GAFE sessions 2014

Wow!  one stop shopping for info about using video in the classroom. 

Not sure if this is up for the challenge, but I liked this post and this blog that was tweeted to #cdnedchat

OK, this looks great!  I'm a bit overloaded right now, so going to save it for later...

Thanks Laura for retweeeting this!

Interesting discussion about ipads.

Kristin and Faye, I think this has some useful information for our page.

Just in case Brenda didn't already diigo it!

Might be useful for our class Saturday!

This looks so fun!  Lots of great info about creating stop motion animated films. 

This article begins with a discussion of "connectivism" as a learning theory and it's acceptance by the educational community. It extends beyond the traditional theories of behaviorism, congnitivism, and contructivism to describe learning within a network. Connectivism is a theory in which complex learning occurs through recognition and adaptation of patterns in social, technologically enhanced networks. He explores the overlay vs. transformation paradigm now occurring in education and provides an interesting historical perspective, the introduction of electricity to factories. Originally factories were designed to take advantage of a single power source. Electricity was introduced and replaced the original power source but was simply overlaid - used to power the original device on which the entire factory was dependent. If a problem occurred with this device, the entire factory was incapacitated. It took a complete redesign of the factories, utilizing multiple power sources, to fully realize the improvement brought by the new technology. Next, Siemens examines the various metaphors for educators in recent literature. The first is of the master artist, as in the atelier or studio model, in which the students learn from each other and are guided by the more knowledgeable and experienced teacher. Another is of the network administrator who assists students in forming connections and creating learning networks. Next is the concierge who acts as a tour guide, assisting with resource acquisition and permitting student exploration. Finally, he settles on his preferred metaphor of the educator as curator who creates learning spaces and allows learners the freedom to explore and make connections. Siemens proposes that we should consider the change caused by our networked society and rethink and reconsider our view of learning and knowledge, as well as our approach to teaching.

I'm borrowing ipads and having students create picollages. My problem has been getting the collages from the ipads into a google doc so that we can all share.  I'm thinking SendtoDropbox might be the answer. :-)

Yet another cool tool!

This article proposes an evolution in teaching and learning that will facilitate the needs of the 21st century learner. Successful examples are highlighted to introduce the various pieces needed to create the picture of a new learningscape, a hybrid model of learning. First, the atlier form of learning, modeled after the architecture studio is described where student work is public within the studio and is critiqued by fellow students and directed by the instructor or master architect. He then describes an apprenticeship model in which students "learn to be" and practice productive inquiry in which they actively seek what they need in order to do what they want to do. Next, Seely-Brown explored the use of backchanneling, and bringing it to the forefront, which transforms a class into a collaborative team. Finally he describes the passion based learning exhibited by the "pro-amatuer". These are niche communities forming on the web, sharing ideas and information. The example provided was amateur astronomers who share tips, post images, and interact with each other and with professionals in the field. Seely-Brown combines these various thoughts, into what he calls the Grand Transition in our educational approach from supply-push mode to demand-pull mode. The hybrid model of learning is a culture of peer-based learning and building in which students participate in passion-based niche communities of co-creation complemented by a core curriculum.