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Vanessa Vaile

The Multiliteracy Project - 0 views

  • esponsibility to not only educate the minds, but also the hearts of my students
  • I want my students to look at knowledge in a connected and ethical way
  • personal self-understanding on an intellectual and emotional level
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  • higher level thinking skills
  • encourage students to attain greater self-understanding
  • The Multiliteracy Project is a national Canadian study exploring pedagogies or teaching practices that prepare children for the literacy challenges of our globalized, networked, culturally diverse world. Increasingly, we encounter knowledge in multiple forms - in print, in images, in video, in combinations of forms in digital contexts - and are asked to represent our knowledge in an equally complex manner.
  • ighlight two related aspects of the increasing complexity of texts
  • (a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns; (b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness .
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    A research collaboration of students, educators and researchers
Maria Rosario Di Mónaco

Education Week: Cyber Students Taught the Value of Social Skills - 0 views

  • Socialization of students is education in itself,”
  • Many cyber schools regularly use social-networking tools in their online classes and are also moving to incorporate some face-to-face interaction into their classes
  • The ubiquitous use of tools such as Skype, a free Web-based videoconferencing service, and webcams let students see their peers and their teachers, even in cyberspace.
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  • Polling of parents often shows that socialization is a key concern
  • “The Big Think” as an alternative to Facebook, the popular social-networking site that causes angst for many brick-and-mortar schools over online bullying that can spill over from the site into school hallways. The Big Think is a closed social-networking site open only to K12 Inc., students and their parents
  • cyber students were rated significantly higher by both parents and students themselves in various areas of social skills, though teacher ratings for those students did not differ significantly from those for students in traditional public schools. Problem behaviors among online students, as rated by the parents, teachers, and students themselves, were either significantly lower or not significantly different when compared with national norms.
  • The quality of the online program is a factor in socialization, as is the type of student enrolling, she said
  • For a student already lacking in socialization in a traditional school setting, online education could be even more isolating. And for low-achieving students taking online classes, Ms. Minke said, families may not be as involved as they need to be to ensure their children are “academically progressing and to monitor their social development.”
  • From a larger, societal perspective, she said, online students may not be exposed to the diverse viewpoints or communities they might see in a regular school.
  • I’d worry that [online students] might not have the diversity of positive adult role models.”
  • Adding a layer of socialization to cyber school can make the difference in a student’s experience.
  • “This gives them the opportunity to collaborate on their work or mingle and become more invested in the educational process,
  • “We want to build a student-student relationship as well as a relationship with a teacher,”
Vanessa Vaile

Twenty-First Century Literacies | HASTAC - 0 views

  • What cognitive skills are crucial for educators to attend to in our digital age? Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"--attention, participation, collaboration, and network awareness
  • see http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538
  • Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn.  Expanding on these, here are ten literacies that seem crucial for our digital age.  
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  • Attention:  What are the new ways that we pay attention in a digital era?
  • Participation:  Only a small percentage of those who use new "participatory" media really contribute.  How do we encourage meaningful interaction and participation?  What is its purpose on a cultural, social, or civic level?
  • Collaboration:   How do we encourage meaningful and innovative forms of collaboration? 
  • methodology of "collaboration by difference"
  • Network awareness: 
  • how we both thrive as creative individuals and understand our contribution within a network of others
  • Design:   How is information conveyed differently in diverse digital forms? 
  • Narrative, Storytelling:  How do narrative elements shape the information
  • Critical consumption of information
  • Digital Divides, Digital Participation: 
  • Ethics and Advocacy:
  • Learning, Unlearning, and Relearning:
  • trying to unlearn ones reflexive responses to change situation is the only way to become reflective about ones habits of resistance.
Maria Rosario Di Mónaco

