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Sebastian Weber

Example Mashups supporting formal learning - 44 views

This discussion deals with examples of existing mashups that support formal learning scenarios, e.g., class learning at school. Fictive mashup examples are also welcome. In my opinion, by far the...

elearning examples formal learning mashup

started by Sebastian Weber on 10 Jun 08 no follow-up yet
Sebastian Weber

Mashup Content Sources (Data and Services) for education - 30 views

Discussion about potential sources of content and services that can be mashed into entirely new educational services.

education informal learning mashup sources

started by Sebastian Weber on 05 Jun 08 no follow-up yet
Jorge De La Garza

VoiceThreads Integration participation help... - 9 views

Evening! Lead: Looking for Educators to participate in Voicethread site on Wednesday evening. I'm currently a grad student at the University of Houston Clear Lake working on my Master of Instruc...


started by Jorge De La Garza on 18 Nov 08 no follow-up yet
Kerry J

TagCrowd - make your own tag cloud from any text - 4 views

    Tag cloud generator - upload a word doc, enter a URL, paste some text, generate a tag cloud and either embed as HTML, print or output as PDF. Not as pretty as Wordle.
cecilia marie

Reliable Online Computer Repair - 3 views

My PC has been acting strange lately and I can no longer fix it on my own. I did everything I could but this time, I really need someone who can really fix my computer problem. I called Computer Pr...

computer problem

started by cecilia marie on 06 Jun 11 no follow-up yet
cecilia marie

Software Support Saved My Spring Days - 2 views

Last spring, I was having trouble with a recurrent problem from a software I installed on my PC. It keeps on displaying errors on the screen which really got me ticked off. After 2 weeks of putting...

software support

started by cecilia marie on 10 Aug 11 no follow-up yet
cecilia marie

Computer Problem Solved - 2 views

computer problem

started by cecilia marie on 08 Jul 11 no follow-up yet
Peter Kimmich

Guide to Taking an Online Paralegal Course - 1 views

    Online paralegal courses are a relatively new concept in legal education, so it can seem a little daunting to enroll in a program taught completely online or through correspondence. The aim of this guide is to provide a better understanding of this alternative mode of education.
Peter Kimmich

List of Online Schools - 1 views

    A list of accredited online schools offering diplomas, certificates and degrees.
Peter Kimmich

How to Balance Online Classes with Working Full Time - 1 views

    Tips for balancing online classes with a full-time job.
avivajazz  jazzaviva

TEDTalks thru 03.30.09 | List of Talks, Speakers, Summary - 1 views

    This URL opens a Google Docs spreadsheet. It loads quickly, is very handy, and gives you a great annotated catalog of all TEDTalks thru March 30, 2009.
Sonja T

elearningpapers - 1 views

  • The keyword web 2.0 makes it possible: Moving away from standard learning management systems (“one for all” technique) to Personalised Learning Environments (“one for me” technique) consisting of snips, bits and pieces, collections of tools and services which are bundled to individual and/ or shared landscapes of knowledge, experiences and contacts.
Sebastian Weber

