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thaleia66

Success, personal learning plans, and multiple pathways in open courses | George Velets... - 0 views

www.veletsianos.com/...-personal-leanring-plans-moocs

shared by thaleia66 on 18 Aug 14 - No Cached
  • So, the question becomes, how do you support all learners to achieve what they aspire to achieve?
  • the learner is given more of that control. The instructors write: ”This course will experiment with multiple learning pathways. It has been structured to allow learners to take various pathways through learning content – either in the existing edX format or in a social competency-based and self-directed format. Learners will have access to pathways that support both beginners, and more advanced students, with pointers to additional advanced resources. In addition to interactions within the edX platform, learners will be encouraged to engage in distributed conversations on social media such as blogs and Twitter.” I like this because of the recognition that learners come to courses with varying needs/wants and that recognition influenced the design of the course.
  • research has shown, that learners don’t know what they don’t know. A personal learning plan isn’t a panacea, which is why every course needs to include a diverse range of scaffolds and supports.
    • debliriges
      debliriges on 23 Aug 14
       
      Argument for including diverse range of scaffolds and supports 
  • ...1 more annotation...
  • I assume that individuals will enrol in this course to pursue a personal need/ambition
  • djplaner on 18 Aug 14
     
    Canadian university professor shares some initial thoughts on how he intends scaffolding student learning in his open course through the use of Personal Learning Plans. While I'm not going to mandate this in NGL this time around (next offering is perhaps another question). It's something you might like to explore for your own purposes. I'm a little intrigued by the idea of some open courses making a decision to offer multiple pathways through an open course. Shouldn't it be the learner that (is helped to) create their own path?
  • debliriges on 23 Aug 14
     
    How do you support all learners to achieve what they aspire to achieve? 
anonymous

Result List: networked AND global AND learning: EBSCOhost - 1 views

web.b.ebscohost.com.ezproxy.usq.edu.au/...resultsadvanced

Literature Lidt learning elearning NGL1

shared by anonymous on 17 Aug 14 - Cached
  • anonymous on 17 Aug 14
     
    Readings into networked and global learning
djplaner

European Journal of Open, Distance and E-Learning - 3 views

www.eurodl.org/?p=archives&year=2012&halfyear=2&article=523

distance bad set dejavu

shared by djplaner on 09 Aug 14 - No Cached
  • The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
    • anonymous
      anonymous on 09 Aug 14
       
      Note: 3 Generations of technology enhanced teaching 1. cognitive/behaviouralist 2. social constructivist 3. connectivist
    • djplaner
      djplaner on 06 Aug 15
       
      That prior note is not a great example of value adding - just repeating what was in the text.
  • tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
  • pedagogy and the technology must create an engaging and compelling dance
  • ...97 more annotations...
  • postal correspondence
  • three (or more) overlapping generations
  • mass media including television, radio and film.
  • interactive
  • Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Connection between technology and pedagogy
  • technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs
  • We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
  • instructional designer
  • positivist research paradigms and methodologies.
  • From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
  • empirical testing
  • Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • “scientific models”
  • that guided the development, application and assessment of learning.
  • CB-based distance education is often developed in the suggested order
  • The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
  • This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
  • ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
  • creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
  • Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
  • f primary use are distributed text tools such as Google Docs, DropBox and wikis
  • As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
  • Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
  • gh quality content defines CB models of distance education, its effective management and control is extremely important
  • the capacity to re-use content created by others is compelling – if not without its challenges.
  • multiple ways of sharing content
  • blogs to Facebook to YouTube and content management systems
  • Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
  • Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
  • The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
  • mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
  • In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
  • strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
  • Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
  • important source of data to constructing the model is the user’s current and past activities with content in the learning context.
  • data minin
  • data mining
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
  • From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
  • MOOCs
  • CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
  • groups of learners, learning together with and from one another.
  • Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
  • efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
    • anonymous
      anonymous on 10 Aug 14
       
      "social constructivist learning contexts...places 'where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities" Sounds a lot like the NGL course!
  • eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
  • New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Characteristics of Social Constructivism
  • learning is located in contexts and relationships rather than merely in the minds of individuals.
  • leave more room for negotiation about learning goals and activities among teachers and students.
  • less prescriptive
  • Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
  • that being the loss of freedom associated with a commitment to meeting at a common time.
  • Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
  • ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
  • extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
    • anonymous
      anonymous on 10 Aug 14
       