'absolutely intercultural!' - 0 views

  •  
    a podcast dealing with intercultural issues
Vanessa Vaile

What is the unique idea in Connectivism? « Connectivism - 0 views

  • what is the unique idea in connectivism?
  • a new idea is often an old idea in today’s context.
  • what is the new idea in constructivism? That people construct their own knowledge? Or the social, situated nature of learning? Or that knowledge is not something that exists outside of a knower? (i.e. there is no “there” out there)
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  • What is new with constructivism today is that these principles are being (have been) coupled with existing calls for educational reform
  • calls for increased learner control
  • From whence does connectivism originate?
  • 1. Tools augment our ability to interact with each other and to act.
  • “carriers of patterns of previous reasoning”
  • all technology carries an ideology.
  • 2. Contextual/situated nature of learning.
  • 3. Social learning theory
  • 4. Epistemological views: all learning theory is rooted in epistemology
  • concept of rhizomatic knowledge and community as curriculum
  • Stephen Downes’ work on connective knowledge valuable.
  • Dave Cormier has been advancing the
  • 5. Concept of mind.
  • 6. We also find a compatible view of connectivism in the work of new media theorists such as McLuhan
  • 7. We also find support for connectivism in the more nebulous theories of complextiy and systems-based thinking
  • 8. Network theory
  • The Unique Ideas in Connectivism
  • Concepts like small worlds, power laws, hubs, structural holes, and weak/strong ties
  • Networks are prominent in all aspects of society, not just education. This prominence is partly due to the recognizable metaphor of the internet…but networks have always existed. As Barabasi states, networks are everywhere. We just need an eye for them.
  • 1. Connectivism is the application of network principles to define both knowledge and the process of learning.
  • 2. Connectivism addresses the principles of learning at numerous levels – biological/neural, conceptual, and social/external
  • 3. Connectivism focuses on the inclusion of technology as part of our distribution of cognition and knowledge.
  • 1) cognitive grunt work in creating and displaying patterns
  • 2) extending and enhancing our cognitive ability
  • 3) holding information in ready access form
  • 4. Context. While other theories pay partial attention to context, connectivism recognizes the fluid nature of knowledge and connections based on context
  • 5. Understanding. Coherence. Sensemaking. Meaning.
  • These elements are prominent in constructivism, to a lessor extent cognitivism, and not at all in behaviourism.
  • But in connectivism, we argue that the rapid flow and abundance of information raises these elements to critical importance.
  • Connectivism finds its roots in the climate of abundance, rapid change, diverse information sources and perspectives, and the critical need to find a way to filter and make sense of the chaos.
Vanessa Vaile

Half an Hour: What Connectivism Is - 0 views

  • in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge.
  • a pedagogy that (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks,
Vanessa Vaile

Artifacts of sensemaking | Learning and Knowledge Analytics - 2 views

  • sensemaking attempts include: blog posts, summary Moodle forum posts, images, analysis of discussion forum activity, social network analysis, etc.
  • Creating and sharing artifacts of sensemaking is an important activity in open online courses.
  • filtering (or forming sub-networks/groups/discussion clusters) happens once the course is underway
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  • learners are a diverse group
  • uniformity of university program tracks masks the differences of learners.
  • In an open course, participants aren’t filtered in the same way.
  • Higher education generally homogenizes learners through pre-requisites or subject streams (programs).
  • we begin to connect with those who respond favorably, we gravitate toward those who we find interesting (but not so interesting that we feel no connection),
  • One of the primary ways of connecting with others in an open course is through creating and sharing artifacts of sensemaking.
  • When our learning is transparent, we become teachers.
  • Essentially, we form small sub-networks that connect (lattice-like) to other sub-networks
  • fluidity of interaction across novice-intermediate-expert networks is one of the main points of value in open courses.
Vanessa Vaile

#cck11: Connectivism and Social Constructivism - what's the difference? | Life through ... - 0 views

  • what distinguishes a connectivist perspective from social constructivism
  • similar principles
  • complexity
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  • technology
  • ‘complex’ phenomena as different from ‘complicated’ phenomena
  • Connectivism acknowledges the complexity of knowledge and learning in a way that social constructivism cannot. A central tenet of social constructivism is the definition of knowledge as the result of consensus. The connectivist perspective allows for a greater diversity of opinions, and acceptance of transience and unpredictability of knowledge.
  • dependence on a large number of ‘weak ties’ in knowledge networks
  • connectivist notion of knowledge and learning existing outside the individual human brain
  • web of nodes and connections
  • Bonkers.
  • transient content
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