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J.Randolph Radney

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

www.21stcenturycollaborative.com/...nline-learning-is-so-last-year

shared by J.Randolph Radney on 14 May 11 - No Cached
  • J.Randolph Radney on 14 May 11
     
    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

Don't Confuse Technology With Teaching - Commentary - The Chronicle of Higher Education - 5 views

chronicle.com/...133551

teaching commentary chronicle higher higher education education Technology

shared by J.Randolph Radney on 13 Aug 12 - No Cached
  • Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less.
  • Educators are coaches, personal trainers in intellectual fitness. The value we add to the media extravaganza is like the value the trainer adds to the gym or the coach adds to the equipment. We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves.
  • A set of podcasts is the 21st-century equivalent of a textbook, not the 21st-century equivalent of a teacher.
  • ...1 more annotation...
  • Technology can make education better. It will do so, in part, by forcing us to reflect on what education is, identify what only a person can do, and devote educators' time to that.
Janet Bianchini

Over 100 ideas for using Twitter in the Classroom | Emerging Internet Technologies for ... - 4 views

www.emergingedtech.com/...100-ways-to-teach-with-twitter

twitter education classroom teaching learning

shared by Janet Bianchini on 03 May 10 - Cached
  • Janet Bianchini on 03 May 10
     
    These resources provide over 110 ideas for incorporating Twitter in the educational/instuctional process.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • 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.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      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
      J.Randolph Radney on 22 Feb 10
       
      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
      J.Randolph Radney on 22 Feb 10
       
      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.
  • J.Randolph Radney on 22 Feb 10
     
    This is a discussion of connectivist learning, particularly the teacher's role(s).
eabyasinfosol

[Part-1] When to Consider Going for LearnerScript the Moodle Reporting? - LearnerScript - 0 views

learnerscript.com/nerscript-the-moodle-reporting

moodle MoodleAnalytics MoodleReports LearnerScript

shared by eabyasinfosol on 25 Mar 22 - No Cached
  • eabyasinfosol on 25 Mar 22
     
    Do you know that LearnerScript is a Moodle analytics tool? Designed and developed by a Moodle Partner? But what you have no idea (we guess so, if you're in this situation!) is when to consider going for LearnerScript for your Moodle reporting needs. If you have already started such a process of selecting a Moodle analytics plugin, here we make things easy for you. With this blog. So we propose certain points here to help you out when to consider going for LearnerScript. Well, if you want more solid reasons to have it, visit LearnerScript. Or contact us for a personal demonstration.
J.Randolph Radney

Faculty Focus - 1 views

ww1.facultyfocus.com/...378.html

faculty

shared by J.Randolph Radney on 23 Sep 15 - No Cached
  • The idea here is not to find out what students expect and then provide it because that’s what they want. Rather, it’s about finding out if their expectations are correct and how well they align with yours. You may need to elaborate on your expectations or possibly modify course plans based on students’ expectations. It’s all about communication, and an activity like this helps to get everyone on the same page.
  • My colleague Lolita Paff shared the first assignment she gave in two sections of microeconomics. “Typical homework assignments ask students to ANSWER questions. This assignment is different. I’d like you to ask questions. What are you curious about? What problems or issues are important to you? What topics matter to you? What questions do you wish you could answer?” She writes that she was “blown away” by the questions students shared. Her post includes a long list of questions that don’t look to me like the kind of queries I’d be expecting from beginning students in a required econ course. She concludes, “It’s a little scary. I don’t have all the answers.
J.Randolph Radney

Teaching with Google Wave - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...24406

google wave teaching google wave profhacker GoogleWave education

shared by J.Randolph Radney on 28 Jul 10 - Cached
  • Wave is extremely powerful groupware, designed to facilitate the interactions of groups working together on projects—which turns out to be a pretty good description of many college classes.
  • Class notes project (10%): Over the course of the semester, you will compile a set of collaborative notes for the class, detailing the important issues from our readings, the main threads of our discussions, any questions that we raise that remain open, and so forth. You’ll use a combination of Google Wave and Google Docs for these notes, Wave for the initial notetaking and discussion and Docs for the final product. Each of you will serve as lead notetaker during at least one class session, though you’ll be expected to contribute to the collaborative notes for every class period.
  • A networked teaching lab: I teach most of my classes in a laptop-based lab, one that allows me to pull the computers out whenever I want to use them and tuck them safely away when I don't. This semester, I decided to use them every day, and invited any of my students who had their own laptops to bring them to class if they preferred working on them.
  • ...2 more annotations...
  • At the end of the semester, in conjunction with my course evaluations, I asked my students to assess their experiences with Wave—and to a person, they liked it. Several said that they appreciated the ways that seeing their classmates' notes as class discussion was happening clarified the discussion in process; a few noted that they liked being able to follow the wave from their dorm rooms if they were out sick; many said that they were grateful to be able to return to the notes in the days and weeks after that class session had ended.
  • What didn't work? I'd had the idea before the semester started that my students would "finalize" their notes in Google Docs and keep them stored for future use in our Google Group space. As yet, however, waves aren't easily exportable, even to other Google platforms; our class notes remain solely accessible in Wave. That said, all of the members of the class will have access to those waves as long as they keep their accounts, and the waves could continue to develop, should their authors be so inspired.
J.Randolph Radney

Forget grade levels: Schools try something new | Curriculum | eSchoolNews.com - 0 views

www.eschoolnews.com/...vels-schools-try-something-new

grade levels schools

shared by J.Randolph Radney on 26 Jul 10 - Cached
  • Students who progress quickly can finish high school material early and move forward with college coursework. Alternatively, in some districts, high-schoolers who need extra time can stick around for another year.
  • Students, often of varying ages, will work at their own pace, meeting with teachers to decide what part of the curriculum to tackle. Teachers still will instruct students as a group if needed, but often students will be working individually or in small groups on projects that are tailored to their skill level.
  • During the first two weeks of school, pre-K to sixth grade students in five schools will take reading and math assessments to determine their mastery level. The students then will be leveled and moved into groups according to their abilities,
  • J.Randolph Radney on 26 Jul 10
     