      Example of using data mining and learning analytics with the group.
  • LMS Moodle
  • Standard Moodle analytics allow teachers to view contributions or activities of individual learners
  • Google Analytics
  • Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
  • Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
  • connectivism
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivism = learning is the process of building networks of information, contacts, and resources that are applied to real problems.
  • communities of practice
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
  • capacity to find, filter and apply knowledge when and where it is needed
    • anonymous
      anonymous on 10 Aug 14
       
      role of the learner is to have "capacity to find, filter and apply knowledge when and where it is needed"
  • The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
    • anonymous
      anonymous on 10 Aug 14
       
      "The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity"....a nice reminder
  • iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
  • gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
  • Bloom’s (1956) cognitive taxonomy place creation at the highest level of cognitive processing
  • elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
  • Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
  • hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
  • individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
  • second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
  • Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
  • eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
  • The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
  • Privacy concerns are also being recognised by the social networking giants.
  • Connectivist designs also involve the discovery of and contribution to new learning communities.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivist pedagogy encourages contribution to new learning communities - make your work accessible to others!
  • Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
  • create and rate bookmarked resources t
  • hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
  • the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
  • arder to apply analytics than in the more contained contexts of CB and social constructivist models.
    • anonymous
      anonymous on 10 Aug 14
       
      It is harder to apply analytics than with CB and social constructivist models.
  • There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
  • edagogy is, at heart, entirely focused on the individual learner.
  • The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
  • Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
  • Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
  • Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
  • here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
  • No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
  • As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
  • For each mode of engagement, different types of knowledge, learning, and contexts must be applied.
  • students be skilled and informed to select the best mix(es) of both pedagogy and technology.
  • from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
  • which students become teachers and teachers become students,
  • Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
  • he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
    • djplaner
      djplaner on 06 Aug 15
       
      This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
  • djplaner on 06 Aug 15
     
    One of the readings from the course. Sharing it now as a little experiment in sharing annotations. In theory, if you view this page, you should be able to see the bits that I've highlighted and shared with the group.
djplaner

Clay Shirky (cshirky) on Twitter - 0 views

twitter.com/cshirky

nglpeople people

shared by djplaner on 25 Jul 14 - No Cached
  • djplaner on 25 Jul 14
     
    The first of a collection of "people" (see the people tag associated with this link) that I (and we) are going to curate using Diigo. The idea is that these people are potentially interesting to follow in terms of NGL. More details of this will be outlined in the week 2 page on the course blog (coming RSN). Clay Shirky is an academic and writer around the Internet and society. One of his talks is mentioned in the week 2 materials.
Brendon Willocks

4 Corners - Generation Like - 0 views

www.abc.net.au/...4048106.htm

learning education NGL cybersafety

shared by Brendon Willocks on 31 Jul 14 - No Cached
  • Brendon Willocks on 31 Jul 14
     
    Are teenagers being manipulated by big corporations and the marketing gurus who see social media and the 'like' culture as the ultimate marketing tool?
Brendon Willocks

Disruptive Innovations in Education - 1 views

www.slideshare.net/...ovations-in-education-37779998

learning education NGL

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • Brendon Willocks on 09 Aug 14
     
    Presentation on the disruptive innovations in education. Core future signposts presented are - Transliteracy, Participatory Learning, Deep Learning Design, Learning Activators and Learning Analytics.
Kath Gregory

Pushing the Boundaries with Networked Learning | Boldly going where I haven't... - 0 views

pushingtheboundarieswithnetworkedlearning.wordpress.com

spta acceptable teacher blog

shared by Kath Gregory on 20 Aug 14 - No Cached
  • I was just reviewing GG’s Blog and came across a post where GG posted a  personal teaching philosophy mind map. The philosophy matched very closely with my approach to teaching and also my aims through this course. One aspect of GGs philosophy which I had not really considered in my own context however, was the idea of Life Long learning.
    • Kath Gregory
      Kath Gregory on 20 Aug 14
       
      this passage to me describes and gives a good details as to what the assessment is about. annonoted blogs etc. 
  • Edit: 17 August – Oops, I just revised my first ‘As teacher’ post and realised I did in fact allude to life long learning as one of my teaching objectives here, although I did not consider the idea in depth at all. I am surprised that this was part of my thinking in week one and that I had forgotten this 2 weeks later. As a student of NGL, this has shown me what an excellent idea blogging is for tracking my learning, and also how valuable it is to be able to reflect and edit/build on previous posts. It has also demonstrated to me what a ‘messy’ pathway my learning follows – a concept which has been identified by Bigum and Rowan (2013) “Learning new material, developing new skills or making new discoveries can be complicated, lengthy
    • Kath Gregory
      Kath Gregory on 20 Aug 14
       
      a reflection and revised with links within all worked well
  • Kath Gregory on 20 Aug 14
     
