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Tarmo Toikkanen

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 0 views

www.smartteaching.org/...tive-and-interactive-classroom

wiki collaboration education classroom tips web2.0

shared by Tarmo Toikkanen on 07 Sep 09 - Cached
  • Tarmo Toikkanen on 07 Sep 09
     
    Wikis are an exceptionally useful tool for getting students more involved in curriculum. They're often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom.
Tarmo Toikkanen

Manufacturing Active Collaboration Space (MACS) - Industry Solutions - Cisco Systems - 0 views

www.cisco.com/...ctive_collaboration_space.html

itec collaboration

shared by Tarmo Toikkanen on 01 Jun 11 - No Cached
  • Tarmo Toikkanen on 01 Jun 11
     
    "The Cisco Manufacturing Active Collaboration Space (MACS) is designed for highly interactive meetings joining distributed project teams at multiple locations."
Tarmo Toikkanen

WordPress › Knowledge Building « WordPress Plugins - 0 views

wordpress.org/...knowledge-building

wordpress plugin knowledge building

shared by Tarmo Toikkanen on 11 Sep 09 - Cached
  • Tarmo Toikkanen on 11 Sep 09
     
    Knowledge Building is a process of collaboratively building new understanding and knowledge through meaningful discussion. This plugin allows knowledge building processes to happen on Wordpress comments.
Jukka Purma

JIME - Building Open Educational Resources from the Ground Up: South Africa's Free High... - 0 views

jime.open.ac.uk/...jime-2008-07.html

oer agile community collaboration

shared by Jukka Purma on 07 Oct 09 - Cached
  • Ultimately this involves instilling practices within the organization or project that imitate the very characteristics of the resources that OER projects serve to create and support.
  • In March 2002, Mark Horner, a graduate student in physics at the University of Cape Town (UCT), presented a demonstration on waves at a science fair in South Africa. After the demonstration, several high school students approached him, explaining that they did not have a science textbook, and had never had wave phenomena described to them before. The students had pooled their money to purchase a notebook and pen, and they asked Horner to write down the demonstration, step by step, so they could share the notes with their classmates and teachers. Wanting to give the students more than the steps of a wave demonstration, Horner returned to UCT and engaged his colleagues in writing a high school science text that would be free and sharable for all teachers and learners in South Africa. In the process, Free High School Science Texts (FHSST) was born.
  • Through its communication and networking channels, the project grew from an original group of five graduate students who wrote the content locally, to over 420 volunteers who have, since 2002, signed up for an account and logged onto the project website.[[3]] The number of active and sustained contributors of content, however, was smaller—about 50 volunteer authors globally, from South Africa to India, Pakistan, Scotland, and the United States. Of these 50 active volunteers, approximately ten became core participants, contributing content regularly and consistently (i.e., weekly).
  • ...8 more annotations...
  • Getting volunteers set up to use the CVS repository was a laborious process, and volunteers needed extensive technical understanding. As a result, this placed a substantial burden on the core team volunteers, who had to facilitate contributions from the other volunteers. To lessen this burden, the project experimented with WikiBooks.
  • As a result, FHSST shifted to a third solution, the eventual development and implementation of a content management system (CMS)[[5]]. Drupal was chosen because it was free, relatively easy to set up, and met volunteer needs effectively.
  • In order to submit content to FHSST within the Drupal system, volunteers signed up on the FHSST website, logged on, and chose from the list of available assignments based upon their expertise and interests. The sign-up and log-on processes did not require a screening for credentials. During the initial stages of the project, people volunteered to complete large sections of text, such as chapters. However, FHSST soon found that many of the sections were not being completed within expected timeframes. As a result, FHSST began to divide volunteer tasks into smaller assignments, such as portions of chapters, drawings, illustrations, activities, and examples. FHSST noted that this adaptation facilitated volunteers’ ability to consistently complete assignments within expected timeframes.
  • Since its inception, FHSST offered face-to-face work sessions in which volunteers in the same geographic area met together to develop content collaboratively
  • hackathons
  • The aim of our trials was to identify the weaknesses in the books to inform our second-round editing process and make sure we fix the issues to make the books as usable as possible to our target audience. We also wanted to identify […] what is the [science] laboratory situation at the schools? Do they have equipment to do the experiments so that we could […] tailor our content accordingly.
  • experimentation and adaptation are central components of an open education projects’ ability to sustain itself
  • Since FHSST did not obtain funding until four years after its inception,
  • Jukka Purma on 07 Oct 09
     
