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Christie Robertson

Mobile Web Best Practices 1.0 - 1 views

www.w3.org/mobile-bp

mobile bestpractices

shared by Christie Robertson on 14 Aug 13 - No Cached
  • Christie Robertson on 14 Aug 13
     
    white paper that describes best practices in detail
anonymous

Blackboard: A Tale Of 2 Companies | Gilfus Education Group - 0 views

www.gilfuseducationgroup.com/ackboard-a-tale-of-2-companies

lms blackboard

shared by anonymous on 02 Sep 11 - No Cached
  • anonymous on 02 Sep 11
     
    "The Utah Education Network is a case in point. It left Blackboard, the market leader, for Instructure, a year old Utah-based developer with an open source product called Canvas. Consider the way messages are sent and received on Instructure's Canvas: The receiver has a choice between traditional university E-mail, gmail, Facebook and text messaging; Blackboard's system uses traditional E-mail and was designed before Facebook was created. For a student body that uses social media the way earlier generations used pencil and paper, the differences between the two competitors are profound."
anonymous

eText: Is It Ready? Are We Ready? -- Campus Technology - 0 views

campustechnology.com/...get-ready-for-etext.aspx

etext

shared by anonymous on 23 Jun 11 - No Cached
  • anonymous on 23 Jun 11
     
    "What are some of the attributes of eText, and what are the related issues institutions looking into eText are considering? The creation of fully interactive, technology-robust eText (not simply a scanned copy of a paper textbook) should include the following components, each of which should be considered by institutions planning an eText implementation: "
Kathy Schwarz

*** Call for Expressions of Interest to join the Review Panel for the MERLOT Journal of... - 1 views

*** Call for Expressions of Interest to join the Review Panel for the MERLOT Journal of Online Learning and Teaching (JOLT) *** In response to continual increases in the volume of manuscript submi...

education

started by Kathy Schwarz on 30 Mar 12 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

Wicked Problems - 2 views

Great paper on solving wicked problems. http://cognexus.org/id42.htm

started by Kathy Schwarz on 06 Feb 12 no follow-up yet
Christie Robertson

The UBC MET Daily - 1 views

paper.li/UBCMET

website search-engine charity

shared by Christie Robertson on 04 Jun 12 - No Cached
  • Christie Robertson on 04 Jun 12
     
    Benelab, founded by Seattle teenager Jack Kim, is a search engine that donates 100% of revenues to charity.
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)
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