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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

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).
J.Randolph Radney

Exporting your network's content when leaving the Ning platform - 7 views

help.ning.com/...std_adp.php

ning exporting network content web2.0 howto tutorials

shared by J.Randolph Radney on 10 May 10 - Cached
  • If you'd no longer like to continue running your network on the Ning Platform you can request a Network Content Export. The content we provide is a full backup of the content store for your Ning Network. There will be a folder tree with distinct folders for each type of content. The data is represented in individual xml files containing all data fields, including who uploaded what content. The actual content can be found in individual folders for each type of content.
  • J.Randolph Radney on 10 May 10
     
    For those who have established Ning networks and want to transfer their work elsehwere, this resource may help.
J.Randolph Radney

Be Careful Whom You Befriend on Social Networks - 1 views

www.readwriteweb.com/...efriend_on_social_networks.php

social social networks networks security

shared by J.Randolph Radney on 31 Dec 11 - No Cached
  • a new study from Bitdefender shows exactly how easy it is to compromise personal information across social media.
J.Randolph Radney

Home - Social Networking, Social Media, Social Software - Research Guides at Thompson R... - 2 views

libguides.tru.ca/content.php

social social networking networking social media media social software software research guides thompson rivers university library

shared by J.Randolph Radney on 11 Jul 13 - No Cached
  • J.Randolph Radney on 11 Jul 13
     
    Here is how a local university is orienting students to social media outside the classroom.
J.Randolph Radney

Powerful Learning Practice | Connected Educators - 3 views

connectededucators.org/...powerful-learning-practice

learning practice connected educators

shared by J.Randolph Radney on 21 Jan 12 - No Cached
  • J.Randolph Radney on 21 Jan 12
     
    Building a community of educators around networking
J.Randolph Radney

Web 2.0 ERC | Simplifying Web 2.0 Education - 4 views

www.web20erc.eu

shared by J.Randolph Radney on 04 Jan 12 - Cached
  • The project project has built a simple web platform that includes the most popular tools (Wikis, Blogs, communications, Social Networking etc.) with clear guides on: How to use the tools How they can be used in education
J.Randolph Radney

Moodle Hangout Anyone? | EdReach - 4 views

edreach.us/...moodle-hangout-anyone

google+ hangouts Google web2.0 education Moodle

shared by J.Randolph Radney on 16 Jan 12 - No Cached
  • Because of my interest in online learning, I am co-hosting a Moodle Hangout on Google+ with fellow educator Sean Beaverson.
  • When: Tuesday, January 17 at 1pm (Eastern) Where: Google+ (to join the hangout, you will need to “circle” myself or Sean Beaverson) What: A discussion about using Moodle in traditional, blended, and fully online classrooms.
J.Randolph Radney

Speedtest.net - The Global Broadband Speed Test - 1 views

www.speedtest.net

speedtest bandwidth speed tools broadband test network web

shared by J.Randolph Radney on 25 Jul 10 - Cached
  • J.Randolph Radney on 25 Jul 10
     
    Here is a quick way to see how your Internet speed is doing.
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

Skype Education - 1 views

blogs.skype.com/classroom-pre-register

skype education tools technology web2.0 collaboration directory connecting

shared by J.Randolph Radney on 18 Nov 10 - No Cached
  • J.Randolph Radney on 18 Nov 10
     
    Skype is preparing a directory to network classroom teachers.
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

Free Social Teaching and Learning Network focused solely on education - 5 views

www.sophia.org

teaching sophia social lms free Education web2.0 technology learning tools howto

shared by J.Randolph Radney on 08 Mar 11 - No Cached
  • Teach what you know. learn what you don't. Join Sophia, a free social learning community focused solely on education.
Janet Bianchini

What Did They Tweet? | Teacher Reboot Camp - 1 views

teacherbootcamp.edublogs.org/...what-did-they-tweet-5

diigo web2.0 Twitter social networking

shared by Janet Bianchini on 17 Nov 09 - Cached
  • Janet Bianchini on 17 Nov 09
     
    A collection of fabulous resources for teachers shared by Shelly Terrell from her Twitter stream
J.Randolph Radney

Weblogg-ed » What Does "Getting It" Mean, Anyway? - 4 views

weblogg-ed.com/...at-does-getting-it-mean-anyway

education philosophy web 2.0

shared by J.Randolph Radney on 20 Nov 09 - Cached
  • Each year at the GLEF meeting, George Lucas spends about 45 minutes with us talking about education and answering our questions. What he said this year was in that Level 3 area. To paraphrase, schools as we know them are going away. Not that we won’t still have physical spaces and teachers, but that the way we do school is going to have to change, will be actually forced to change by the Web and other technologies. That the questions we should be asking (and these are the ones I got listening to him talk, not words out of his mouth) are should we still be sorting kids by age or by discipline? How do we truly individualize instruction around kids’ interests and passions? How do we redefine the school day? What do we really want to assess and how do we assess it? Why should we bring kids together for physical space learning when much of what they can now learn doesn’t require it?
  • J.Randolph Radney on 20 Nov 09
     
    This is an interesting comment by George Lucas (as quoted by Will Richardson in his blog) on how education is being changed by social networking via the Internet.
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