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Alyn Minnerly

Educational Frontiers: Learning in a Virtual World (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ontiers-learning-virtual-world

Internet 2.0 teaching learning social Web Software virtual world

shared by Alyn Minnerly on 16 Jul 12 - No Cached
  • Alyn Minnerly on 16 Jul 12
     
    In response to Denise's reply to my Second Life post, I found this to give further illustrations on using virtual learning.
Dana Bauries

Creative Commons - 0 views

www.creativecommons.org

shared by Dana Bauries on 27 Jul 12 - Cached
  • Dana Bauries on 27 Jul 12
     
    The World Bank announces new Open Access Policy and Open Knowledge Repository The World Bank has announced a new Open Access Policy! Effective July 1, 2012, the Open Access Policy requires that all research outputs and knowledge products published by the Bank be licensed Creative Commons Attribution license (CC BY) as a default.
  • ...1 more comment...
  • Dana Bauries on 27 Jul 12
     
    I'm not sure if this is a web2.0 tool, but I found this site interesting. Original ideas, knowledge, projects, music, videos, and etc. can be shared with others. The authors of these tools can claim licenses on this site to protect their work. In addition, the site provides users with millions of videos, songs, content, academic activities etc. that you can legally use for free.
  • Alyn Minnerly on 28 Jul 12
     
    I am not sure if its Web 2.0 either, although I suspect not, but its awesome. Indespensible. Thanks for sharing.
  • Dana Bauries on 31 Jul 12
     
    This is a repeat! Sorry! Vanessa posted this earlier in the course.
hopeandpeace

20 Tips for Creating a Professional Learning Network - Getting Smart by Miriam Clifford... - 1 views

gettingsmart.com/...-professional-learning-network

PLN Creating a Professional collaboration learning technology tech tools network

shared by hopeandpeace on 10 Jul 15 - No Cached
  • hopeandpeace on 10 Jul 15
     
    Networking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster.
alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
Kari (Knisely) Word

(73) Millennials Don't Exist! Adam Conover at Deep Shift - YouTube - 5 views

www.youtube.com/watch

millennials generation

shared by Kari (Knisely) Word on 07 Jun 19 - No Cached
  • Kari (Knisely) Word on 07 Jun 19
     
    Adam Conover, comedian, discusses the dangers of stereotyping generations. We can't describe all millennials because they are the most diverse people to date. He claims that history shows that older people always talk down to practices of the younger people... it is a trend that has been around for years. Our view of generations reflects our own prejudice and opinions as our lens that we see the world.
  • justinbaggott on 08 Jun 19
     
    I always love Adam Conover's videos. This was great. I think his commentary on generational views of technology. It relates with my article about rethinking how we study "screen time". I think educators can easily fall into generational stereotypes when targeting learners. Great find!
  • amykbrown on 08 Jun 19
     
    Honestly don't know how no one laughed at that "baby boomer" joke but this was such a great video. Such an interesting point to note that we label this whole generation as one, but they truly are the most diverse when it comes to everything from background, culture, interests, etc! Thanks for sharing!
Ömer Arslan

Investigating the Community of Practice of World Language Educators on Twitter - 1 views

journals-sagepub-com.proxy.lib.fsu.edu/...0022487113489032

Twitter CoP Teachers

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines world language teachers' activities on Twitter. The author uses communities of practice (CoP) as a theoretical framework. I try to focus on membership, trajectories, norms, moderation, knowledge sharing, privacy, and ethics as part of my assignment.
nutraware79

The "online brain": how the Internet may be changing our cognition - 0 views

www.ncbi.nlm.nih.gov/...PMC6502424

cognition internet brain

shared by nutraware79 on 05 Jun 21 - No Cached
    • nutraware79
      nutraware79 on 05 Jun 21
       