    Mielenkiintoinen ja onnistunut "agile" oppikirjankirjoitusprojekti
Tarmo Toikkanen

Prezi Meeting Brings Collaboration to Web-based Presentations - 0 views

mashable.com/...prezi-meetings

itec prezi collaboration meeting teaching tools

shared by Tarmo Toikkanen on 14 Sep 10 - No Cached
  • Tarmo Toikkanen on 14 Sep 10
     
    This might have applications for education as well.
Tarmo Toikkanen

Fle4 - Knowledge Building for the rest of us - 0 views

fle4.uiah.fi/about

knowledge building plugin wordpress learning collaborative open source sometu

shared by Tarmo Toikkanen on 10 Sep 09 - Cached
  • Tarmo Toikkanen on 10 Sep 09
     
    Fle4 (Future Learning Environment 4) is a collection of tools and plugins that provide support for Knowledge Building processes in various platforms.
Tarmo Toikkanen

What is the Future of Teaching? - 0 views

mashable.com/...online-education-teachers

education teaching e-learning future trends sometu futurelearning online learning onlinelearning

shared by Tarmo Toikkanen on 10 Sep 09 - Cached
  • 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.
  • “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.”
  • We can conclude that those in online learning environments tested better, but not necessarily why.
  • ...5 more annotations...
  • Researchers warned that “various online learning implementation practices may have differing effectiveness for K–12 learners than they do for older students,” which seems plausible.
  • The word education, after all, comes from the Latin educare, which means, “to lead out.” I.e., think Socrates. Anyone can absorb information from a book or video, but good teachers will always be necessary to draw out that knowledge and help students develop the skills needed to think critically about the information they consume. In other words, online learning tools are just like any other tools in a teacher’s bag of tricks: what matters is how they’re applied. The instruction of good teachers will be made better by the proper application of web tools, while bad teachers won’t necessarily be made better by utilizing online education methods.
  • It comes down to knowing how to best use the tools at your disposal to maximize the impact of education for students, which has always been what separates good teachers from bad ones. The major difference between teachers of today and teachers of the future is that in the future educators will have better online tools and will require better specialized training to learn how to utilize them properly.
    • Tarmo Toikkanen
      Tarmo Toikkanen on 10 Sep 09
       
      Exactly. The tools are not the point, it's the learning results that matter. And they stem from the learning activities, which in turn are supported by the tools that are employed.
  • Teachers will certainly need to adapt in order to use new tools and methods, but that’s nothing new. Online education may never completely replace face-to-face learning, though as the Department of Education study shows, with enough time and under the guidance of a good teacher, online learning environments can produce results that are just as good or better than classroom learning. Online learning is likely to be used more often to enhance face-to-face learning in the future, however, and in communities where classroom learning is infeasible due to lack of funds, online learning is an adequate stand-in.
  • Tarmo Toikkanen on 10 Sep 09
     
    Good analysis on the impact of new tools, and the need for great teachers.
Tarmo Toikkanen

Progressive Inquiry and other learning theories - 0 views

www.helsinki.fi/...background.html

learning pedagogy education progressive inquiry tutkiva oppiminen

shared by Tarmo Toikkanen on 02 Sep 09 - Cached
  • Progressive inquiry relies on an idea of facilitating the same kind of good and productive practices of working with knowledge  -- progressive inquiry  -- that characterize scientific research communities in education. By imitating the practices of scientific research communities, students are encouraged to engage in extended processes of question- and explanation-driven inquiry.  Accordingly, an important aspect of progressive inquiry is to guide students in setting up their own research questions and working theories.  In practice, this means that students are making their conceptions public and working together for improving shared ideas and explanations.  It is also essential to constrain emerging ideas by searching for new information.  Participation in progressive inquiry, in the present case, is usually embedded in computer-supported collaborative learning environments that provide sophisticated tools for supporting the inquiry process as well as sharing of knowledge and expertise.
  • Tarmo Toikkanen on 02 Sep 09
     
    The authoritative description of Progressive Inquiry.
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