At the Water Cooler of Learning by David Grebow :: Ageless Learner - 0 views

    • Sebastian Weber
      Ist so was wie lesen von zufällig in Netvibes gefundenen Ressourcen, die man dann mit seinem existierenden Wissen verknüpft, auch informal learning?
    • Sebastian Weber
      Meiner Meinung nach ja, weil das lesen im informellen Umfeld geschieht (es war ja nicht beabsichtigt, dieses Thema jetzt zu lesen). Es ist accidential learning
  • Learning makes brains physically bigger. Learning also makes them smarter. Smarter translates into faster, newer, better, and more competitive. And the competitive advantage of smarter in a Darwinian business ecosystem eventually leads to more profits.
    • Sebastian Weber
      benefits of learning for organizations
  • If people in your company learn what your company needs to know and do, you can get smarter. You can have a higher corporate IQ than some other company, and you can win. The only problem is that we have very little idea how real learning occurs. We spend billions of dollars on formal training and education, and then we wonder, where is the payoff?
    • Sebastian Weber
      Organizational learning tends to be too formal
  • ...17 more annotations...
    • Sebastian Weber
      Mashups (z.B. Diigo) macht es möglich, dass Leute tendenziell qualitativ besser (oder überhaupt) informell lernen. Statt die vielen Informatoinen die in vielen Artikeln verstreut sind mühselig zu organisieren (ausdrucken, annotieren, nebeneinander legen, zusammenfassung schreiben), kann man das alles schön über Services wie Diigo machen. Außerdem sind die Sachen wiederverwendbar (Mashup) und sharebar.
  • Real learning, the kind of “aha!” moment that signals the brain has connected the dots, is an absolutely wondrous and amazing mystery. It involves memory, synapses, endorphins, and encoding, and, more often than not, those accidental and serendipitous moments we call informal learning.
  • Informal learning is what goes on around our formal learning process.
  • Formal learning happens when knowledge is captured and shared by people other than the original expert or owner of that knowledge. The knowledge can be captured in any format—written, video, audio—as long as it can be accessed anytime and anywhere, independent from the person who originally had it. Examples of such formal knowledge transfer include live virtual-classroom courses with prepared slides, self-paced off-the-shelf instructional CBT courses, books, video- and audiotapes, team rooms in which documents are stored, digital libraries and repositories, a real-time seminar on the Web (or webinar), electronic performance-support tools, programs accessed during a job or task, instructor- led courses that follow an outline, repeatable lecture labs, a recorded Web-based meeting, or even e-mails that can be forwarded. Formal learning often requires prerequisites, pre- and post-assessments, tests, and grades, and it sometimes results in certification. It is often presented by an instructor, and attendance and outcomes are tracked.
    • Sebastian Weber
      Definition of formal learning and examples
  • Informal learning is what happens when knowledge has not been externalized or captured and exists only inside someone’s head. To get at the knowledge, you must locate and talk to that person. Examples of such informal knowledge transfer include instant messaging, a spontaneous meeting on the Internet, a phone call to someone who has information you need, a live one-time-only sales meeting introducing a new product, a chat-room in real time, a chance meeting by the water cooler, a scheduled Web-based meeting with a real-time agenda, a tech walking you through a repair process, or a meeting with your assigned mentor or manager.
    • Sebastian Weber
      The borders between formal and informal learning are sometimes blurred. But in the context of informal learning, the activities come from the learner. He asks questions and thereby elicitates the knowledge out of someone's head.
    • Sebastian Weber
      Vorteile von informellem Lernen:
      * Der Lernende entscheidet selbst, wen er wann was frägt
      * Er kann die Lerngeschwindigkeit steuern. Er hat Zeit zu reflektieren und die Sachverhalte mit existieriendem Wissen in Verbindung zu bringen
      * Während des formalen Lernens (z.B. in einem Kurs) ist man häufig überfordert zuzuhören und gleichzeitig zu refklektieren und die Sachverhalte zu vestehen (z.B. ist man nur mit Abschreiben oder lesen beschäftigt)
  • We all need that kind of access to an expert who can answer our questions and with whom we can play with the learning, practice, make mistakes, and practice some more.
  • If we want to become smarter companies, we need to encourage informal learning. We need to create what I have been calling collaborative learning environments, where we seamlessly knit together formal and informal learning. We need to use technology to facilitate the informal as well as the formal transfer of knowledge by including expert locators, e-mail connections with instructors, real-time Internet meeting places, virtual-learning support groups, instant messaging, expert networks, mentor and coaching networks, personal e-learning portals, moderated chats, and more. We need to start taking advantage of the tools and technology that exist today and those coming online tomorrow. We need to create the 100 percent learning solution, in which the proscribed formal learning events and the serendipitous learning moments are given equal value.

    Formal learning is only the beginning of the challenge, not the end.

