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Nonconceptual content and objectivity - 0 views

mind.ucsd.edu/...ejap_6_7_Hutto.html design H800
shared by Kev Harland on 05 Apr 14 - No Cached
  • In general, we may regard a perceptual experience as an informational state of the subject: it has a certain content -- the world is represented a certain way -- and hence it permits of a non-derivative classification as true or false. For an internal state to be so regarded, it must have appropriate connections with behaviour -- it must have a certain motive force upon the actions of the subject.... The informational states which a subject acquires through perception are non-conceptual, or nonconceptualised. Judgements based upon such states necessarily involve conceptualisation.
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Vicarious Learning | IGI Global - 0 views

www.igi-global.com/...12061 vicarious learning learning theory H800
shared by Kev Harland on 05 Apr 14 - No Cached
  • However, the specific suggestion we address here is that vicarious learning is a distinct idea that may have its own implications, particularly for distance learners and others whose access to normal learning dialogue is limited.
  • Vicarious learning accordingly arises in situations where a learning experience is witnessed and reacted to as a learning experience by another learner.
  • This is a clear example of vicarious learning where the focus of the learning episode is some cognitive skill or understanding
  • ...1 more annotation...
  • The Answer Garden (Ackerman & Malone, 1990) and Answer Web (Slater, 1993) are computer-based learning systems based on networks of questions that have been asked by learners and answered by experts, allowing future learners simply to access these exchanges and thus to learn vicariously.
  • Kev Harland on 05 Apr 14
     
    Vicarious Learning
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Howard Rheingold: The new power of collaboration | Talk Video | TED - 0 views

www.ted.com/...ard_rheingold_on_collaboration H800 collaboration
shared by Kev Harland on 05 Apr 14 - No Cached
    • Kev Harland
      Kev Harland on 05 Apr 14
       
      Mentions many to many learning or Peer to Peer
  • Howard Rheingold: The new power of collaboration
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Week 5: Knowing, media and forms of representation: Learning and artefacts - 0 views

learn2.open.ac.uk/...view.php H800 forms of representation
shared by Kev Harland on 05 Apr 14 - No Cached
  • mportant questions about the ways in which learning complex systems can be assisted by making use of the same technological environments that give rise to the learning need
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Of mind and media: EBSCOhost - 1 views

eds.b.ebscohost.com.libezproxy.open.ac.uk/...detail forms of representation H800
shared by Kev Harland on 05 Apr 14 - No Cached
  • different forms of representation have what philosophers call different fields of reference.
  • even when different symbolic forms of representation address the same field of reference, conveying (what appears to be) the same information
  • strongly colored by the knowledge structures ("schemata") we already possess
  • ...10 more annotations...
  • much may depend on the richness and organization of the knowledge schemata one brings to bear on the incoming information
  • affect meanings is a matter of balance between them and the richness of one's schemata
  • basic symbolic forms of representation--language, number, spatial relations, movement, pitch
  • the convergence of findings supports the conclusion that different symbolic forms of representation require different symbolic capacities
  • The seven intelligences he describes (linguistic, musical, logical/mathematical, spatial, bodily/kinesthetic, intrapersonal, and interpersonal)
  • different symbolic forms of representation are processed by different sets of mental skills and capacities
  • hildren do not expend much mental effort on a televised story, even when it is quite poetic and requires effort
  • Thus they learn far less from it than from an equivalent story in print.
  • Where or when television is perceived as a serious medium
  • They also seem to be gradually changing the meaning of "knowledge," from something that is possessed to something to which we have access
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Collaborative problem-solving, ie project work, is back in fashion | Fran Abrams | Educ... - 0 views

www.theguardian.com/...e-problem-solving-michael-gove collaborative learning H800
shared by Kev Harland on 05 Apr 14 - No Cached
  • Kev Harland on 05 Apr 14
     
    Recent guardian post
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The Battle for Open - a perspective | Weller | Journal of Interactive Media in Education - 0 views

jime.open.ac.uk/...html OER Creative Commons openness H800 higher education week10b
shared by Kev Harland on 12 Apr 14 - No Cached
  • Kev Harland on 12 Apr 14
     
    Martin Weller argues that openness in education has been successful in establishing itself as an approach. However, this initial victory should be viewed as part of a larger battle around the nature of openness. Drawing lessons from history and the green movement, a number of challenges for the open education movement are identified as it enters this new stage.
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What sort of open do you want? - The Ed Techie - 1 views

nogoodreason.typepad.co.uk/...-sort-of-open-do-you-want.html week10b Creative Commons OER design vle
shared by Kev Harland on 12 Apr 14 - No Cached
  • Kev Harland on 12 Apr 14
     
    It's more useful to consider the motivation for openness, why has someone adopted an open approach in the first place? Here are some possibilities:
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Week 11 Activity 4c Costs and elearning - 0 views

learn2.open.ac.uk/...discuss.php week11activity4c H800 design costs
shared by Kev Harland on 27 Apr 14 - No Cached
  • The most succinct summation of this question was provided by an accountant who was in my group a couple of years ago. She phrased it as: (£ consuming vs £ benefit)
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PDF: Unfit for Human Consumption - 1 views

www.nngroup.com/...df-unfit-for-human-consumption H800 accessibility H810 usability guidelines
shared by Kev Harland on 29 Apr 14 - No Cached
    • Kev Harland
      Kev Harland on 29 Apr 14
       
