our ideas in practice of various forms. Some ideas for paragogical design include: Establish a group consensus for expectations/goals/social contract of the course and how each of them should be evaluated at its conclusion. Have learners designate learning goals that they then commit to stick with. Formalize a process for assisting peers (e.g. responding to questions, giving feedback on publicly posted work). Develop explicit pathways for learner feedback to translate into changes to the learning environment
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Instructional Strategies for Online Courses - 0 views
www.ion.uillinois.edu/...instructionalstrategies.asp
teaching instructional strategies online courses module elearning web2.0 discussion education
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Because the online environment facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
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Because the online environment facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
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Evolution of Technological Design and Pedagogy in an Online Learning Community - Google... - 0 views
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Lost in Translation: Importance of Effective Communication in Online Education - 0 views
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Technology and Education Online Discussion Forums: It's in the Response - 0 views
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participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
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hey construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states.
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This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information.
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his involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge
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The discussion forum makes active participation by all students the price of citizenship within this learning community.
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Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings
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It is possible to feel invisible in an online discussion forum if no one responds to an individual's postings. Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses. Responses are a hook to student motivation to participate above and beyond grades.
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They recommended that, "Instructors can encourage and model this behavior from the beginning of a course, thereby creating a safe learning environment of acceptance and trust. Activities that enhance sharing and cooperation can further develop openness and solidarity within groups." (McDonald & Gibson, 1998, p.21)
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Web environments can make use of interactive components and educators should design and look for activities that are problem oriented, interactive, and engage students in an application of knowledge, principles, and values (Hazari & Schnorr, 1999).
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he stage for disagreement within the discussion forum is also a motivation and invitation for students to become more engaged in the discussions.
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instructors should have the syllabus developed and the course up and online before the first day of class
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Instructors need to be a "presence" in the virtual conference center as they monitor the discussions and provide continuous guidance to students to focus on the course goals by utilizing a technique called "weaving". This is a skill that involves using a part of a student comment in a posting and re-directing it to the main topic without an explicit negative value judgment. Instructors in a discussion forum will set and maintain the type of language and tone used in the virtual conference center. It is harder to interpret the tone and therefore the meaning of a message without visual clues or the sound of a voice. Instructors fulfill a role like that of a list moderator as they support and give students guidance in communicating successfully within the environment.
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Feedback has long been recognized as critical to the learning process and timely feedback is potent.
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The need for affection is also present in a virtual discussion forum. This need is characterized by trust, self-disclosure and willingness to reveal experiences, thoughts and interpretations.
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These "getting-to-know-you" scenarios are as important as course content in reaching the goal of a collaborative community of learners. The instructor needs to be sensitive to this need and find a balance within the discourse.
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If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace.
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Establishing an Online Teaching Presence - 0 views
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the importance of your online teaching presence is that it contributes to online students’ sense of learning and perception of community. An online teaching presence “is the binding element in cultivating a learning community” (Persico, et al, 2010). According to Shea, Li & Pickett (2006), “There is a clear connection between perceived teaching presence and students’ sense of learning community.”
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For an online learning environment, the emphasis shifts from preparing class sessions to preparing learning modules with specific learning goals, reading assignments, brief instructional materials, learning activities, discussion board posting requirements, assessment procedures, etc. While you design the modules for your course, you should regularly ask: What do I want students to learn in this module? How will students demonstrate their learning of the materials in this module? What assignments or learning activities will support the learning for this module? By asking yourself these questions while designing modules, you will support student learning and will establish your teaching presence in the design of the course.
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“Skillful facilitation allows students to interact with one another and the instructor at a high level” (Palloff and Prat, 2011). At the beginning of the course, faculty members can help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students.
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Peterson and colleagues (2001) suggest, “Summarize the discussion periodically to demonstrate the relation of the discussion to the course content and to point out missing information.”
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Indicators of direct instruction “include presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, disposing misperceptions, injecting knowledge from diverse sources and responding to technical concerns” (Shea, et al, 2006).
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A strong online teaching presence makes for a strong online learning experience and a sense of community for your students.
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If You Build It, They Will Come: Building Learning Communities Through Threaded Discuss... - 1 views
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Assessing Effectiveness of Student Participation in Online Discussions Student Name _______________________________________________________________ Unit _____
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Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely
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Occasionally posts off topic; most posts are short in length and offer no further insight into the topic
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Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic
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Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group
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Learning and Ownership Realized | Alex Nana-Sinkam - 2 views
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"A couple examples, from Howard's The Art of Hosting Good Conversations Online: A good online learning community: has a shared commitment to work together toward better communication, better conversations. is a place where everybody builds social capital individually by improving each other's knowledge capital collaboratively. a spirit of group creativity, experimentation, exploration, good will. enables people to 'entertain' themselves rather than being just the passive consumers of canned 'entertainment'."
Jean Lave, Etienne Wenger and communities of practice - 0 views
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What Is Education For? - 0 views
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Fifth, there is a myth that the purpose of education is that of giving you the means for upward mobility and success.
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The plain fact is that the planet does not need more "successful" people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form.
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"Our culture does not nourish that which is best or noblest in the human spirit. It does not cultivate vision, imagination, or aesthetic or spiritual sensitivity. It does not encourage gentleness, generosity, caring, or compassion. Increasingly in the late 20th Century, the economic-technocratic-statist worldview has become a monstrous destroyer of what is loving and life-affirming in the human soul."
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we cannot say that we know something until we understand the effects of this knowledge on real people and their communities
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MBAs, educated in the tools of leveraged buyouts, tax breaks, and capital mobility have done what no invading army could do: they destroyed an American city with total impunity on behalf of something called the "bottom line." But the bottom line for society includes other costs, those of unemployment, crime, higher divorce rates, alcoholism, child abuse, lost savings, and wrecked lives. In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community.
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Campus architecture is crystallized pedagogy that often reinforces passivity, monologue, domination, and artificiality
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Education-2020 - Who is the Teacher? - 1 views
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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
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views
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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.
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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).
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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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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).
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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.
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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).
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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)
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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).
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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
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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
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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.
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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).
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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).
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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.
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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.
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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.
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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.
Reflections on Online Teaching - CIT 2013 - community and comraderie around o... - 0 views
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Michael Fortune's e-Learning Blog and e-Portfolio - 0 views
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" Home About Contact info e-portfolio Extracurricular Philosophy Resume Discovering "Community" Media in Archive.org Archive.org, or the Internet Archive, has functioned as a digital library of all media types on the Internet since 1996. Available material has been free to the public, with some exceptions, since its start and it has served as a library for Open Educational Resources way before the term "OER" ever existed. The archive also existed before Creative Commons but began to gain in popularity as the Creative Commons licenses were first released in 2002. Because of the interest in using OERs and the stipulations of a Creative Commons license, the Archive has organized its content by containing Creative Commons licensed material all in one place."