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Steven Parker

Janet Street-Porter: I believe Facebook is a toxic addiction | Mail Online - 0 views

www.dailymail.co.uk/...-Facebook-toxic-addiction.html

learingdesign socialsoftware

shared by Steven Parker on 27 Mar 10 - Cached
  • Steven Parker on 27 Mar 10
     
    The amount of time people now spend on social networking sites has soared to six hours a week - that's up more than 80 per cent in a year, and the longer we spend online, the harder it is to connect with the real world. Psychologist Arthur Cassidy says that friendships forged via social networking sites and messaging services are different to those we make in the real world.
  • Steven Parker on 27 Mar 10
     
    This is very much a talking point for PIE, what can students learn from social networked learning approach with guidance from an informed teacher on the pros and cons and what to do if something is not right within a social networking context
Steven Parker

Handbook of Emerging Technologies - 1 views

umanitoba.ca/...HETL.pdf

awareness

shared by Steven Parker on 09 Mar 10 - Cached
  • Steven Parker on 09 Mar 10
     
    #yam Great paper on Connectivism, codifying behaviours for social networking, highlighting networking tools and barriers to uptake.
  • Steven Parker on 09 Mar 10
     
    Great paper on Connectivism, codifying behaviours for social networking, highlighting networking tools and barriers to uptake.
Robyn Jay

Learning Networks + Knowledge Exchange = Learning 2.0 - 0 views

www.kolabora.com/...etworks_knowledge_exchange.htm

stephendownes connectivism learning networkedlearning learningtheory theory e-learning knowledge networks education web2.0

shared by Robyn Jay on 18 Mar 10 - Cached
  • Robyn Jay on 18 Mar 10
     
    "Learning Networks + Knowledge Exchange = Learning 2.0"
Robyn Jay

Pontydysgu - Bridge to Learning - Educational Research - 0 views

www.pontydysgu.org/...rethinking-e-portfolios

portfolio learning eportfolio research eportfolios professionaldevelopment

shared by Robyn Jay on 22 Mar 10 - Cached
  • Is an e-Portfolio intended as a space for learners to record all their learning – that which takes place in the home or in the workplace as well as in a course environment or is it a place or responding to prescribed outcomes for a course or learning programme? How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning? Can tone environment encompass all of these functions?
  • importance of feedback
  • The advent of social networking applications showed the power of the internet for what are now being called personal Learning networks, in other words to develop personal networks to share learning and share feedback.
Steven Parker

Sydney Lets system - 0 views

www.auslets.org/philosophy

community networking permaculture people

shared by Steven Parker on 01 Mar 11 - No Cached
  • Steven Parker on 01 Mar 11
     
    Time and services network/ community currency, I wopnder whetehr this could be applied in large organisations
Kathy Gerwald

Rypple - how a social networking tool can promote learning in the workplace - 0 views

www.elearnmag.org/subpage.cfm

shared by Kathy Gerwald on 26 Oct 10 - No Cached
  • Kathy Gerwald on 26 Oct 10
     
    I know I'm preaching to the converted, but here is another article supporting the use of social networking for learning. You may or may not choose to look at Rypple, but the concepts can be used
Stephan Ridgway

Open for Learning: The CMS and the Open Learning Network | in education - 1 views

ineducation.ca/...-cms-and-open-learning-network

lms pln networkedlearning education siwd

shared by Stephan Ridgway on 15 Mar 10 - Cached
  • Stephan Ridgway on 15 Mar 10
     
    Jon Mott David Wiley
Robyn Jay

Learning Development Cycle - 1 views

www.elearnspace.org/...ldc.htm

elearning connectivism design learning education pedagogy

shared by Robyn Jay on 22 Mar 10 - Cached
  • Effective learning design is no longer a formulaic process. It’s a rich engagement of learners and their needs.
  • Courses and programs are no longer the only design objects for learning designers. Designers must shift their attention to the more ambiguous, tumultuous learning environment in which learners now function. Designers no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and forage for their own knowledge.
  • design the ecology
  • ...3 more annotations...
  • learning design” will be used in place of instructional design
  • The starting point of learning design is to evaluate the existing views of learning types, learning theories, and design approaches. An integrated or holistic view of the diverse learning landscape permits designers and educators to select appropriate models for appropriate means.
  • Connectivism Connectivism as a learning theory provides insight into the dynamics of networks, environments, and ecologies in relation to accretion learning. It consists of the following principles: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. “Know where” replaces “know what” and “know how”. Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • Robyn Jay on 22 Mar 10
     
    "Our learning institutions have been created in the spirit of research and openness, yet they have acquired their own neurotic tendencies. Most notable is the strong reaction to change in the classic models of distributing learning. Models of courses, programs, and degrees are still central, even though technology and new needs on the part of learners are creating a climate that requires a more dynamic alternative. "
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