    • Sebastian Weber
      How to establish informal learning into the organization. Informal learning must go hand in hand with formal learning. At the beginning, when there is no expert who you can ask (informal learning), somebody has to read articles (formal learning). He establishs deeper knowledge of the subject with the time by try & error, connection of the subject with his existing knowledge and by discussion with other people. New people, who want to learn the subject can then benefit from the expert and can leverage informal learning techniques. In fact, informal learning is by far the greater and most important part of learning activities.
    • Sebastian Weber
      A study of time-to-performance done by Sally Anne Moore at Digital Equipment Corporation in the early 1990s, and repeated by universities, other corporations, and even the Department of Health and Human Services, graphically shows this disparity between formal and informal learning.
  • To illustrate the difference between formal and informal learning, let’s consider the game of golf. If you want to learn to play golf, you can go to a seminar, read a book about the history and etiquette of golf, watch a videotape of great golfing moments, and then you can say you know something about golf. But have you really learned to play golf?
  • From your first tee shot on your first hole, it takes hours of adopting and adapting, alone and in a foursome, in all sorts of weather and conditions. You discover what you know and can do, swing all the clubs, ask all sorts of questions, fail and succeed, practice and practice some more, before you have really learned to play golf. Real learning, then, is the state of being able to adopt and adapt what you know and can do—what you have acquired through formal learning—under a varying set of informal circumstances.
    • Sebastian Weber
      informal learning ist try & error, lernen von Experten
  • I call this the 75/25 Rule of Learning. We get only about 25 percent or less of what we use in our jobs through formal learning. Yet the majority of companies are currently involved only with the formal side of the continuum. Most of today’s investments in corporate education are on the formal side. The net result is that we spend the most money on the smallest part of the learning equation.
  • The other 75 percent of learning happens as we creatively adopt and adapt to ever changing circumstances.
    • Sebastian Weber
      Informal long learning
  • We need to factor those accidental, informal intersections of learning and performance into the process.
  • We need to foster informal moments of knowledge transfer.
  • In the early days of the personal computer, we would all go to the same course to “learn” how to use an application or operating system, and then we would go back to our desks, usually with a thick how-to manual. The problem was that we never used those manuals. Instead, we found the local “power user,” the person who for one reason or another had spent more time playing with the computer, or had taken more courses, or had learned directly from an expert, and we began to pepper that person with phone calls and show up frequently at his or her doorway or cube entrance. Two things quickly became apparent. First, the power user was teaching what people had not managed to learn in the class, and second, the power user had learned how to use the PC in a very different way: what he or she showed you was often not the way it had been taught. But it was the time I spent huddled in front of the power user’s screen when I really learned the word processing and spreadsheet and graphics programs I needed in my work. My learning may have started in the course, but it ended in the huddle.
    • Sebastian Weber
      example how informal learning works and how it is embedded into formal processes
  • no formal mailboy-training program. I just walked around for an unspecified number of days with a senior mailboy, watching and learning, asking and listening. I was a young apprentice on the move. Then, one day, when I was deemed fit and ready, I walked around on my own. And if I had a question, I went over by the water cooler (yes, they did have them back then), where the mailroom su
Sebastian Weber

The Power of Informal Learning - 0 views

  • Although more formal forms of instruction such as the classroom and e-learning will be around for years, it’s becoming more and more important to watch and harness the more informal methodologies that our students are utilizing. Most of these methods have been around for years, but have gone unnoticed by the training community.
  • Informal methods of learning are often found right in the work environment. They are seen as techniques that a learner can take advantage of right away and with work-related resources. Another reason these methods are so popular is because they are often very short. Advanced learners tell us that they don’t have the time or budget to attend more formal learning. Even the immediacy of e-learning is seen as something that will take too much valuable time. Finally, learners have matured to a point where they want to drive their learning in a more meaningful and self-directed manner. These informal methods are seen as more student-driven and job-relevant than most formal options.
  • Two of the most common informal environments used today are e-communities and, of all things, the learners’ neighbors sitting all around them. E-communities, often called communities of practice, are made up of threaded message boards, frequently asked question (FAQ) Web sites and chat environments. They have existed under the radar screen of most training programs for years. Many have grown to have huge followings of subject-matter experts (SMEs) and super-users.
    • Sebastian Weber
      Establish a expert request mechanism
      PID supports to find experts for topics

      Web 2.0 supports the concept of SMEs (e.g., EduFire)
  • ...1 more annotation...
  • The easiest way to control and encourage these communities is to sponsor them within the corporation itself. “Brown-bag” lunches and meet-the-expert days are some examples of ways organizations are formally tapping into what used to be an ineffective and costly method of learning.
Sebastian Weber

Informal Learning :: Ageless Learner - 0 views

    • Sebastian Weber
      Tools wie z.B Diigo können informelles Lernen aus zwei Perspektiven unterstützen:
      a) wenn man einen Text gefunden hat und durcharbeitet, kann man seine Gedanken strukturieren und mit existierendem Wissen in Bezug bringen. Durch die Annotationen is es weiterverarbeitbar (Mashup) und auch besser wiederfindbar (tagging).
      b) Durch die Annotationen und Meta Informationen und den Sharing-Mechanismus profitieren auch andere informelle Lerner davon. Sie können die annotierten Texte als Basis verwenden und ergänzen. Das fördert kollaboratives informelles Lernen
    • Sebastian Weber
      Web 2.0 Technologien fördern die Bereitschaft und die Qualität vom informellen Lernen, weil man weniger Hürden hat, "hochwertiges" Lernen zu betreiben. Am Beispiel Anstatt einen gefundenen Artikel ausdrucken zu müssen, und mit textmarker usw zu bearbeiten, kann man das vorteilhafter direkt im Browser machen. Man hat auch dann die vorteile des Sharings und Wiederfindens (tagging).
    • Sebastian Weber
      Das eigentliche Wissen steckt in den Köpfen der Menschen. Man kann es am besten nur in Gesprächen teilen. Direkte Gespräche sind aus mehreren Gründen nicht immer möglich:
      * räumliche Distanz
      * der Zeitaufwand neben der Arbeit ist zu hoch
      * man geht ja nicht zu den "richtigen" Leuten (die, die das Wissen gebrauchen könnten; diese kennt man u.U. ja auch garnicht) und erzählt denen die neusten Erkenntnisse.

