ICT in my Classroom - 1 views
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Live traffic feed Merchantville, New Jersey arrived from groups.diigo.com on "ICT in my Classroom"
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MOOC - The Resurgence of Community in Online Learning - 0 views
halfanhour.blogspot.com.au/...ce-of-community-in-online.htmlelearning downes blog-post MOOC community online learning CMC11 transliteracy
shared by Vanessa Vaile on 08 Jun 13 - No Cached
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Feeding Forward - We want participants to share their work with other people in the course, and with the world at large
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even more importantly, it helps others see the learning process, and not just the polished final result.
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Coursera, for example, may want to support learning, but it is also a company that wants to make money at the same time
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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.
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The original MOOC offered by George Siemens and myself had a very simple purpose at first: to explain ourselves.
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creating an open online course designed in such a way as to support a large (or even massive) learning community.
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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)
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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.
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Online educators will find themselves building interest based communities whether they intend to do this or not
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Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’
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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,
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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)
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The MOOCs George Siemens and I have designed and developed were explicitly designed to support participation from a mosaic of cultures.
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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.
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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.
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ecause imagery can be staged, it is often difficult to tell if photos are a representation of behaviors or a re-presentation of them
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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.
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We have defined three domains of learning: the individual learner, the online community, and the peer community.
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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.
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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.
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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.
Using Google Docs Forms to Run a Peer-Review Writing Workshop - ProfHacker - The Chroni... - 28 views
Gibbon: An EdTech Startup Taking DIY Learning to a New Level - 0 views
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shared by EdTechReview Community on 26 Dec 13 - No Cached
E-Learning and Digital Media ISSN 2042-7530 - How to contribute - 11 views
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"E-Learning and Digital Media (formerly E-Learning) is a peer-reviewed international online-only journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. A Policy statement is available. Articles accepted for publication become the copyright of the journal, unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language. All submissions to the journal are peer-refereed (anonymously) so they are published in accordance with international academic standards for research publication. For those who are refereeing articles on behalf of the journal a Referee Report form is available here."
Teacher-kit - 0 views
The Future of Work - 0 views
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How are current socio technological changes impacting the future of work? New technology, global trends, and the effect of Covid-19 on the job force have fundamentally altered the way firms operate and the kinds of expertise their workers require to compete in this emerging period of employment. Despite the fact that we cannot foresee what the future has in store, certain adjustments are inevitable. You must brace for such developments as a forward-thinking professional or aspirant. Gig Economy Gig Economy: The term 'gig' refers to a job model in which contractors are recruited and paid on a project-by-project basis. Gone are the days of doing a strap task from 9 a.m. to 5 p.m. The gig economy helps people to save multiple hours per day to make the most of the one and only scarce asset that they have time. Employee Well-Being Employee Well-Being is the topmost priority: While more people are operating remotely for extended periods of time, organisations can concentrate on ways to improve relationships and reduce mental tension. As organizations adapt, building mentally healthy workplaces will become even more relevant and complex. Also, working remotely and loneliness could have a detrimental impact on workers' mental wellbeing. Employee morale will suffer if they are not in good health. Several anal believe that employers will put a stronger emphasis on mental wellbeing and employee welfare. Intuitive and Appropriate Strategy Intuitive and Appropriate Strategy: Although meetings through online platforms like Zoom and Google Meet have been a constant throughout the pandemic but this restricted mode of communication the essence of being connected to colleagues and friends has indeed been cruelly exposed. As a result, software companies often rose to the situation, implementing innovative methods to ensure workers involved when working remotely. Nvidia, for example, has prioritized human speech over the context of video calls, resulting in substantial data s
How To Enhance Virtual Learning With The Help Of Social Learning - Tesseract Learning - 0 views
tesseractlearning.com/...th-the-help-of-social-learningvirtual learning virtual reality in elearning social learning corporate training
shared by Tesseract Learning on 22 Feb 21 - No Cached
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A virtual learning environment is a medium of learning where learners go through courses, study materials and learning aids through an online medium. It can be browser-based or a virtual training session through Zoom. Virtual learning offers activities, interactions, and resources within a course structure and provides different levels of assessment. Given this context, learners can access learning materials through peer-to-peer collaboration networks such as forums. As social learning is a continuous process of learning from other people within and outside the organization, it can be integrated into virtual learning through various means.
Pontydysgu - Bridge to Learning » Working and Learning - 0 views
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At the same time,
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seemingly re-found public appetite
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intervene
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Globalisation
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In some organizations
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context aware
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dispersed
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ICT was most frequently used for learning in those enterprises with flatter hierarchies and more devolved decision talking responsibilities and in which employees had greater autonomy in the organisation of their own work. Interestingly, these enterprises also tended to have a more experienced workforce and low turnover of employees
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either face to face in the workplace or on-line
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he study showed learning was more likely to take place in organisations with less hierarchical structures and where workers had more responsibility for their own work.
