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mari marincowitz

The Pedagogy of Play and the Role of Technology in Learning | Mediashift | PBS - 0 views

www.pbs.org/...e-of-technology-in-learning003

shared by mari marincowitz on 05 Sep 14 - No Cached
    • mari marincowitz
      mari marincowitz on 05 Sep 14
       
      Play, according to Levasseur has become a relevant pedagogical tool for education in the twenty first century as it allows learners to continually redirect their paths through experimentation, pattern recognition and making mistakes.
paul_size

The Challenges (and Future) of Networked Learning ~ Stephen's Web - 2 views

www.downes.ca/346

networked learning nglpeople connectivism

shared by paul_size on 05 Sep 14 - No Cached
  • djplaner on 05 Sep 14
     
    Presentation from Stephen Downes (slides and audio) - the abstract A conversation about challenges (and future?) of networked learning. A broad understanding of the meaning and potential of networked learning can help educational institutions to rethink their role beyond the provision of LMS and centralized information systems. What skills are needed? What happens if we don't develop them? What kind of technology supports the development of said skills? What's the relation between this and issues of information property and citizenship in a digital context (POSSE models, Indie web movement)?
  • paul_size on 11 Sep 14
     
    The future of networked learning
djplaner

Do I Own My Domain If You Grade It? | EdSurge News - 2 views

www.edsurge.com/...-own-my-domain-if-you-grade-it

issues

shared by djplaner on 01 Sep 15 - No Cached
  • “In developing this ‘personal cyberinfrastructure’ through the Domain of One’s Own initiative, UMW gives students agency and control; they are the subjects of their learning, not the objects of education technology software.
    • djplaner
      djplaner on 01 Sep 15
       
      Reasons for a NGL type approach - promoting agency and control. The flipside of which is that those involved need to be and feel that they are capable of this.
  • Gaining ownership over the data is vital—but until students see this domain as a space that rewards rigor and experimentation, it will not promote student agency
  • Traditional assignments don’t necessarily empower students when they have to post them in a public space
  • ...3 more annotations...
  • Promoting digital ownership is different than assigning work in publicly accessible spaces.
  • For instance, public assignments tap into fears of public embarrassment
  • ut the assignments must be framed by a conversation about audience and the way the ‘domain’ represents the author to that audience.
thaleia66

Re-imagining school | Playlist | TED.com - 1 views

www.ted.com/...re_imagining_school

shared by thaleia66 on 13 Aug 15 - No Cached
  • What we're learning from online education Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.
  • djplaner on 13 Aug 15
     
    The xMOOC approach - which is the label for Coursera and most of the "AI" driven MOOCs - is taken a very automated approach. The idea that algorithms and automation can help. Personally, I think this is an incomplete foundation for learning. For me networked learning is better based on the idea of using technologies to help/augment people, rather than remove them from the process. The cMOOC approach is more along those lines, but has only started to scratch the surface.
  • thaleia66 on 16 Aug 15
     
    I wonder whether different kinds of MOOCs are more suited to different contexts or to different disciplines, or even to different learning styles or aptitudes? For me, the more ad hoc nature of a cMOOC approach seems somewhat incomplete also. There are times when I'd rather put myself in the hands of a trusted, experienced guide, and if this guide has recognised the common pitfalls on the trail - through algorithms and automation - all the better. I wonder if there's room for a blended approach. Aren't you using algorithms and automation to grade our work for this course, David?
Anne Trethewey

9/15-9/28 Unit 1: Why We Need a Why | Connected Courses - 1 views

connectedcourses.net/...why-we-need-a-why

shared by Anne Trethewey on 09 Sep 14 - No Cached
  • the “whats” to be learned
  • We usually start by addressing the “What” question first
  • If we have time, we address the “How” question by considering how we can best teach the material
  • ...4 more annotations...
  • we rush into the semester, rarely asking, “Why?”
  • Starting with “Why” changes everything.
  • As Neil Postman has noted, you can try to engineer the learning of what-bits (The End of Higher Education, Postman), but “to become a different person because of something you have learned — to appropriate an insight, a concept, a vision, so that your world is altered — is a different matter. For that to happen, you need a reason.”
  • So what is the real “why” of your course? Why should students take it? How will they be changed by it? What is your discipline’s real “why”? Why does it matter that students take __________ courses or become _________ists? How can digital and networked technologies effectively support the real why of your course?
  • djplaner on 09 Sep 14
     
    Intro page to week one of Connected Courses. The connection here to what we're doing in NGL is the text from Mike Wesch - "Why we need a why" It connects with course design - not a big leap from there to what you're doing "as teacher" in NGL - and talks about the importance of why
laurac75

Science of the Invisible - 0 views

scienceoftheinvisible.blogspot.co.uk

shared by laurac75 on 13 Sep 14 - No Cached
  • laurac75 on 13 Sep 14
     
    Interesting blog about digital technology in higher education.
paul_size

Learning in the Modern Social Workplace - 1 views

www.c4lpt.co.uk/blog

nglpeople l&d education

shared by paul_size on 06 Aug 14 - No Cached
  • paul_size on 06 Aug 14
     
    I am Jane Hart, an independent Workplace Learning Advisor, Writer and international Speaker, and the Founder of the Centre for Learning & Performance Technologies. My blog, was recently rated TOP of the 50 most socially shared L&D blogs.
Charmian LORD

9 Powerful Android Apps to Boost Your Teaching Productivity ~ Educational Technology an... - 0 views

www.educatorstechnology.com/...our-teaching-productivity.html

apps teaching

shared by Charmian LORD on 26 Oct 15 - No Cached
  • Charmian LORD on 26 Oct 15
     
    Had to share this. Not just because some of these may be helpful but also because of the final app. So many teachers and schools are insisting that students keep their phones off or silent and well away from them during class. This app works best if the student has it with them. What do you think Bec?
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