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Lisa M Lane

Open for Learning: The CMS and the Open Learning Network | in education - 2 views

ineducation.ca/...-cms-and-open-learning-network

lms cms

shared by Lisa M Lane on 29 Jan 10 - Cached
  • technology has failed to transform learning
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      Technology does not transform learning -- people developing and using technology to transform learning does that. Does one blame the technology, its design, or the uses to which it's been put?
  • these disruptions are likely to come from educational technologists and leaders exploring new tools and new approaches to learning.
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      or, what would be even better from a pedagogical perspective, change could come from innovative faculty, as they use new tools to achieve their teaching goals
  • should also be taken as critiques of the predominant pedagogical model in higher education
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      It is, I think, primarily a critique of the pedagogical model.
  • ...3 more annotations...
  • Because there is some confidential and proprietary data in the CMS, we have traditionally locked all course data behind a login screen, viewable only by an instructor and the officially enrolled members of his or her class
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      An excellent point! This can be solved with selective use of CMS elements, and entering as little as possible into the LMS. Linking out is significant as a practice and a philosophy. I try to teach faculty to do that regardless of which CMS they are using.
  • the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs
  • In practice, the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs.
  • Lisa M Lane on 29 Jan 10
     
    commented and annotated by several people, including me -- Jared Stein's comments particularly helpful
Wytze Koopal

diigo help - 8 views

help.diigo.com

diigo socialbookmarking tutorials bookmarking howto resources tools

shared by Wytze Koopal on 15 Mar 11 - Cached
  • Wytze Koopal on 15 Mar 11
     
    Diigo: Collect and Highlight, Then Remember Diigo aims to dramatically improve your online productivity. Building upon the strengths of award-winning Diigo V4, widely regarded as one of the best and most popular social bookmarking, web annotation, collaborative research services, Diigo V5.0 has added additional data types (screenshots, pictures, notes, etc) and platform support, such as Chrome, Android, iPad, iPhone, etc. With Version 5.0, Diigo moves one step further towards its vision of providing the best cloud-based personal information management (PIM) service
Martin Burrett

Formative - 0 views

ukedchat.com/...formative

assessment quiz quizzes test feedback

shared by Martin Burrett on 19 Feb 15 - No Cached
  • Martin Burrett on 19 Feb 15
     
    A superb assessment resource which allows you to gain real-time feed back through tests, quizzes and even allowing students to annotate a document that you upload. Set up your quiz/test using true/false statements, longer text answers or students can draw the answer. You can setup a marking key meaning that the site will mark the answers for you and give instant data on who is correct. Your student can either have there own free account or they can access the material using a link. The site works across a wide range of devices.
Janos Haits

Annotate | Mobile Interactive Whiteboard, Student Response System - 0 views

annotate.net

interactive response system ios education learning Elearning technology web2.0 teaching resources E-learning EdTech tools social bookmarking

shared by Janos Haits on 02 Feb 21 - No Cached
  • Janos Haits on 02 Feb 21
     
    "Screencast with audio streaming for live remote instruction. Review student work and provide personalized feedback in real-time. Publish content and homework for self-paced review. More..."
Vanessa Vaile

MOOC - The Resurgence of Community in Online Learning - 0 views

halfanhour.blogspot.com.au/...ce-of-community-in-online.html

elearning downes blog-post MOOC community online learning CMC11 transliteracy

shared by Vanessa Vaile on 08 Jun 13 - No Cached
    • Vanessa Vaile
      Vanessa Vaile on 08 Jun 13
       
      or other social bookmarking, feed reader, aggregator. the main purpose is collect/collate, tag or label, annotate (time permitting) and curate
  • Feeding Forward - We want participants to share their work with other people in the course, and with the world at large
  • Sharing is and will always be their choice.
  • ...31 more annotations...
  • even more importantly, it helps others see the learning process, and not just the polished final result.
  • The Purpose of a MOOC
  • Coursera, for example, may want to support learning, but it is also a company that wants to make money at the same time
  • Organizations offer MOOCs in order to serve other objectives.
  • MOOCs serve numerous purposes, both to those who offer MOOCs, those who provide services, and those who register for or in some way ‘take’ a MOOC.
  • The original MOOC offered by George Siemens and myself had a very simple purpose at first: to explain ourselves.
  • there are different senses of learning
  • creating an open online course designed in such a way as to support a large (or even massive) learning community.
  • The MOOC as Community
  • Although we learn what we learn from personal experience, we usually learn what we learn from other people. Consequently, learning is a social activity, whether we immerse ourselves into what Etienne Wenger called a community of practice (Wenger, Communities of Practice: Learning, meaning and identity, 1999), learn what Michael Polanyi called tacit knowledge (Polanyi, 1962), and be able to complete, as Thomas Kuhn famously summarized, the problems at the end of the chapter. (Kuhn, 1962)
  • So online communities form around offline activities
  • With today’s focus on MOOCs and social networking sites (such as Facebook and Google+) the discussion of community per se has faded to the background.
  • Online educators will find themselves building interest based communities whether they intend to do this or not
  • Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’
  • The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
  • The peer community by contrast almost by definition cannot be formed over the internet
  • created through proximity
  • online communities depend on a topic or area of interest
  • Community Access Points
  • This was a project that did more than merely provide internet access, it created a common location for people interesting in technology and computers (and blogs and Facebook)
  • The MOOCs George Siemens and I have designed and developed were explicitly designed to support participation from a mosaic of cultures.
  • It is worth noting that theorists of both professional and social networks speak of one’s interactions within the community as a process of building, or creating, one’s own identity.
  • danah boyd, studying the social community, writes, “The dynamics of identity production play out visibly on MySpace. Profiles are digital bodies, public displays of identity where people can explore impression management.
  • ecause imagery can be staged, it is often difficult to tell if photos are a representation of behaviors or a re-presentation of them
  • In both of these we are seeing aspects of the same phenomenon. To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
  • We have defined three domains of learning: the individual learner, the online community, and the peer community.
  • Recent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
  • three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
  • recent MOOCs offered by companies like Coursera and Udacity have commercialized course brokering
  • a model that the K-12 community has employed for any number of years
  • where is the French-language community itself?
  • Vanessa Vaile on 08 Jun 13
     
