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Jackie Doherty

Personal Learning Environments: Challenging the dominant design of educational systems - 1 views

74.125.155.132/scholar

Personal Learning Environments PLE Adult Learning personal environments learning

shared by Jackie Doherty on 26 May 11 - No Cached
  • To support effective organization of information, mechanisms of flexible tagging should be combined with list creation and sharing facilities
  • Smart groups are used extensively in products such as iTunes [21] and enables organisation to structure itself based on simple user-provided rules
  • more value can be obtained by the user when the information of services is combined to enable sorting, filtering and searching
  • ...14 more annotations...
  • ather than relying on services to offer a very detailed set of metadata using a common profile, systems will instead need to offer greater capability for managing either heterogeneous information or operate on a very limited set of information which can be commonly assumed, such as titles, summaries, and tag
  • While the contexts of formal education systems can be characterized as having bounded variety (e.g., a course typically has around 20-2000 members) and possessing rigid boundaries, general social systems used in informal learning can possess more diverse levels of variety
  • Connecting with very large contexts using a PLE poses both a technical and a usability challenge, as it will not be possible to absorb all the information within the context into an environment to be operated upon locally, nor is it feasible to present users with flat representations of contexts when they contain thousands of resources
  • ilter the context to reduce the amount of visible users and resources based on the declared interest of the user.
  • it remains unclear what mechanisms can underpin the coordination of collective actions by groups and teams within a PLE.
  • the PLE is not a single piece of software, but instead the collection of tools used by a user to meet their needs as part of their personal working and learning routine
  • the characteristics of the PLE design may be achieved using a combination of existing devices (laptops, mobile phones, portable media devices), applications (newsreaders, instant messaging clients, browsers, calendars) and services (social bookmark services, weblogs, wikis) within what may be thought of as the practice of personal learning using technology
  • TenCompetenc
  • So how will the PLE and the VLE design co-exist
  • whereby VLE products start to open their services for use within the PLE.
  • LE are incorporated into the VLE, yet along the way robbing them of some of their transformative power.
  • The VLE is by no means dead, and those with investments in this technology will attempt to co-opt new developments into the design in order to prolong its usefulness
  • PLE model will develop in sophistication, making the VLE a less attractive option, particularly as we move into a world of lifelong, lifewide, informal and work-based learnin
  • Within the field of education technology, the focus in recent years has been on the improvement of the technology of the virtual learning environment (VLE, also known as a Learning Management System, or LMS) with software and techniques that do not fit the general pattern of capabilities of a VLE being largely marginalized
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...
  • Since information is constantly changing, its validity and accuracy may change over time, depending on the discovery of new contributions pertaining to a subject.
  • 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).
  • educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs.
  • 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?
Tyler Wall

Human Body Maps | 3D Models of the Human Anatomy | Healthline - 0 views

www.healthline.com/human-body-maps

anatomy

shared by Tyler Wall on 11 May 11 - No Cached
  • Tyler Wall on 11 May 11
     
    Searhable anatomy 3d"ish" imagery
Connie Gross

The MAY-n Event - May 11, 2011 - Lethbridge College - 0 views

www.lethbridgecollege.ca/...index.php

education Web2.0 pd

shared by Connie Gross on 10 May 11 - No Cached
  • Connie Gross on 10 May 11
     
    Hi everyone: We're demoing Diigo
Chris Aitken

There's Blended Learning and There's Blended Learning! « Educational Technolo... - 4 views

etcjournal.com/...ng-and-theres-blended-learning

learning blended online education resources

shared by Chris Aitken on 20 Apr 11 - No Cached
  • Chris Aitken on 20 Apr 11
     
    Thanks Chris- Great Article.
Connie Gross

Designing Online Courses with Course Updates in Mind | Faculty Focus - 1 views

www.facultyfocus.com/...es-with-course-updates-in-mind

Web2.0 learning teaching tools website 21stcentury online research resources education designing courses e-learning

shared by Connie Gross on 04 Mar 11 - No Cached
  • Connie Gross on 04 Mar 11
     
    "March 1, 2011 Designing Online Courses with Course Updates in Mind By: Patti Shank, PhD, CPT in Online Education Add Comment Online courses are rarely "done." Over time, things change, including the curriculum and content (because of changes in the field and changes to available content) and the technologies (ways that the content can be delivered and tools for interacting with it and with others in the courses, including you). Bottom line: Just like initial course development, updating courses can be quite a lot of work. You can reduce the hassles and work (but not eliminate them) by designing your online courses with updating them in mind. That is, design so that updating is built into the process, not tacked on as an afterthought. Identify change-likely elements"
  • Connie Gross on 04 Mar 11
     
    This article might really help us decide how to keep our courses updated more effectively.
Connie Gross

Do You Need An Instructional Design Degree? » The Rapid eLearning Blog - 1 views

www.articulate.com/...an-instructional-design-degree

eLearning software resource e-learning Web2.0 tools resources Reference design

shared by Connie Gross on 08 Feb 11 - No Cached
  • Connie Gross on 08 Feb 11
     
    Interesting perspective - especially relevant since so many IDs are in the process of getting a Masters!
Connie Gross

Christmas Songs Played Entirely With iPhones And iPads [VIDEO] - 0 views

www.dump.com/...y-with-iphones-and-ipads-video

christmas songs played ipads research teaching tools ipad

shared by Connie Gross on 31 Jan 11 - No Cached
  • Connie Gross on 31 Jan 11
     
    A little late - but still fun!
Connie Gross

Learning Solutions Conference 2011: Home - 1 views

www.learningsolutionsmag.com/...solutions-conference-2011-home

activelearning active_learning journal conferences

shared by Connie Gross on 11 Jan 11 - No Cached
  • Connie Gross on 11 Jan 11
     
    This looks like an interesting conference, especially since we are looking into ways of using rapid development processes. Food for thought!
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