Skip to main content

Home/ Multiliteracies Evo session/ Group items tagged Siemens

Rss Feed Group items tagged

Vanessa Vaile

The Ning Thing.docx - 0 views

  • good source for information on Ning: http://en.wikipedia.org/wiki/Ning_(website)
  • Ning was a free-form platform for the development and hosting of open-source social applications
  • Ning pricing structure is three-tiered, as explained here: http://blog.ning.com/2010/05/introducing-ning-pro-ning-plus-and-ning-mini.html
  • ...40 more annotations...
  • ompelling affordances for group collaboration
  • Participants can sign up or sign in and set up profiles for any particular Ning, parts of which carry over to other Nings, achieving familiarity with minimal repetition of data entry
  • crucial components of many educators’ PLNs
  • Nings have c
  • Webheads in Action used to enroll participants in its free bi-annual WiAOC international online conferences in a Moodle, but for the last one, moved the community over to a Ning (http://webheadsinaction.ning.com/). This Ning now has over 350 members.
  • Because Nings were free and robust for collaboration, they were an ideal tool for educators seeking to jump-start communities on little or no funding.
  • Alec Couros sees this kind of thing happening more and more in the crystal ball future and suggests that schools and educators would be better off investing in self-hosting using FOSS, free and open source software (Couros, 2010).
  • general consternation
  • a number of issues
  • One is for how long Internet users can expect free services
  • other side of the coin is the nature of teaching, where hard-pressed teachers with little time and less budget tend to cobble together whatever resources they can muster
  • Monetization is rarely a consideration for teachers and educational technology specialists
  • , whose main aim is to find platforms that will support learning through sharing.
  • The immediate concern following an announcement such at the one issued by Ning April 16 is simply preservation of content stored at the free site
  • sponsorship is available only for “Ning Networks focused on North American K-12 and Higher-Ed ... including Ning Networks that facilitate learning in a classroom, best practices, educator-to-educator collaboration, or parental support,”
  • Pearson, who have offered to sponsor Nings for educators at the Mini level, the lowest level of Ning
  • almost all continents on the planet are excluded from the deal
  • Kevin Hodgson has been writing some interesting posts about the Ning thing.
  • the only reliable alternative to Ning is to host your community yourself, or at a trusted institution
  • http://tinyurl.com/alternatives2ning).  This document remains the most comprehensive source of advice on what to do about replacing Ning that exists anywhere on the Internet
  • Alec Couros (2010) decided to crowdsource some answers
  • back up your Ning
  • there are a number of sites offering Ning-like look and feel which will (attempt to) import your content, or some of your content, from Ning
  • Grou.ps
  • Grouply
  • designed to work as a social-network portal for Yahoo and Google Groups.
  • see: http://webheads.grouply.com/
  • A tool that works well for capturing blog content is Posterous
  • Spruz
  • Wackwall
  • Good and Bazzano (2010) have a good rundown of many of the options listed here
  • another free site that lets you set up a Portal with features similar to those of Ning.
  • another social networking portal which will do much the same thing
  • Other sites encourage you to restart your community afresh
  • Stevens, V. (2010). The Ning thing. TESL-EJ, Volume 14, Number 1. Retrieved on today’s date from http://www.tesl-ej.org/wordpress/issues/volume14/ej53/ej53int/.
  • Posterous Targets Ning
  • Siemens, G. (2004). Connectivism: A Learning theory for the digital age. Elearnspace. Retrieved June 27, 2010 from http://www.elearnspace.org/Articles/connectivism.htm.
  • Good, R. and Bazzano, D. (2010). Ning Alternatives: Guide To The Best Social Networking Platforms And Online Group Services. MasterNewMedia May 3rd, 2010. Retrieved June 27, 2010 from http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/.
  • If you wish to write anonymously on a Ning thing document, you can do so at Alec Couros’s crowdsourced Google Doc here: http://tinyurl.com/alternatives2ning
  • Multiliteracies
Vanessa Vaile

Reflections on Open Courses: Curation, Ombuds, and Concierges | Learning and Knowledge ... - 0 views

  • Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:
  • How students interact
  • patterns of activity
  • ...31 more annotations...
  • How knowledge is “grown” as individuals interact with others
  • How individual learners develop their conceptual understanding of a topic
  • How teams solve complex problems
  • tools and activities that are most effective
  • How individual learners “eliminate” unneeded or irrelevant ideas and concepts
  • explore various methods for analyzing data
  • tools that aid that analysis.
  • limitations of an algorithmically-defined world of education
  • Google’s search algorithm has been ruined
  • Reflections on Open Courses: Curation, Ombuds, and Concierges
  • focus in LAK11 is to explore how we can better use data
  • methods for analyzing data produced by learners and numerous tools that aid that analysis
  • Google’s search algorithm has been ruined argues
  • What’s the solution? Well, a return to curation, of course.
  • What does this have to do with LAK11?
  • over the last five years, social networks and social media have taken over the web
  • Google is driven by the mission to organize the world’s information. Facebook is driven by the mission to “help you connect and share with the people in your life”. The two companies are on a collision course: is the future informationally or socially based? Eventually, social bleeds into informational. And vice versa.
  • We trust people we like, people with whom we feel a connection
  • All social interactions are information. Many information interactions are social.
  • urators – they present their views and spin existing stories within the framework of their beliefs
  • “temporary centres”.
  • problem of how to create temporary centres
  • ome commentary or facilitator posts
  • LAK11, we’ve taken a different approach. We’ve retained similar course design elements to previous open online courses (OOCs – I’m starting to think that M=Massive part of MOOCs is misleading or even off-putting
  • What we gain in our decision to run this course on various sites, using more or less accessible tools, is the demonstration that anyone with an interesting topic/idea and a willingness to experiment can open up a course for a broader audience.
  • What we lose – and I’m still uneasy about this trade off – is the integrated archive of activity in the course.
  • Complexity cannot be understood solely through algorithms
  • Curation is an important component in the process
  • data mining, visualization
  • wayfinding and sensemaking in social systems
  • human aspect of data, sensemaking, curation, and trust
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)
  • ...30 more annotations...
  • 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

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
  • ...9 more annotations...
  • 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

Complexity, self-organization, and #Change11: reactions to Siemen's presentation on onl... - 1 views

  • presentation from George Siemens on Self-Organization in Online Courses (embedded below) that addressed some aspects of learning complexity (through the context of a MOOC)
  • we need to sift through the chaos to create signal, perhaps even a pattern language
  • I liken this process to language itself and the alphabet. The alphabet developed to take a series of meanings and weld it to one symbol (a process more pronounced in Chinese and ancient Egyptian perhaps) that everyone might recognize and accept.
  • ...8 more annotations...
  • It reduces the complexity, yes, but more importantly it provides a starting point for a common process. Without it, we would be lost in theory. 
  • The same holds for learning to some degree. We look for structure, but if none exists on sight, we combine things until some structure emerges. That structure can be represented in a single symbol, but its foundation might shift as new understanding emerges. Occasionally, there is need to ditch the symbols or invent a new one altogether as emerging learning dictates. That is a healthy and complicated process. The MOOC captures this process a bit and adheres to an open structure to allow pattern language to emerge, a shared vocabulary, a knowledge construct (however ephemeral).
  • Feedback as friction as forces interact. A spark, a collision, waste, and occasionally a nova. A big (learning) bang. This makes me think a learner's responsibility (among many others) is to be open to this collision of actors, agents, feedback, waste, noise, and then, ideally, pattern, understanding. The only way out is through.
  • Disturbing- an ontological disturbance, an unknown, an uncanny sense of veering through uncharted, potentially treacherous waters. It is a good place to be as a learner, but it requires a strength and confidence that only an empowered learner could put forth. But in that disturbance, that mess, there is the friction, that meat-grinder of understanding.
  • This is learning as curiosity and sometimes it can be quite scary. 
  • Often we seek knowledge for the sake of knowledge (anyone subjected to my endless banal history lessons will understand this), but I do believe that most learning is action oriented. To learn not only to get a job, to live in a world, to subsist, but rather for acting as best as we can. For improvement, for progress, for self-actualization.
  • disaggregated, emotive, functional machine of interaction. One that has to be tinkered with constantly. 
  • self-actualization (the development of self) can only be realized through sharing, group interaction
Vanessa Vaile

How do you manage your information? - 0 views

  • Managing resources is one of the most important skills for students (people!) to master. I started blogging in 2000 and have spent a significant amount of time trying to devise an information management system that I can use to make sense of a topic or discipline. I've attached an image below that highlights the process and tools that I use.
  • This system has a few weaknesses
  • 1. It fails to account for trend development and dissipation
  • ...3 more annotations...
  • 2. Too many aspects of my sensemaking system are manua
  • Information is not something that has value in itself. We use it to do something
  • What tools do you use? Eric von Stackelberg Profile Edit profile icon Following Followers Market Posts Poll Pages Blog Files Photo Albums I have moved to fewer tools with the intention of increasing the depth of data held in those tools while reducing duplication.
  •  
    The Landing: George Siemens's blog:
1 - 8 of 8
Showing 20 items per page