    post from Half an Hour: excellent explanation of how connectivist moocs work, what the difference is between them and x or wrapped moocs and what open is In this presentation Stephen Downes addresses the question of how massive open online courses (MOOCs) will impact the future of distance education. The presentation considers in some detail the nature and purpose of a MOOC in contrast with traditional distance education. He argues that MOOCs represent the resurgence of community-based learning and will describe how distance education institutions will share MOOCs with each other and will supplement online interaction with community-based resources and services. The phenomenon of 'wrapped MOOCs' will be described, and Downes will outline several examples of local support for global MOOCs. 
Dianne Rees

100 Helpful Web Tools for Every Kind of Learner | College@Home - 0 views

www.collegeathome.com/...ools-for-every-kind-of-learner

tools learning education learning_styles

shared by Dianne Rees on 30 Jun 10 - Cached
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Bubble.us is visually pleasing and easy to use though doesn't allow you to note relationships between ideas.
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Mindmeister allows you to note relationships between ideas.
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Jing output is a swf file so you may need to convert it to do further editing in MovieMaker, for example.
  • ...5 more annotations...
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Flickr: some aspects of the service are no longer free. You can also upload short videos to the site.
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Librivox: Some recordings are better than others.
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Not free, but their readers are great.
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Diigo is another great tool that allows you to highlight and annotate as well as bookmark
    • Dianne Rees
      Dianne Rees on 30 Jun 10
       
      Twitter for short chats and linksharing
  • Dianne Rees on 30 Jun 10
     
    A list of tools for elearning organized by learning styles
Nergiz Kern

The Story of Stuff with Annie Leonard - 0 views

www.storyofstuff.com

businessenglish e-learning economy listening reading sustainability video

shared by Nergiz Kern on 22 May 08 - Cached
  • Nergiz Kern on 22 May 08
     
    Web site with great video about sustainability, annotated skript and other material for download http://www.storyofstuff.com/
George Roberts

Science of the Invisible - 0 views

scienceoftheinvisible.blogspot.com

blog A J Cann

shared by George Roberts on 05 Jan 09 - Cached
  • Diigo makes any document on the internet a social object by allowing any Diigo account holder with the correct privileges to annotate and comment on the content
cristina costa

Brown - 17 views

firstmonday.org/...387

social_documents

shared by cristina costa on 23 Mar 10 - Cached
  • We need to see the way documents have served not simply to write, but also to underwrite social interactions; not simply to communicate, but also to coordinate social practices
  • new forms of document allowed new forms of community
  • These groups can look surprisingly like modern equivalents of the scholarly communities that formed throughout the world in the Renaissance
  • ...12 more annotations...
  • The role of documents in linking people
  • he importance of documents to the formation of communities.
  • document forms both old (like the newspaper) and relatively new (like the television program) have underwritten a sense of community among a disparate and dispersed group of people
  • Marginal notes, footnotes, and conventional commentaries are merely the clearest examples of the ways that writing continually provokes more writing and that texts provide context for each other
  • Indeed, writing on writing is both literally and metaphorically an important part of the way meaning is negotiated.
  • Annotation is a rich cultural practice which helps, if only by the density of comment attached,
  • he appearance of entire conventional books at Web sites now supports intertextual research and practices.
  • Almost every day a new site appears with searchable and downloadable texts. Some allow commentary, too.
  • More generally, creative use of new documents no longer involves direct challenges to old ones
  • Rather, these new forms appear to reinvigorate the old, extending their useful social life not ending it.
  • primary characteristic of documents is their mobility
  • Documents quickly pass beyond the reach and protection of their maker and have to fend for themselves.
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