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Kathy Schwarz

massive open online course starting soon - 4 views

Being connected changes learning. When those connections are global, the experience of knowledge development is dramatically altered as well. Over the past four years, a growing number of educators...

education online

started by Kathy Schwarz on 02 Sep 11 no follow-up yet
Jackie Doherty

McElvaney - 1 views

www.cjlt.ca/...257

shared by Jackie Doherty on 28 May 11 - Cached
  • Free and easy-to-use technologies offer new ways to find, organize, create, and interact with information.
  • The 2009 Horizon Report defines personal webs as "customized, personal web-based environments . . . that explicitly support one's social, professional, [and] learning . . . activities via highly personalized windows to the networked world" (Johnson, Levine & Smith, 2009, p. 19), and heralds them as an emerging learning trend.
  • This paper explores personal web technologies (PWTs) and their learning applications. Examples are given of commonly used, customizable technologies such as: social bookmarking, personal publishing tools, aggregators, and metagators.
  • ...34 more annotations...
  • learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996)
  • some needs may best be addressed by the individual him/herself.
  • PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • The use of PWTs for learning directly supports several principles of connectivism, a learning theory outlined by Siemens (2006): (i) Knowledge rests in networks, (ii) Knowledge may reside in non-human appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities (p. 31).
  • If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • To create a personal web for learning, it is first necessary to explore what personal web technologies are, where to find them, and how to use them.
  • Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • n general, the length and full-featured capabilities of blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming (King, 2009).
  • esides enriching and enlivening a post, these tools make it possible for an individual to publish artifacts that are ill-served by text-only displays.
  • Micro-blogs, such as Twitter (twitter.com), allow users to post short messages from their computer or mobile phone.
  • Users can also 'follow' other members to receive a stream of their posts.
  • asily "ask and answer questions, learn from experts, share resources, and react to events on the fly"
  • ndividuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming. For this reason, it can be helpful to subscribe to these streams (or “feeds”) by using an aggregator.
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops (
  • Due to the fact that they are user-created, there is no exact definition of a PLE (PLE, n.d.). In general, a PLE is the sum of websites and technologies that an individual makes use of to learn.
  • PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • http://ltc.umanitoba.ca/wiki/index.php?title=Ple
  • Once an individual creates a PLE or PLN, there is no need to sit in front of a computer to access it. The majority of PWTs have mobile-friendly versions available, allowing individuals to take their learning to go.
  • Instead of limiting learning to traditional environments, mobile versions of PWTs give learners more options on where and when to learn.
  • However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction (see Figure 2)
  • Learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent
  • need to focus on building critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • students have already experimented with a personal web technology, such as social networking, but, "few of them are being taught how to leverage its potential and benefit from the deep learning that can ensue"
  • In higher education, PWTs could be of great use for researching, developing PLNs, and creating online portfolios.
  • An undergraduate student who uses a research tool such as Zotero will graduate with a searchable, organized collection of annotated resources that could be valuable in the workplace or in future academic undertakings.
  • As the individual becomes increasingly connected to their PLN, they may become increasingly disconnected to those who are physically around them, such as family and friends
  • Using PWTs to incessantly check for new articles, status updates, and activity may become a drain on one’s attention and productivity
  • Valuable or innovative ideas put forth by lesser-known individuals can easily become lost in the noise.
  • ndividuals who wish to learn from their personal network must strive to create a diverse PLN populated with voices that may dissent, challenge, or provoke. Otherwise, the PLN cannot foster critical and creative thinking,
  • anything they publish on the Internet may be found by supervisors, peers, teachers, a
  • uture hiring managers (Harris, 2007)
Tyler Wall

Connecting 2 the World: A traditional model of organizational knowledge creation - 1 views

connecting2theworld.blogspot.com/...l-model-of-organizational.html

knowledge education

shared by Tyler Wall on 19 Sep 11 - No Cached
  • Tyler Wall on 19 Sep 11
     
    organizational knowledge creation
Chris Aitken

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views

www.irrodl.org/...1103

downes siemens connectivism learning e-Learning teaching

shared by Chris Aitken on 18 May 11 - Cached
  • it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.
  • what are the grounds for this measure
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...14 more annotations...
  • educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs.
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community.
  • a learning community is described as a node, which is always part of a larger network.
  • Nodes may be of varying size and strength, depending on the concentration of information and the number of individuals who are navigating through a particular node (Downes, 2008).
  • Since information is constantly changing, its validity and accuracy may change over time, depending on the discovery of new contributions pertaining to a subject.
  • he ability to make decisions on the basis of information that has been acquired is considered integral to the learning process.
  • Learning is considered a “. . . knowledge creation process . . . not only knowledge consumption.”
  • One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner
  • The connectivist metaphor is particularly timely, since the navigation of the Internet and the means by which information is dispersed on the Internet now provides a reference point for Siemens’ assertions.
  • In Theories of Developmental Psychology, Miller (1993) distinguishes between “theory” and “developmental theory,” and identifies the vast deficit that can exist between the two.
  • n general, an emerging theory should fall within the domain of scientific research, use scientific methods, and be based on previously conducted studies.  It should be logically constructed and verifiable through testing.
  • Developmental theories are fertile testing grounds for ideas, which, in turn, may lead to empirical research that can then validate – or disprove – formal hypotheses posited within the framework of the scientific method.
  • How does connectivism fulfil these tasks?
anonymous