      Mit Tools, wie Diigo ist es möglich, die eigentliche Lernqualität und -effizienz (aufgrund des Reflektieren und in Bezugsetzen mit existierendem Wissen) zu verbessern und sein Wissen mit anderen zu teilen. Man stellt es im Prinzip in ein Repository und ggf. findet es jemand und kann es nutzen.
      Im Unternehmen sollte man dafür sorgen, dass es Mechanismen gibt, Wissen zu speichern (z.B. wie bei Diigo über Gruppen und Sharing-Mechanismen) und dass sich Leute für bestimmte Bereiche registrieren können (RSS-Feeds für tags / themen, Gruppen, usw.)
  • ...11 more annotations...
    • Sebastian Weber
      Diigo ist ein Mashup in dem Sinne, weil man (über das Web Frontend) Chunks von Informationen (Highlights, notes, usw.) zusammenbringen kann zu einer Lerneinheit. Der Vorteil ist, dass man das normalweise mühsam und zeitaufwändig manuell über copy&paste in Dokumente machen müsste, die zusätzlich auch nicht für andere verfügbar wären (und keine Web 2.0 Konzepte wie tagging usw. nutzen würden)
  • Most learning doesn't occur during formal training programs. It happens through processes not structured or sponsored by an employer or a school. Informal learning is the term I use to describe what happens the rest of the time.
  • To truly understand the learning in your organization you might want to recognize the informal learning already taking place and put in practices to cultivate and capture more of what people learn. This includes strategies for improving learning opportunities for everyone and tactics for managing and sharing what you know.
    • Sebastian Weber
      Informelles lernen wird unbewusst das ganze Leben lang durchgeführt. Ziel ist es jetzt, die Erkenntnisse (das Wissen), das beim informellen Lernen gelernt wird, so abzuspeichern, damit man es besser wieder finden kann, darauf aufbauen kann, und es anderen zur Verfügung stellen kann. Im Unternehmen soll Informelles Lernen unterstützt werden, damit Leute gegenseitig lernen.
    • Sebastian Weber
      Weiterführung des Konzepts von Diigo:

      Hypermedia-basierter Ansatz; baumartige Strukturen; Verlinkungen aus Texten, aus Graphiken, aus Timelines/Szenen innerhalb von Videos
  • Often, the most valuable learning takes place serendipitously, by random chance.
    • Sebastian Weber
      "Our Shared Playground: An Interview with Michael Schrage," Marcia Conner. LiNE Zine, Winter 2001.
  • Formal learning includes the hierarchically structured school system that runs from primary school through the university and organized school-like programs created in business for technical and professional training.

    Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media.

    Intentional learning is the process whereby an individual aims to learn something and goes about achieving that objective.

    Accidental learning happens when in everyday activities an individual learns something that he or she had not intended or expected.

    • Sebastian Weber
      Dimensions of learning
    • Sebastian Weber
      there is far more potential with informal accidental learning than any other single type of learning
  • reading journals or magazines, reading book(s), talking with experts, talking with peers, email or other written correspondence, and through a coach or mentor.
    • Sebastian Weber
      result of a survey, "What is your favorite way to learn outside of formal programs?"
  • "Still think learning means school? Expand your definition of learning to include conversations with your peers and your children, from books, articles, informal networks, Internet searching, television, and what you learn through trial and error. Use everything that happens in your world as a resource to learn more now." Learn More Now, Informally. Marcia L. Conner, May 2005.
Sebastian Weber

Web 3.0: When Web Sites Become Web Services - ReadWriteWeb - 0 views

  • Web 3.0, which is likely to be a pre-cursor of the real semantic web
  • What we mean by 'Web 3.0' is that major web sites are going to be transformed into web services - and will effectively expose their information to the world.
    • Sebastian Weber
      definition of Web 3.0
  • The old perception is that closed data is a competitive advantage. The new reality is that open data is a competitive advantage.
  • ...1 more annotation...
  • The likely solution then is to stop worrying about protecting information and instead start charging for it, by offering an API. Having a small fee per API call (think Amazon Web Services) is likely to be acceptable, since the cost for any given subscriber of the service is not going to be high.
Ludger Thomas

