Hence the title of my talk. CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views
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Students can publish links to external objects, but can’t link back in.
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Moreover, unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
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TeachPaperless: Why Teachers Should Blog - 0 views
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And so, we should teach this new generation to move beyond embarrassment and fear. This is not to condone manifestly insolent behavior online, rather in teaching the qualities -- the unique qualities -- of the globally connected public square, we should be instilling in students both a strident determination to take part in the unadulterated public debate and yet have humility.I think both are achieved through the crucial practice of critical thinking and earnest self-analysis. And no where, if sincerely met with daily conviction, can both be better employed than in the practice of blogging.
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And so, I firmly believe that all teachers should be bloggers. Because if Descartes is wrong, then the thrust of our identity is determined not by our inalienable and essential state of being but by the differences in idea and sense that we demonstrate through our interactions with others.
What is the Future of Teaching? - 0 views
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According to the New York Times Bits blog, a recent study funded by the US Department of Education (PDF) found that on the whole, online learning environments actually led to higher tested performance than face-to-face learning environments.
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“In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages,” writes the authors of the report (emphasis theirs). “At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
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We can conclude that those in online learning environments tested better, but not necessarily why.
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