    What do you think of the idea that classes should be set up according to skills, not age?
J.Randolph Radney

Introducing Google Docs to the Class | edte.ch - 0 views

edte.ch/...ucing-google-docs-to-the-class

googledocs google collaboration docs Web2.0 googleapps technology education

shared by J.Randolph Radney on 28 Jul 10 - Cached
  • J.Randolph Radney on 28 Jul 10
     
    Some ideas for using Google Docs in the class
J.Randolph Radney

YouTube - Seth Godin on Education - 2 views

www.youtube.com/watch

education Web2.0 youtube entrepreneurship business

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • J.Randolph Radney on 22 Feb 10
     
    I was rather amazed at the implications of this video in terms of where public education came from. Then, I was discussing this with a friend who said they had been exposed to the same ideas when he was in a course on the history and philosophy of education at the Univ. of Ariz. in 1970. I find it disturbing not just that the philosophy of education has such roots, but that it has been known for such a long time. It seems that this would provide some sort of imperative for improvement and change. What do you think?
  • Dr. Nellie Deutsch on 22 Feb 10
     
    I have been a critical observer of the educational system since kindergarten. I am amazed that I became a teacher in the public school system as that was the last thing I had considered. I had initially wanted to be a dancer but left for Europe to study art. I left Toronto right after high school when life stepped in. I became an English language teacher to adults in a foreign country due to unforeseen circumstances. How strange! But, I never gave up. I have been doing all I can to break the public school system from the inside. It has been quite challenging, but with some terrific personal rewards.
J.Randolph Radney

Heutagogy - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/Heutagogy

heutagogy learning web2.0

shared by J.Randolph Radney on 04 Jan 10 - No Cached
  • Stewart Hase and Chris Kenyon (December 2000). "From Andragogy to Heutagogy". ultiBASE (Faculty of Education Language and Community Services, RMIT University). http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.  Jane Eberle and Marcus Childress (2009). "Using Heutagogy to Address the Needs of Online Learners". in Patricia Rogers, Gary A. Berg, Judith V. Boettecher, and Lorraine Justice. Encyclopedia of Distance Learning (2nd ed.). Idea Group Inc.. ISBN 1605661988.
  • J.Randolph Radney on 04 Jan 10
     
    Here's the Wikipedia article on heutagogy; note the references.
Janet Bianchini

100 Ways to use Voicethread - 8 views

howtovoicethread.wikispaces.com/Voicethread+in+Education

education web2.0 learning technology howto tutorials

shared by Janet Bianchini on 24 Jan 10 - Cached
  • Janet Bianchini on 24 Jan 10
     
    A great Voicethread on ideas for using it
J.Randolph Radney

PowerPoint Games - 9 views

people.uncw.edu/...ppt_games.html

Web2.0 technology learning powerpoint templates ideas Games

shared by J.Randolph Radney on 19 Apr 10 - Cached
  • J.Randolph Radney on 19 Apr 10
     
    Teachers may find some of these templates useful to help students learn certain sorts of information.
J.Randolph Radney

The Future of Thinking - The MIT Press - 4 views

mitpress.mit.edu/...default.asp

Web2.0 education technology innovation thinking MIT

shared by J.Randolph Radney on 25 Apr 10 - Cached
  • The authors propose an alternative definition of "institution" as a "mobilizing network"—emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change—and explore the implications for higher education.
  • The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft was hosted on a Web site for collaborative feedback and writing.
  • J.Randolph Radney on 25 Apr 10
     
    Has anyone read this book? Can you link a review of it to our diigo group?
J.Randolph Radney

TED-ED - TED-ED Front Page - 0 views

education.ted.com/content.php

shared by J.Randolph Radney on 11 May 11 - No Cached
  • J.Randolph Radney on 11 May 11
     
    The idea of an educational collection of TED quality would seem to be a helpful resource for us all.
J.Randolph Radney

Ten Tips for More Efficient and Effective Grading Practices | Faculty Focus - 2 views

www.facultyfocus.com/...ps-efficient-effective-grading

tips grading practices

shared by J.Randolph Radney on 04 Feb 15 - No Cached
  • Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Consider grouping comments according to module, assignment, and chapter, or grammar, content, and organization. For example, if an instructor sees frequent errors regarding point of view, keep related comments grouped in the same area to access them easily.
  • Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. Brookhart (2011) reports, many struggling students need to focus on just a few areas or even one item at a time. If a student backs off from his or her paper because he or she is intimidated by the number of instructor comments, then all is lost. It is better to target two or three areas that need to be addressed for the student’s success on future papers.
  • Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did “wrong,” ask them to rethink their approach. For example, consider using a phrase such as “What is the most interesting aspect of your essay?” Or “What would draw your attention to this topic, as a reader?” This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays.
  • ...1 more annotation...
  • Douglas B. Reeves, author and educator, said, “Technology sometimes encourages people to confuse busyness with effectiveness” (Reeves, 2010). Instructors sometimes equate certain grading practices such as an authoritative tone, strong criticism, or copious comments with being effective. In fact, the more conscious and deliberate an instructor is when delivering feedback, the better that feedback tends to be. Instructors often feel as though they must sacrifice effectiveness for efficiency, or efficiency for effectiveness. By honoring these guiding principles, instructors will realize that they do not need to make a choice between the two.
  • J.Randolph Radney on 04 Feb 15
     
    Standard approaches to evaluation of work, but with a few nice (and new) ideas.
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