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LUCIAN DUMA

Do you want to be a mentor or a learner than you should join TEACHER CHALLENGE #edchat ... - 1 views

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    Teacher Challenge - Connecting teachers through free professional learning .
J.Randolph Radney

Blogging About The Web 2.0 Connected Classroom: The Essential Tools For The Connected T... - 4 views

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    This is a blog for teachers, discussing technology and its use in the classroom.
J.Randolph Radney

Powerful Learning Practice | Connected Educators - 3 views

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    Building a community of educators around networking
J.Randolph Radney

Free Technology for Teachers: Easier Copy & Paste With Google Docs Clipboard - 5 views

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    Copy and pasting content within Google Docs just got easier and better. Yesterday, Google announced the launch of new clipboard feature for Google Docs. The clipboard allows you to copy content from a spreadsheet to a document or presentation. Likewise, you can copy from a document and paste to a presentation or a spreadsheet cell. Probably the most important element of the Google Docs clipboard is that you can save multiple selections to your clipboard and access them at any time from any internet-connected computer.
J.Randolph Radney

Online Learning is so last year… | 21st Century Collaborative - 3 views

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    Personal Learning Networks It is becoming ever apparent to me that those of us who are online learning prefer networks. Networks like we have on Twitter or other electronic spaces where we can share short snips of conversations and where our ideas are met with like minded support and agreement. The advantages of networking are many. And do not get me wrong- I am a huge fan. I believe Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today's world. But for all the positive connections, laughter, links, and ideas that networks bring, they only are the tip of what is needed to produce lasting change. I do not have to commit to anything when I network. I can be witty or not and still be part of the "cool kids". Networks are very "me" centered in that I choose my mentors, feeds, resources, learning objects and those with whom I will learn. I am in control. I can
J.Randolph Radney

Digital Domain - Computers at Home - Educational Hope vs. Teenage Reality - NYTimes.com - 0 views

  • MIDDLE SCHOOL students are champion time-wasters. And the personal computer may be the ultimate time-wasting appliance. Put the two together at home, without hovering supervision, and logic suggests that you won’t witness a miraculous educational transformation.
  • Economists are trying to measure a home computer’s educational impact on schoolchildren in low-income households. Taking widely varying routes, they are arriving at similar conclusions: little or no educational benefit is found. Worse, computers seem to have further separated children in low-income households, whose test scores often decline after the machine arrives, from their more privileged counterparts.
  • At that time, most Romanian households were not yet connected to the Internet. But few children whose families obtained computers said they used the machines for homework. What they were used for — daily — was playing games.
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  • Catherine Maloney, director of the Texas center, said the schools did their best to mandate that the computers would be used strictly for educational purposes. Most schools configured the machines to block e-mail, chat, games and Web sites reached by searching on objectionable key words. The key-word blocks worked fine for English-language sites but not for Spanish ones. “Kids were adept at getting around the blocks,” she said. How disappointing to read in the Texas study that “there was no evidence linking technology immersion with student self-directed learning or their general satisfaction with schoolwork.” When devising ways to beat school policing software, students showed an exemplary capacity for self-directed learning. Too bad that capacity didn’t expand in academic directions, too.
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    This article was referenced in the M4T intermediate course recently.
J.Randolph Radney

Skype Other Classrooms! | The Edublogger - 1 views

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    Here is a list of classrooms that would welcome a Skype call from another class.
J.Randolph Radney

Skype Education - 1 views

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    Skype is preparing a directory to network classroom teachers.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

  • 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.
  • 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.
  • 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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  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
       
      definition of amplification
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
    • J.Randolph Radney
       
      definition of curating
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
    • J.Randolph Radney
       
      Therefore, the teacher helps with wayfinding, but it is also the province of the learning community.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
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    This is a discussion of connectivist learning, particularly the teacher's role(s).
J.Randolph Radney

eClassroom News - Strong communication key to online learning - 3 views

  • Teaching in an online environment isn't the same as teaching in a traditional classroom, and online instructors need special skills and approaches to be successful. For example, communication can pose a challenge in online-learning environments, because online educators can't rely on visual cues as their colleagues can in bricks-and-mortar schools. Now, a new research brief from the International Association for K-12 Online Learning (iNACOL) looks at this challenge in greater detail, examining how successful programs and teachers are ensuring effective communication.
  • Teachers must use eMail, frequent telephone conversations, and collaborative tools, such as threaded discussions and synchronous chats, to closely connect with students.
  • Effective online teaching practices must include quickly responding to student and parent inquiries.
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  • Teachers must know, and be skilled at using, web-based technologies that offer students opportunities for collaborative learning.
  • Synchronous instruction brings teachers and students together simultaneously in virtual spaces, which "implies that virtual teachers need to become skillful at using chat room and collaborative software," says the report.
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    This is the beginning of a report on communication needs for online learners.
J.Randolph Radney

googlewaveeducators - home - 9 views

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    This appears to be a site offering emails of educators who have invitations to Google Wave.
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    Yes, here is another one: http://edupln.ning.com/ PLN, The second round of Google Wave Invitations has been sent. Please check your email account that you used for that section of the form. We will be doing another round of invitations in a few weeks and we will be asking for a feedback then also. In the mean time be sure to join the Google Wave Group to connect with other users. Thanks! Steven @web20classom However, I have a few of my own invitations so please send me your email if you'd like me to invite you.
J.Randolph Radney

TeachPaperless: 10 Ways to Help Students Ask Better Questions - 10 views

  • The points students bring up are thought-provoking. However, I'm most impressed by the questions they ask one another. They clarify and ask follow-up questions. They make inferences. They ask connecting questions and critical thinking questions. It's a messy process, but it's beautiful messy. It's art.
  • As long as a question is respectful, I want students to question their world. This applies to analyzing mathematical processes, thinking through social issues, making sense out of a text or analyzing the natural world for cause and effect.
  • Three times a week, we do inquiry days, where students begin with their own question in either social studies or science and they research it, summarize it and then ask further questions. While my initial goal involved teaching bias, loaded language and summarization, I soon realized that students were growing the most in their ability to ask critical thinking questions.
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  • I require students to ask questions before, during and after reading.
  • Feedback on questions: I highlight their questions in Google Docs and leave comments on their blogs with very specific feedback.
  • Sometimes I'll ask a really lame question and then say, "Someone tell my why that question sucked?" or I'll ask a deeper question and say, "Why was that a hard question to answer?" The goal is to get them to see deeper questions and to also think about why a question is deep or shallow.
  • Some students have a really hard time with questioning strategies.
  • I teach students about inquiry, clarifying, critical thinking and inference questioning.
  • Students sometimes ask me questions. Other times they ask partners or small group questions. Still other times they ask the questions to the whole class.
  • Technology allows students to take their time in crafting a question while having access to the questions of their peers.
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