Skip to main content

Home/ edumooc/ Group items tagged share

Rss Feed Group items tagged

anonymous

A List of some of the best Music websites + download, listen, search and share songs fo... - 1 views

  •  
    Today i am introducing to you a set of the best music sharing web tools. All these tools are free and easy to use. They can allow you to listen and share music with your friends through a real time listening. Educators can use these tools to educationally share and study songs with their students as well.
josei09

The challenges to connectivist learning on open online networks: Learning experiences d... - 8 views

shared by josei09 on 19 Jul 11 - No Cached
  • Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really?
  • It is envisaged that learning is enhanced by four major types of activity:1) aggregation, access to and collection of a wide variety of resources to read, watch, or play; 2) relation, after reading, watching, or listening to some content, the learner might reflect and relate it to what he or she already knows or to earlier experiences; 3) creation, after this reflection and sense-making process, learners might create something of their own (i.e., a blog post, an account with a social bookmarking site, a new entry in a Moodle discussion) using any service on the Internet, such as Flickr, Second Life, Yahoo Groups, Facebook, YouTube, iGoogle, NetVibes, etc.; 4) sharing, learners might share their work with others on the network. This participation in activities is seen to be vital to learning.
  • Presence.
  • ...4 more annotations...
  • Self-directed learning. A connectivist learner has to be fairly autonomous to be able to learn independently, away from educational institutions, and to be engaged in aggregating, relating, creating, and sharing activities.
  • Critical literacies
  • A major concern is that because people need to aggregate information and resources autonomously, either by (RSS) feeds or through the use of human filters, they require a high level of critical analysis skills to be able to do so effectively.
  • What type of structure might then aid learners in overcoming the aforementioned challenges? What can be done to engage learners in critical learning on an open network? Carroll, Kop, and Woodward (2008) see as the crux to engaging learners in an online environment the creation of a place where people feel comfortable, trusted, and valued. The task would be to move toward a space that aggregates content and to imagine it as a community, a place where dialogue happens, where people feel comfortable and where interactions and content can be easily accessed and engaged with, a place where the personal meets the social with the specific purpose of learning. The National Research Council of Canada’s Institute for Information Technology is currently engaged in the research and development of such a structure, a PLE named Plearn,
  •  
    Requirements of a MOOC for learners and a little for a platform that can support learners. Experiences with two previous MOOCs, both for teachers. (Needed: research on MOOCs for non-educational topics)
John Graves

Google+ eduMOOC - 6 views

  •  
    Link to Google+ eduMOOC circle (but not 100% sure whether this is my personal circle or the shared circle ... let's try it and find out).
josei09

The characteristics of participatory learning - 7 views

  • Our goal by engaging educators in digitally-connected, asynchronous forms of collaborative learning was that they would gain an organic, authentic understanding of what we (NML) mean by "participatory culture" - and thereby adopt the value of its practices and bring them to their students and districts. 
  • We originally intended the course to utilize our existing public Ning community as a way to offer transparency to this learning process and allow others in the NML community to tap in and learn from what the early adopters were doing. Though each of them was equipped to share a plethora of expertise and experience that would have undoubtedly been valued by the larger community, the idea of "failing in public" overrode their desire to contribute.
  • So is it little wonder that it was so difficult to get participation from educators (posing as students) while offering all the affordances that flexible learning has to offer?
  • ...3 more annotations...
  •  In classrooms, the way they currently stand in most places, the teacher is still the distributor of all knowledge, and students acquire and "bank" this information as valuable. Therefore a teacher's expertise, while no one would ask this be stripped from a learning scenario, remains the main asset in the student-teacher equation.
  • the experience of exploring your own pedagogy in ways that challenge, perhaps, some of your most trusted and practiced ways of teaching, and that mandates an openness and willingness to explore what failure might look like in order to rebuild a learning environment that addresses the shifts necessary for a new wave of learning - is, well, overwhelming.
  • How much structure is too much structure, and which constraints fruitfully nurture inspiration?
  •  
    Experiences running a MOOC-like one year worskhop for K12 teachers; many lessons learned, and design of a better workshop named PLAY Paricipatory learning and You. Interesting reflections
1 - 10 of 10
Showing 20 items per page