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Vanessa Vaile

How This Course Works | Critical Literacies Online Course Blog - 0 views

ple.elg.ca/course

literacies critical courses evo2010mlit evomlit blog-post

shared by Vanessa Vaile on 03 Jun 10 - Cached
    • Vanessa Vaile
      Vanessa Vaile on 03 Jun 10
       
      critical literacies similar to multiliteracies but not as multi
  • This type of course is called a ‘connectivist’ course and is based on four major types of activity: 1. Aggregate
  • wide variety of things to read, watch or play with
  • ...16 more annotations...
  • PICK AND CHOOSE content that looks interesting to you and is appropriate for you
  • 2. Remix Once you’ve read or watched or listened to some content, your next step is to keep track of that somewhere. How you do this will be up to you.
  • Here are some suggestions: - create a blog
  • - create an account with del.icio.us and create a new entry for each piece of content you access. You can access del.icio.us at http://del.icio.us
  • take part in a Moodle discussion.
  • - tweet about the item in Twitter. If you have a Twitter account, post something about the content you’ve accessed.
  • - anything else: you can use any other service on the internet – Flickr, Second Life, Yahoo Groups, Facebook, YouTube, anything! use your existing accounts if you want or create a new one especially for this course. The choice is completely yours.
  • 3. Repurpose
  • We don’t want you simply to repeat what other people have said. We want you to create something of your own. This is probably the hardest part of the process.
  • What materials? Why, the materials you have aggregated and remixed online.
  • What thoughts? What understanding? Well – that is the subject of this course. This whole course will be about how to read or watch, understand, and work with the content other people create, and how to create your own new understanding and knowledge out of them.
  • the critical literacies we will describe in this course are the TOOLS you will use to create your own content.
  • 4. Feed Forward
  • you don’t have to share. You can work completely in private, not showing anything to anybody. Sharing is and will always be YOUR CHOICE.
  • Critical Literacies 2010, the course about thinking
  • How this Course Works Critical Literacies is an unusual course. It does not consist of a body of content you are supposed to remember. Rather, the learning in the course results from the activities you undertake, and will be different for each person. In addition, this course is not conducted in a single place or environment. It is distributed across the web.
Vanessa Vaile

critical-thinking - Crap Detection 101 - 1 views

critical-thinking.iste.wikispaces.net/Crap+Detection+101

evomlit multiliteracies pln critical-thinking web2.0 tools resources PLENK2010

shared by Vanessa Vaile on 30 Nov 10 - Cached
  • Network Awareness Self organization (Smart Mobs) - There are examples of people organizing and mobilizing using networks in Spain, in Chile (penguin revolution), and here in the US (immigration protests).
  • Building trustworthy networks (part of crap detection) is a skill that students need to learn.
  • Attention - Collaboration - Critical Thinking - Network Awareness All of these skills need to work together. They aren't taught in schools. Students aren't teaching each other these literacies, though they are teaching each other many other things.
  • ...6 more annotations...
  • Attention Showed video. Wonder why/how some students can divide their attention.
  • Learning how to read and write has a social component. We can use the ability to work in consort to our benefit. Takes many literacies that have an internal and external component
  • Used to have people who checked facts of books. When you put a term in a search engine you have no idea whether the information is accurate, credible or bogus.
  • First ask, "who is the author?", Is there an author. or who takes responsibility for the site.
  • Personal Learning Networks are very important.
  • 2 questions are now becoming essential. 1. How can you pluck the answer to any question out of the air? 2. How do you know that what you find is accurate?
Vanessa Vaile

critical-thinking - home - 2 views

critical-thinking.iste.wikispaces.net

evomlit multiliteracies learning networks critical-thinking wiki tools

shared by Vanessa Vaile on 30 Nov 10 - Cached
  • Join Howard Rheingold and other noted educators in creating a world-class resource for teaching critical thinking and Internet literacies. We are building a framework in the pages linked in the menu to the left. Get started by adding to the list of tools and the list of important vocabulary. Check out the latest bookmarks on the Diigo Resources page. You can join the Diigo group and subscribe to the RSS feeds. Your experiences and insights matter! (Note: we are accepting all interested folks but there may be a 24-hour delay while the system admits you.)
Vanessa Vaile

