Group items tagged connected - elearning 2.0

John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
- Leo de Carvalho on 24 Apr 11
  
  Few add value to knowledge
  
  <div class="cArrow"> </div><div class="cContentInner">Few add value to knowledge </div>
  
  ...
  
  Cancel
...

Cancel
The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities.
- Leo de Carvalho on 24 Apr 11
  
  many support few
  
  <div class="cArrow"> </div><div class="cContentInner">many support few</div>
  
  ...
  
  Cancel
...

Cancel

Leo de Carvalho on 24 Apr 11

Behaviorism, 4cognitivism, and constructivism are the three broad learning 1theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. 1Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).

<div class="cArrow"> </div><div class="cContentInner">Behaviorism, 4cognitivism, and constructivism are the three broad learning 1theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. 1Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).</div>

...

Cancel

The Connected Classroom: Even MORE links - 0 views

theconnectedclassroom.blogspot.com/...even-more-links.html digitalstorytelling photostory

shared by cristina costa on 25 Mar 08 - Cached

1More

21st Century Learning | 21st Century Connections - 0 views

21centuryconnections.com/learning connectivism elearning future web2.0

shared by Zsolt Kulcsár on 25 Sep 08 - Cached

12More

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views

www.irrodl.org/...1178 interaction equivalency instructional_design self-paced research

shared by Glenn Hoyle on 25 Apr 09 - Cached

Michèle Drechsler liked it

This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts: 1. What forms of interaction do adult learners engage in most in self-paced online courses? 2. What forms of interaction do adult learners value most in self-paced online courses? 3. What forms of interaction do adult learners identify as equivalent in self-paced online courses? 4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
...

Cancel
Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
- Mike Fandey on 25 Apr 09
  
  The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.
  
  <div class="cArrow"> </div><div class="cContentInner">The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.</div>
  
  ...
  
  Cancel
...

Cancel
Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
...

Cancel
...7 more annotations...
Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
...

Cancel
Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
...

Cancel
Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
...

Cancel
informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
...

Cancel
Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
...

Cancel
In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
...

Cancel
This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
...

Cancel

Glenn Hoyle on 25 Apr 09

Learning takes place through active engagement rather than passive transmission.

<div class="cArrow"> </div><div class="cContentInner">Learning takes place through active engagement rather than passive transmission.</div>

...

Cancel

1More

The Webinar Blog - 0 views

wsuccess.typepad.com/webinarblog webinar learning training Adobe Connect online

shared by Mike Fandey on 25 Mar 09 - Cached

11More

The Capital Region Society for Technology in Education - 0 views

crste.org/c3archive.html technology education capital conference cyber

shared by Jennifer Garcia on 24 Feb 10 - Cached

Our Children Are Not the Students Our - Schools Were Designed For: Understanding Digital Kids Ian Jukes
...

Cancel
3D for Free! Using Google SketchUp and Google Earth in the Classroom - Bonnie Roskes
...

Cancel
Multiple Intelligences and Instructional Technology - Walter McKenzie
...

Cancel
...7 more annotations...
Creativity and Literacy with Graphic Novels - Andre Costa de Sousa
...

Cancel
Putting the Horse Back Before the Cart: Technology Competencies All Educational Administrators Need - Doug Johnson
...

Cancel
Animation and Digital Storytelling Across the Curriculum - Scott Loomis
...

Cancel
Glogster: Reverse WebQuesting - Nicole Tomaselli
...

Cancel
Learning With the World - Using Technology to Connect Students Globally in Project Based Learning - Jim Carleton and Mali Bickley
...

Cancel
Dragging Them Kicking and Screaming - Charlie Makela
...

Cancel
Using Web Conferencing to Enrich Instruction - Kim Caise
...

Cancel

Jennifer Garcia on 24 Feb 10

crste cyber conference session archive

<div class="cArrow"> </div><div class="cContentInner">crste cyber conference session archive</div>

...

Cancel