    I was just reviewing GG's Blog and came across a post where GG posted a  personal teaching philosophy mind map. The philosophy matched very closely with my approach to teaching and also my aims through this course. One aspect of GGs philosophy which I had not really considered in my own context however, was the idea of Life Long learning.
Brendon Willocks

iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views

willocksb.wordpress.com

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • previous Blog post
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Reference to previous thinking in relation to NGL. Not 100% sure here how to add the spta tage. #spta
  • r 8 Humanities class and also my Yr 12 ITS classes
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Turn to face-to-face network for information first. Perhaps this is just a comfort zone. I need to a more PCP approach. #spta
  • Flappy Golf
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Multiple links to external sites. I wonder if this link opens in a new browser window, or if it is the same. ??? Dont want it to be the same window becasue we always want to keep the user on the original blog. #spta
  • ...41 more annotations...
  • poll.
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
    • djplaner
      djplaner on 18 Aug 14
       
      I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
  • “Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
  • learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
  • it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
  • We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
  • “transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
  • Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
  • Learning is a process of connecting specialized nodes or information sources
  • The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
  • When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
  • ‘As Student’
  • “It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
  • Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
  • ‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
  • feeding forward’, as identified by Downes (2011).
  • “We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • ‘As Student’
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • feeding forward’, as id
  • We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • d social bookmarking in t
  • “Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
  • ‘The past always looks easy and the future always looks challenging’.
  • Our information overload is a filtering issue and we are having filter failure.
  • lexibility is the greatest strength.
  • online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
  • Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.
  • “Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
  • Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
djplaner

Using a design-based research study to identify principles for training instructors to ... - 1 views

www.irrodl.org/...2710

dbr example

shared by djplaner on 20 Jul 14 - No Cached
  • In DBR, the content, structure, and instructional approaches of an intervention are first identified in the analysis and exploration phase of a design project through a literature review and the input of experts and practitioners. This information is then used to design the first iteration of the intervention. A preliminary literature review is conducted with the purpose of identifying draft design principles that have the potential to address the problem the intervention is being designed to solve. In the COAT project, the draft design guidelines included what content, structure, and instructional approaches might best be used to address the training and experiential needs of adjunct faculty who are making the transition to teaching online
  • Two-thirds (16 out of 24) of focus group participants identified that their experience of being an online student in the COAT course had influenced their subsequent online teaching practice.
    • djplaner
      djplaner on 20 Jul 14
       
      Resonating with the emphasis on participation in networks as important for NGL
  • djplaner on 20 Jul 14
     
    An example of using DBR. Table 1 with the three phases looks like a potentially good model for Assignment 2 in EDU8117.
anonymous

Peer Review of my Proposal - Instructions on How-To Provide Feedback in Edmodo | Dreams... - 2 views

www.dreamsys.com.au/...-to-provide-feedback-in-yammer

education teaching learning peer review proposal instructions feedback

shared by anonymous on 26 Oct 14 - No Cached
  • anonymous on 26 Oct 14
     
    Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  
djplaner

An Evolving Map of Design Practice and Design Research - 1 views

www.dubberly.com/...ctice-and-design-research.html

bad set

shared by djplaner on 12 Oct 15 - Cached
  • djplaner on 12 Oct 15
     
    Has a map that outlines design methods. Could perhaps be something in which to place BAD/SET, but also to ponder with respect to teachers and digital technologies.
  • djplaner on 12 Oct 15
     
    An article that develops a map of different design practices. Given that Assignment 2 is based on "design-based research" and that many of your design instruction/learning for a living (or interest) this should be useful. Where do you place your practice on the map? Where does DBR fit? Can DBR fit in multiple places? Do NGL based learning designs have a particular affinity with anywhere in particular on this map? Personally, I don't think any of these approaches is bad. They each have strengths and weaknesses and each can be done poorly, or brilliantly. But I do think that teachers and researchers tend to cluster toward the left-hand side of the map.
djplaner