The eXtended Web and the Personal Learning Environment « Plearn Blog - 0 views

ple.elg.ca/blog

#PLENK2010 evomlit multiliteracies pln ple socialnetworking xweb web3.0

shared by Vanessa Vaile on 27 Sep 10 - Cached
  • developments in their relation to Personal Learning Environments as several people over the past months have asked me why I think there is a need to develop a Personal Learning Environment at all.
  • Applications and aggregators of information are freely available and people can take their pick of their preferred ones and create their own network
  • easy it is for conglomerates to take over the development of tools and applications
  • ...20 more annotations...
  • three issues that I find important in this respect.
  • 1. Intelligent data connections are one exciting option for PLE development and networked learning,
  • Recommender systems of information, resources, critical friends and experts could form part of the access options
  • the challenges of an open online networked environment for learning.
  • The reality, however, is different and research is available to show that not all adult learners are able to critically assess what they find online and might prefer to receive guidance
  • difficult it is for anybody to reach and access a deep level of information by using search engines
  • need for critical literacies while learning informally on networks
  • Learning in my view is not synonymous with accessing information, and requires a level of reflection, analysis, perhaps also of problem solving, creativity and interaction
  • 3. Access to technology
  • trends in access and digital divides
  • reasons for their non-participation. Some are related to age and socio-economic group, but some are also related to relevance, confidence and skills set.
  • people least likely to use the Internet are also the least likely to participate in adult education.
  • could PLEs that would provide help with Internet use and might be used on mobile devices be the answer to making the Internet relevant
  • What components would be needed?
  • 1. A personal profiler that would collect and store personal information.
  • 2. An information and resource aggregator to collect information and resources.
  • 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others
  • 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources.
  • 5. Services of the learners choice.
  • 6. Recommenders of information and resources.
  • Vanessa Vaile on 27 Sep 10
     
    although not specifically stated, this is also about gate keeping and controlling / monitoring information flow
Vanessa Vaile

News: Technologically Illiterate Students - Inside Higher Ed - 0 views

www.insidehighered.com/...techliteracy

technology evomlit multiliteracies education highered technological literacy

shared by Vanessa Vaile on 17 Jul 10 - Cached
  • definition of technological literacy needs updating. In the 1990s, she explained, the U.S. Education Department defined it to mean the ability to operate a computer. These days, computers are so user-friendly that being capable of operating one does not say much about a person’s competence.
  • a line between computer users who can handle only basic programs such as word processors and search engines, and those who understand the structures and concepts that underlie modern technology, and how to think critically within them
  • less about who has hardware, but who has access to information; who has those problem-solving skills
  • ...14 more annotations...
  • sumption that today’s student are computer-literate because they are “digital natives” is a pernicious
  • task-specific tech savvy
  • tech-skeptical
  • not mean tech-negative
  • critical capacity to glean the implications, and limitations, of technologies as they emerge and become woven in
  • Arguing that there should be new standards for tech literacy and that most students don’t meet them implies a third piece -- one that is likely to make course designers hem and haw: You need to teach them.
  • instructors might try to do their best to integrate discussions that might improve students’ tech literacy into existing units in the syllabus
  • more collaborative work
  • source-checking websites
  • real-world examples to support their idea
  • meta-discussions about the limitations of technological tools
  • ethical use of technology
  • filtering the pertinent from the misleading
  • critical thinking skills that enable them to use various technologies wisely
Vanessa Vaile

"Digital Nation": What has the Internet done to us? - 0 views

www.salon.com/...frontline_digital_nation

evomlit opinion salon.com Digital Nation PBS culture

shared by Vanessa Vaile on 31 Jan 10 - Cached
  • My bosses at Suck.com, meanwhile, accurately predicted that the Web would soon become something between a gigantic mall catering to the lowest common denominator and an infinite tabloid echo chamber. Their mantra: Sell out early and often. Why? Because those of us musing about murderous robot showdowns (or scratching out angry cartoons under a pseudonym, for that matter) would all go back to grabbing ankle for The Man sooner than we thought. What they didn't know, and never could've predicted, was that the Web would also transform itself into an enormous, never-ending high school reunion (See also: hell).
  • My bosses at Suck.com, meanwhile, accurately predicted that the Web would soon become something between a gigantic mall catering to the lowest common denominator and an infinite tabloid echo chamber. Their mantra: Sell out early and often.
  • What they didn't know, and never could've predicted, was that the Web would also transform itself into an enormous, never-ending high school reunion (See also: hell)
  • ...8 more annotations...
  • finally safe to proclaim, together, that the information age has officially arrived.
  • futuristic "Blade Runner"-esque digital dystopia
  • Douglas Rushkoff is currently reconsidering his unconditional love for new media in Frontline's "Digital Nation" (premieres 9 p.m. Tuesday, Feb. 2, on PBS, check local listings), an in-depth investigation into the possibilities and side effects of our digital immersion.
  • how are we changing what it means to be a human being by using all this stuff?"
  • Dilbert-meets-Derrida perspective
  • "Most multitaskers think that they're brilliant at multitasking," says Stanford professor Clifford Nass. But "it turns out that multitaskers are terrible at nearly every aspect of multitasking."
  • IBM uses "Second Life" to hold virtual meetings between people who live thousands of miles from each other. Each person at the meeting is embodied by a different avatar, and the participants end up feeling like they've met in person,
  • Can we hold our Salon meetings this way, and can my avatar be an enormous roach that occasionally hits other people over the head with a crowbar?)
  • Vanessa Vaile on 31 Jan 10
     
    from I Like to Watch - Salon.com: internet criticism + review of PBS series on internet use
  • Vanessa Vaile on 31 Jan 10
     
    sharing this Luddite moment w/ Webheads... can you smell the irony in the air
Vanessa Vaile

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

www.connectivism.ca/?p=116

connectivism Siemens #evomlit #evomlit11 #CCK11 multiliteracies mooc web2.0 education technology

shared by Vanessa Vaile on 20 Jan 11 - Cached
  • 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.
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