      Internet and cognition
  • an example, even simple interactions with the Internet through the smartphone's touchscreen interface have been demonstrated to bring about sustained neurocognitive alterations due to neural changes in cortical regions associated with sensory and motor processing of the hand and thumb8. Beyond this, the Internet also presents a novel platform for almost‐endless learning of new information and complex processes, relevant to both the online and offline world9.Along with neuroplastic mechanisms, other environmental and biological factors can also cause changes in the brain's structure and function, resulting in cognitive decline10. In aging samples, for instance, there is evidence to indicate that age‐related cognitive decline may be partly driven by a process of atrophy. Some studies have shown that adopting a less engaging lifestyle across the lifespan may accelerate loss of cognitive function11, due to lower “cognitive reserve” (the ability of the brain to withstand insult from age and/or pathology)12. Some emerging evidence indicates that disengaging from the “real world” in favor of virtual settings may similarly induce adverse neurocognitive changes.
  • nutraware79 on 05 Jun 21
     
    Cognition decline and internet
Dana Bauries

Moodle.org: open-source community-based tools for learning - 0 views

moodle.org

shared by Dana Bauries on 27 Jul 12 - Cached
  • Dana Bauries on 27 Jul 12
     
    Mobile Moodle app moving to HTML5 more... Upcoming MoodleMoots around the world more... 1st Moodle Research Conference - September 2012 more...
  • ...1 more comment...
  • Dana Bauries on 27 Jul 12
     
    Moodle is a free web-based LMS that allows you to build learning sites including online courses.
  • Alyn Minnerly on 28 Jul 12
     
    I have checked out Moodle before and have read articles that seems to favor this over Blackboard. However, even though its free, it may be a challenge for some universities to switch over. The hidden costs are high.
  • Fabrizio Fornara on 28 Jul 12
     
    I used Moodle for several years at my former school, in Spain. It's a great LMS, not too different from Blackboard. It's free but, at a school level you still have to have an IT department for the maintenance, or pay an external administrator. If I were a principal, I would choose Moodle over Blackboard.
Alyn Minnerly

Second Life idea great for Produsage? Game-Based Learning? - 1 views

secondlife.com

2.0 Internet teaching learning Web social collaboration game-based produsage

shared by Alyn Minnerly on 15 Jul 12 - Cached
  • Alyn Minnerly on 15 Jul 12
     
    I don't know much about Second Life, and while it might have some elements that I could do without, I was thinking that this could tie nicely into a formal or informal Web 2.0 learning platform, game based learning, and Produsage. What do you think?
  • ...2 more comments...
  • Fran Marsh on 15 Jul 12
     
    I took a multimedia class last semester with Dr. Ke and got to explore Second Life and Opensim. It's a great example of Produsage as the members are constantly producing (sharing)and using (making use of what's shared) in their communities. You'd be surprised at the research currently being done with Second Life/Opensim and learning disabilities here at FSU's Instructional Systems. My daughter is part of that research and loves the interaction that's involved in second life. You'll find that it's difficult to take a back seat in this virtual community as things are constantly and dynamically changing. BUT I got" creeped" out as the environment resembled too close to real life. I can see how people can really be sucked in to this environment and "live" a second life.
  • Dana Bauries on 16 Jul 12
     
    I remember writing a couple of paper's on Second Life in some of my ISD courses. Along with informal instruction, professor's are developing courses within Second Life's virtual platform. They are holding class meetings Second Life's synchronous communication tools. Second Life's features are interesting because they can easily blend formal and informal learning.
  • Denise Basler on 16 Jul 12
     
    Second Life creeps me out too. I've tried exploring what it is, but I think it just boils down to me thinking that I would have to be dissatisfied with my first life to indulge in a second one. There was a season of The Office devoted to this, I think. It also doesn't help that the only Second Life example I have ever seen was the one that shares the thoughts and visuals of a schizophrenic and that the graphics look like the Grand Theft Auto video game (one that my little brother played WAY too much). I know all of what I just typed is silly (although true for me) because some really great things are coming out of Second Life. I have a friend who is working on her doctorate in ISD at the University of Southern Alabama, and she put a lot of work into a research on using Second Life to rehabilitate long-term prison inmates, prior to their release. She ultimately chose another topic for her thesis, but her work showed astounding results. Before learning about her work, I assumed Second Life was nothing more than a glorified Sims game.
  • Alyn Minnerly on 16 Jul 12
     