The reusability paradox - WTF? | Damo's World - 4 views

damos.world/...the-reusability-paradox-wtf

example

shared by djplaner on 17 Aug 16 - No Cached
ollie1 liked it
  • Learners construct new knowledge, upon their own existing knowledge.  This is very individualised, and based on each learner’s past experiences, and ways of thinking.
    • djplaner
      djplaner on 17 Aug 16
       
      From a NGL perspective, I'd say that what people know is a network of connections - both internally in their brain and with the tools and artifacts they use. To learn is to make a new connection with that existing network. It's easier to make that connection when what you are learning is closer to where you are. The more it has in common with you.
  • Learning designers have some tricks to help deal with such diversity, such as researching your cohort, conducting a needs analysis, and ultimately categorising learners and focusing on the majority.
    • djplaner
      djplaner on 17 Aug 16
       
      A major flaw in this approach is that it assumes that people fall into these categories. You are this type of person, you have this learning style which ignores the true variety of people. By spending a lot of time categorising you feel like you're trying to understand complexity, but never do. The book "The End of Average" touches on some of the problems with this. This type of approach doesn't work if you see the world as "complex, dynamic, and consists of interdependent assemblages of diverse actors (human and not) connected via complex networks"
  • three approaches
    • djplaner
      djplaner on 17 Aug 16
       
      Damien misses two additional possibilities here - Personalised learning - the use of Artifical Intelligence so that the unit of study is smart enough to respond to the individual student. But the problem with this approach is that it can generally only do this within a pre-defined body of knowledge. It doesn't work well with motivation and other forms of context - Personal learning - you put the agency back into the learner and allow them to be in charge of their progress through. The issue with this is that it assumes that the learner has the skill, knowlege and motivation to do this. It is also not a model that fits well with standard educational institutions. This links to the dual-layer pathways design aproach - http://www.edugeekjournal.com/2016/06/14/evolution-of-the-dual-layercustomizable-pathways-design/ And perhaps choral explanations and federation.
  • ...4 more annotations...
  • meaningful for everyone
    • djplaner
      djplaner on 17 Aug 16
       
      Or another option, help each learner make it individual to them.
  • These technologies become so complicated to use, that people simply don’t use them.
    • djplaner
      djplaner on 17 Aug 16
       
      While I agree with this trend, I wonder whether there is anything that can be done about it. e.g. I think part of the problem here is the opaque nature of digital technology - https://davidtjones.wordpress.com/2016/06/28/the-nature-of-digital-technology-part-2/ Perhaps the problem with the workshop activity is that it's model is not readily apparent to the people who use it. The abstraction that has been made isn't communicated to the people using it, so they have to go through trial and error and generally fail. -- The Ben-Ari and Yeshno (2006) quote on the above link is good for this.
  • “the system does this, but I want to do that.”
    • djplaner
      djplaner on 17 Aug 16
       
      I really like Kay & Goldberg's (1977) - that's right 1977 - 40 years - quote any attempt to specifically anticipate their needs in the design of the Dynabook would end in a disastrous feature-laden hodgepodge which would not be really suitable for anyone Reference on this page https://davidtjones.wordpress.com/2016/02/02/what-if-our-digital-technologies-were-protean-implications-for-computational-thinking-learning-and-teaching/
    • djplaner
      djplaner on 17 Aug 16
       
      Perhaps that quote explains what students see when they see a course that relies on material that's been shared amongst various different STEM contexts When you can't connect something directly into your understanding and context, it becomes a feature-laden hodge podge that you just can't figure out how to connect to your practice and understanding.
  • What if a technology is so specific, it’s designed for just one person – yourself?
    • djplaner
      djplaner on 17 Aug 16
       
      Which comes back to the option of providing the individual with the agency to make the learning personal to them. Giving them the agency to make connections into their networks. Of course, this approach isn't just some pancea. It has it's own challenges (especially when trying to concieve of it within existing mindsets/institutions) and also it's own weaknesses. The question is how to overcome those weaknesses and challenges in meaningful ways that addresses the resuability paradox.
  • djplaner on 17 Aug 16
     
    Damien is a ed developer at CQU. In this post he struggles with some of the common problems faced by that type of position and tries to understand them in the context of the reusability paradox. Some of this is inspired by my own thinking, hence it resonates with me. It also resonates with me because I see the possibility of a network perspective offering a useful way to look at these problems. I'm hoping to illustrate some of this via annotations. Whether this will be useful to you is another matter entirely. A lot of this is thinking out loud by both Damien and myself.
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