Telepolis mnews: Wir werden dümmer - 0 views

  • Der Psychologe Michael Shayar unterzog 800 13- bis 14-Jährige Intelligenztests und verglich die Ergebnisse mit einem ähnlichen Test aus dem Jahr 1976. Danach sind die durchschnittlich Intelligenten zwar klüger geworden, die Intelligentesten wurden aber "dümmer" bzw. weniger. Komplizierte Denkfähigkeiten, die mathematisches Wissen beinhalten, können nicht mehr 25 Prozent leisten, wie noch 1976, sondern gerade einmal noch 5 Prozent der Jugendlichen. Gefragt wurden die Jugendlichen auch nach abstrakten wissenschaftlichen Konzepten, beispielsweise, was Veränderungen bei den Schwingungen eines Pendels verursacht, was statt 25 nur noch 10 Prozent sagen konnten. Dieser Test würde keine wissenschaftlichen Voraussetzungen machen.
    • Ludger Thomas
      What does this mean for Web2.0?
Sebastian Weber

ABS to open up data for online mapping: News - Software - ZDNet Australia - 0 views

  • "We recognise that we're not a developer of geospatial software. Our expertise is in the data. The challenge for us is whatever you want to do from a geospatial perspective, that you can get the data into that."
    The Australian Bureau of Statistics plans to release its data for use in online mashups in 2008.
Sebastian Weber

Make Space for Informal Learning - 0 views

  • A new challenge for e-learning is to create collaborative learning spaces in which informal learning can thrive.
  • Stephanie Pace Marshall notes in her "Principles for the New Story of Learning."

    • Learning is an incremental process of acquiring information.
    • Learning should be credentialed by the amount of time spent acquiring information.
    • The purpose of formal learning is to acquire information rapidly, cover content, and reproduce facts.
    • Content segmentation is the more efficient and effective way to learn a discipline.
    • Only that which can be quantitatively and easily measured is true knowledge.
      • Competition and external rewards are the most powerful motivators for learning.
    • Sebastian Weber
      Informelles lernen untersützt lebenslanges lernen. Informellen lernen erfolgt kontinuiierlich. Das lernen ändert sich, es bezieht sich auf den aktuellen Kontext (z.B. aktuelles Projekt) und es berücksichtigt existierendes Wissen.

      Dazu ist kontinuiierliche Information Acquisition notwendig (wird durch Web 2.0 technologien wie z.B. netvibes unterstützt)
  • As organizations rapidly move their training focus to virtual environments, a proliferation of methods to support formal learning has appeared: teleconferencing, videoconferencing, e-meetings, and online courses
  • ...6 more annotations...
  • On a parallel track, however, there's a growing recognition that valuable learning often takes place through informal learning. Informal learning is based in conversations, social interactions, and team projects, in which learning is part of the interactions between people.
    • Sebastian Weber
      Informelles Lernen erfolgt über Kommunikation mit Menschen, denn das eigentliche Wissen steckt in den Köpfen der Leuten. Das beste Mittel dieses Wissen zu erlangen ist über direkte Kommunikation mit dem Experten. Web 2.0 Technologien können unerstütztend wirken, da man erst einmal relevante Experten finden muss. Manchmal ist auch direkte Face to Face Kommunikation nicht möglich.
  • Informal learning isn't limited to a predefined body of knowledge, but rather emerges from the interaction of people. At the heart of it is the transfer of tacit knowledge--knowledge that's not articulated but is acquired by individuals through experience.
  • Informal learning
    is based in conversations, social interactions, and team projects, in which learning is part and parcel of the interactions between people.
  • Through forming relationships, knowledge is diffused. He alludes to the image of the village square, where people hang out in a social space. That social space is the setting in which social relations are reinforced, trust is developed, and informal learning takes place. In sum, informal learning is that which allows the tacit knowledge resident in a group to emerge and be exchanged, sometimes by serendipity, sometimes in the course of accomplishing a specific project, through the construction of spaces that support learning.
  • Temporary learning systems: groups of people brought together for a short period of time to learn about a specific topic
    • Sebastian Weber
      Web 2.0 kann das Finden von Experten unterstützen
  • Communities of practice: groups of people that share "ways of working" or professional or personal interests and who meet together to exchange knowledge and share resources
    • Sebastian Weber
      Communites of practic ermöglich informelles Lernen, weil eine Gruppe von Menschen diese selben Interessen vertreten müssen, über die sie kommunizieren können und somit den Lernprozess ermöglichen.
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