    To some degree, I agree Denise that its a little creepy. Especially since there are a lot of undesireable elements (at least to me) that seem to permeate the S.L. landscape. However, I am fascinated with using a virtual world setting to encourage learning because people tend to "get in to it" better when its in an environment that they can relate too.
eesllc

Social media as a complementary learning tool for teaching and learning: The case of yo... - 0 views

reader.elsevier.com/...C42F5CAC4855A1ED1ABC1E2CCCA0DD

2.0 social learning teaching education

shared by eesllc on 23 Jul 18 - No Cached
  • eesllc on 23 Jul 18
     
    author: George Ligon IV I recently read an article about a study on college students use of Youtube to support academic learning. According to Alexa (2015), Youtube is the third most visited website in the world (as cited by Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). The study explored students' usage and their perceptions of Youtube's effectiveness as an academic learning tool. Out of 312 respondents 71% stated they used Youtube for academic learning purposes (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). According to Moghavvemi et al. (2018), 76% of respondents stated they used Youtube to learn how to solve problems, 77% used it to answer questions, and 83% used it to watch videos that were suggested by friends. In addition to this, Moghavvemi et al. (2018), reported 70.5% of respondents believed they learned more from watching Youtube than reading a book. Thus, the findings supported previous studies which found using videos to teach was an effective tool to enhance academic performance (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). References Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018, March). Social media as a complementary learning tool for teaching and learning: the case of youtube. The international journal of management education. 16(1), 37-42. Retrieved from https://www.sciencedirect.com/science/article/pii/S1472811717303051
lsibbitt

A Global Dialogue on Peace: Creating an International Learning Community through Social... - 1 views

eric-ed-gov.proxy.lib.fsu.edu/?id=EJ1060834

shared by lsibbitt on 19 Jul 18 - No Cached
  • lsibbitt on 19 Jul 18
     
    Download full PDF from FSU Library database. Students from American College of Norway, the University of North Dakota, and Nelson Mandela Metropolitan University in Port Elizabeth, South Africa came together through technology with the objective to have engage in a dialogue on topics such as like world peace, sustainable peace and global citizenship. Students were using this as an opportunity to connect to one another. Students were excited for the opportunity to engage, they had exposure to great speakers (digitally) and materials. They were connected to one another via online channels. Students answered questions on a blog and on Facebook, and although at first the answers may have been surface level, eventually student answers became more sophisticated. The study concludes by acknowledging the value of studying abroad, but recognizing that not all students have the opportunity to do so. Some of the value of study abroad is the exposure to culture and enhanced desire to learn, with technology it is possible to help students develop a passion for learning and create a sense of understanding for global issues.
brucescrews

Report: 92 Percent Of Pinterest Pins Made By Women - 2 views

marketingland.com/interest-pins-made-women-83394

Pinterest Usage social gender

shared by brucescrews on 16 Jul 16 - No Cached
Ernest Koh liked it
  • brucescrews on 16 Jul 16
     
    Pinterest usage statistics. I knew this before using it, so I was a little hesitant. It didn't immediately "click" with me. After trying it out again, I have found it much more interesting. I added my wife as an editor to the board and it has proved to be a good way to share information about a topic of mutual interest.
  • ...2 more comments...
  • Vanessa on 16 Jul 16
     
    I think it's pretty good for anyone working in a visual medium. (Today I'm planning to issue a Pinterest Challenge)
  • Ernest Koh on 16 Jul 16
     
    Pinterest!!! Love it!
  • justchan11 on 16 Jul 16
     
    I totally believe it! Many women have alternative lives on Pinterest. It's a world many of us probably wished we lived. LOL!
  • brucescrews on 17 Jul 16
     
    I have a friend who works in advertising. He uses Pinterest when doing research for ad campaigns. I think this is a good example of someone "working in a visual medium" as Dr. Dennen suggested.
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