      Web usability guru Jakob Nielsen weighs in on the PDF debate
  • Kev Harland on 29 Apr 14
     
    Summary: Users get lost inside PDF files, which are typically big, linear text blobs that are optimized for print and unpleasant to read and navigate online. PDF is good for printing, but that's it. Don't use it for online presentation.
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Whadya mean "openness has won"? - The Ed Techie - 2 views

nogoodreason.typepad.co.uk/...dya-mean-openness-has-won.html OER H800 week10b
shared by Kev Harland on 05 May 14 - No Cached
  • Kev Harland on 05 May 14
     
    Whadya Mean "Openness Has Won"?
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G140: Separating information and structure from presentation to enable different presen... - 2 views

www.w3.org/...G140.html structure information presentation techniques web 2.0 design mobile responsive design'
shared by Kev Harland on 19 May 14 - No Cached
  • Kev Harland on 19 May 14
     
    Allowing content to be read on any mobile device. 
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More Thoughts on Categories of Mobile Learning Content | Float Mobile Learning - 4 views

floatlearning.com/...ies-of-mobile-learning-content mLearning design web 2.0 mobile
shared by Kev Harland on 19 May 14 - No Cached
  • Kev Harland on 19 May 14
     
    There are many ways to slice and dice the types of mobile learning content. One way is by starting with the simplest kind of messaging and move to the most complex:
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Obsoletive: Revolutionary Products in Tech Don't Disrupt-They Obsolete - 1 views

stratechery.com/obsoletive disruptive technologies mLearning products tech
shared by Kev Harland on 20 May 14 - No Cached
  • Kev Harland on 20 May 14
     
    In 2006, the Nokia 1600 was the top-selling phone in the world, and the BlackBerry Pearl the best-selling smartphone.2 Both were only a year away from their doom, but that doom was not a cheaper, less-capable product, but in fact the exact opposite: a far more powerful, and fantastically more expensive product called the iPhone.
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Design Methodologies - 1 views

www.nwlink.com/...design_models.html design learning design methodologies
shared by Kev Harland on 24 May 14 - No Cached
  • Kev Harland on 24 May 14
     
    Everyone designs who devises courses of action aimed at changing existing situations into preferred ones. The intellectual activity that produces material artifacts is no different fundamentally from the one that prescribes remedies for a sick patient or the one that devises a new sales plan for a company or a social welfare policy for a state." - Herbert Simo
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Education versus Training: Selecting the Right Lifelong Learning Experience | The EvoLL... - 1 views

www.evolllution.com/...t-lifelong-learning-experience education training learning experience lifelong learning
shared by Kev Harland on 25 May 14 - No Cached
  • Kev Harland on 25 May 14
     
    How to decide whether to engage in training or in education?  And how to know which is needed, if maybe not both? There are several attributes of education and training that can help answer each question. The table (Based on Arthur Chickering's work in Education and Identity, Jossie-Bass, 1993) summarizes the attributes of education and training and poses the critical questions the learner must answer when choosing between them.
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Are online learners frustrated with collaborative learning experiences? | Capdeferro | ... - 2 views

www.irrodl.org/...2129 group research collaboration week17activity2 frustration
shared by Kev Harland on 31 May 14 - No Cached
  • Kev Harland on 31 May 14
     
    Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences
  • teresamorgan on 27 Jun 14
     
    Thanks for this. I'm currently trying to put together TMA03. I'm really interested in OU Live but struggling to select a second technology. I'm tempted to look at either Wikis or blogs. This article looks as though it's really interesting should I select Wikis. I hope you're enjoying the course. Teresa
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Government Digital Inclusion Strategy - GOV.UK - 2 views

www.gov.uk/...ent-digital-inclusion-strategy digital divide H800 inclusion government strategy gov
shared by Kev Harland on 26 Apr 14 - No Cached
  • access - the ability to actually go online and connect to the internet skills - to be able to use the internet motivation - knowing the reasons why using the internet is a good thing trust - a fear of crime, or not knowing where to start to go online
  • Kev Harland on 27 Apr 14
     
    This was published mid April 2014 and has relevance to the debate about the digital divide.
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OER as Educational Philosophy - 0 views

www.slideshare.net/...oer-as-educational-philosophy H800 week10b Creative Commons OER design MOOC web 2.0
shared by Kev Harland on 22 Apr 14 - No Cached
  • Kev Harland on 22 Apr 14
     
    This is a slideshare. Slide 12 onwards cover OER philosophy as well as definitions, interpretations and scope.
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xMOOC vs. cMOOC - MOOC Pedagogy - Degree of Freedom - 2 views

degreeoffreedom.org/xmooc-vs-cmooc MOOC cMOOC xMOOC week10b H800 OER
shared by Kev Harland on 12 Apr 14 - No Cached
  • Kev Harland on 12 Apr 14
     
    I only learned recently that I've not been enrolled in MOOC classes at all, but have instead been involved with something called an xMOOC
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