Mount Royal University - Institute for Scholarship of Teaching and Learning - 1 views

isotlsymposium.mtroyal.ca

conferences

shared by anonymous on 12 Jul 11 - No Cached
  • anonymous on 12 Jul 11
     
    "The Institute for Scholarship of Teaching and Learning at Mount Royal University is pleased to announce our 2011 Centennial Symposium on Scholarship of Teaching and Learning, November 10-12, 2011 in Banff Alberta Canada. This gathering of teacher/scholars is a "practitioners conference" dedicated to developing individual and collaborative teaching and learning scholarship, sharing nascent data and findings, going public with compelling results of completed research projects, and building an extended scholarly community. The goals of this event, and the Institute for Scholarship of Teaching and Learning at Mount Royal University, include understanding and improving student learning through systematic scholarly inquiry and building collective knowledge for the future."
Chris Aitken

#MobilityShifts - 5 key trends for the future of education [guest post] | Dangerously I... - 3 views

dangerouslyirrelevant.org/...e-of-education-guest-post.html

education future trends

shared by Chris Aitken on 18 Oct 11 - No Cached
  • Chris Aitken on 18 Oct 11
     
    A. Openess B. Greater insight into the knowledge and creation process C. Mobile Learning D. Alternative forms of assessment (badges) E. Rethinking the classroom environment
anonymous

Browse Our Free and Open Textbooks | Flat World Knowledge - 0 views

catalog.flatworldknowledge.com/...disciplines

etexts

shared by anonymous on 26 Mar 12 - No Cached
  • anonymous on 26 Mar 12
     
    free - open access textbooks in Business, Science, Math, Professional and Applied Sciences, and Humanities and Social Sciences
Kathy Schwarz

Clark Quinn on Engaging Learning - 1 views

To start, my plea is for you to stop doing e-learning the old way. That is, rewriting PowerPoint files and PDFs into online text (whether "gussied up" with graphics, photos, videos, or not) and mul...

education learning teaching

started by Kathy Schwarz on 05 Dec 11 no follow-up yet
Chris Aitken

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 0 views

www.irrodl.org/...2025

pedagogy MOOC connectivism

shared by Chris Aitken on 05 Dec 11 - No Cached
  • This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.
  • Emergent technologies provide different models and structures to support learning. They disrupt the notion that learning should be controlled by educators and educational institutions as information and “knowledgeable others” are readily available on online networks through the press of a button for anyone interested in expanding his or her horizon.
  • Of course this puts the responsibility for information gathering, the validation of resources, and the learning process in the hands of learners themselves,
  • ...3 more annotations...
  • To manage this vast network of resources effectively requires learners to be autonomous in their learning and to have advanced analytic and synthesis skills to distill relevant information from the “noisy” network. Moreover, a high level of competency and interest in using a vast array of tools is required to do so effectively.
  • Barnett (2002)
  • pedagogy for human beings.
Kathy Schwarz

Learning Analytics and Knowledge conference in Vancouver - April 29-May 2 - 1 views

http://lak12.sites.olt.ubc.ca/

started by Kathy Schwarz on 28 Feb 12 no follow-up yet
Kathy Schwarz

Sim School - 1 views

Welcome to simSchool, the classroom simulator for educators Through simSchool, pre and in-service teachers, instructors, administrators, and others experience and improve knowledge and confidence...

education teaching

started by Kathy Schwarz on 19 Jun 12 no follow-up yet
anonymous

News: Generational Knowledge - Inside Higher Ed - 0 views

www.insidehighered.com/...l_divide_and_technology_issues

socia media

shared by anonymous on 20 Jul 11 - No Cached
  • anonymous on 20 Jul 11
     
    "For the Millennial perspective, the ICPL members enlisted the closest college students at hand: their kids. Alongside Mitrano and Schaff, John King, the vice provost for strategy at the University of Michigan's School of Information, appeared with his son, Matthew, a spring graduate of Eastern Michigan University. Cynthia Golden, the director of instructional development and distance education at the University of Pittsburgh, brought her daughter, Hannah Somers, a rising sophomore at the University of Wisconsin at Madison. The discussion focused mainly on Facebook. The younger panelists copped to being ignorant of how the data they volunteered might be used and who might end up seeing their postings when they first joined Facebook during high school. They reported having since wised up and availed themselves of Facebook's ever-changing privacy settings, but acknowledged that many of their peers are not so careful."
Jackie Doherty

EET - Knowledge, Visualization and Brainstorming Assignment - 3 views

docs.google.com/...ccc

brainstorming visualization web2.0 teaching tools learning education research resources

shared by Jackie Doherty on 28 Sep 11 - No Cached
  • Jackie Doherty on 28 Sep 11
     
    This a collaborative table I made with my group in one of my courses. There are some great brainstorming and visualization tools on here.
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