Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
Moodle - BigBlueButton Report Filters in LearnerScript Tool - 0 views
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Welcome to the LearnerScript BigBlueButton activity report filters video. -open the BigBlueButton summary report in the LearnerScript tool. -Here you can see different courses and their associated activity types and the respective BBB activity starting date & time details. - As we can see there are multiple courses and dates available in this report, for our convenience we will choose a date and a particular course. -Here you can see the "Diode characteristics" BBB activity started on Thursday, 9th July 2020 at 3:35 PM and 4 students have attended it. -Here can see their BBB session join time details also. -To further explore this report you need to click on the view more button and it will take you to the Active Students Summary Report. -You can use the calendar filter to select any particular date for this Diode characteristics BBB activity selection report. -you can compare this generated report with the BigBlueButton summary report to see when a BBB activity session started and how many students joined along with when they've joined this particular session. -Using the drop-down option in this active students summary report, you can select any particular activity for example "Doubt clarification" BBB activity, and then generate the active students summary report. - here also you can compare this Doubt clarification activity report with the BigBlueButton summary report.
Teaching in Social and Technological Networks « Connectivism - 6 views
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social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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