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is becoming part of a formal employment requirement
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his entails building organisations in which people have what can be termed ‘developmental work tasks’
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change is challenging for some trainers
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a single learning provider,
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critical role to play
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other approaches already in place
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accidental
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video conferencing
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unproblematic
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stimulating and rewarding
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learning to the state
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ambiguous and often hostile
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Facebook
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the privatization of education has seemed possible
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The idea of integrating personal learning and working environments
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nteract with peer groups and communities of practice through the internet
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learning spaces
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reality of experience.
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It also implies a new culture of active and autonomous collective learning to be encouraged, valued and recognized in and outside the workplace
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Possible Futures
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continue this list almost endlessly
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employees
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Annotate this paper.
Court fails Toronto professor's grading on a budget - 0 views
Airpano - 0 views
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A stunning collection of aerial 360 degree images from famous locations from around the world. Peer down at the hustle and bustle of Hong Kong harbour or the tranquil scenery of Fiordland in New Zealand. Each HD image can be rotated and you can zoom in to see the details in finer clarity. You can even embed a rotating image on to your site. http://ictmagic.wikispaces.com/Photos+%26+Images
A role for peer teaching in online courses - littlegreycells - 0 views
Learning Without Training - 12 views
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Learning Without Training by JAY CROSS on MARCH 5, 2012 Successful businesses insure that software and tools are available for such things as bookmarking reference information, collaborating on tasks, searching organizational content, recording knowledge for peer learning, reinforcing of key concepts, locating experts, accessing outside information, and connecting with customers and partners. Here are a few examples of learning before and after instituting the learning infrastructure we call a Workscape. Usually it's training before and pull learning after, that is, from training to what Jane Hart has called learning without training. For a less murky version of this post, visit the white paper on the Internet Time Alliance site from which this was excepted. Note what's happening here. The shift from training programs to learning networks expands learning and development from a limited department isolated from business operations into a critical, pervasive business function. CLOs who embrace this challenge of integrating learning into work face enormous job enrichment. Those who don't will play severely diminished roles. My next post on this topic will discuss how to shift from the traditional pattern to the network model.
Nairobi 2010 Conference Reoprt - 5 views
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Nairobi 2010 Conference Reoprt Climate Change and Natural Resource Use in Eastern Africa: Impacts, Adaptation and Mitigation Report of the 3rd Scientific Conference of the Ecological Society for Eastern Africa (ESEA) and co-hosted with the Pan African Climate Justice Alliance (PACJA) at Multimedia University College, Nairobi, 19 - 21 May 2010 By Nicholas Oguge, Caroline Lumosi, Teddy Odindo, Joseph Ngondi and Philista Malaki October 4, 2010 Summary While the Earth's climate has changed throughout history, the current warming trend has been of particular concern because most of it is human-induced and proceeding at a rate that is unprecedented. One of the greatest concerns of this global warming is climate variability and change. The risks associated with climate change add to development challenges such as food and water insecurity. Although climate change is only one of the many drivers negatively affecting biodiversity and ecosystem services, it certainly exacerbates the other factors such as land degradation and unsustainable natural resource use. There is general concern on the accelerating deterioration of the human environment and natural resources. This would widen poverty levels confronting eastern African countries and threaten gains made towards achieving the Millennium Development Goals. Thus, the Ecological Society for Eastern African organised its 3rd annual scientific conference with a theme addressing this global challenge. The idea was to bring together researchers, policy makers and the general public together to discuss the climate change phenomena, its impacts, mitigation strategies and adaptation measures with regard to natural resource use in Eastern Africa. In order to address above issues and to reach out to a wider audience, we designed the conference strategically on three tiers: 1. Plenary talks: to provide policy information and direction, science on climate change, ecological and socio-economic effects, how to commun
Why Using Peers to Model and Train Other Teachers Actually Helps? - 0 views
edtechreview.in/...-other-teachers-actually-helpsp2p mschat edtch cbl cpchat pd training k12 edadmin edleaders educators professionaltraining students
shared by EdTechReview Community on 17 Jan 14 - No Cached
Steps for Better Collaboration with Your Peers on Projects - 0 views
edtechreview.in/...on-with-your-peers-on-projectsedtech cbl edsocial pln webinars gafe edteach k12 21stedchat onlineed elearning
shared by EdTechReview Community on 15 Apr 14 - No Cached
Providing Learners with Feedback - Part 2 - 0 views
Diigo Blog » Announcing "Diigo Educator Accounts" - 0 views
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