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paul_size

Conference Papers, Networked Learning Conference 2014 - NLC2014 - 1 views

www.networkedlearningconference.org.uk/...confpapers.htm

conference networked learning nglpeople

shared by paul_size on 27 Aug 14 - Cached
  • paul_size on 27 Aug 14
     
    A range of conference papers from the Ninth International Conference on Networked Learning 2014.
  • debliriges on 28 Aug 14
     
    Thanks Paul, great range of papers relating to networked learning in higher education context.
Trevor Haddock

Home, Networked Learning Conference 2010 - 0 views

www.lancs.ac.uk/...index.htm

networked learning conference

shared by Trevor Haddock on 29 Jul 12 - Cached
  • Trevor Haddock on 29 Jul 12
     
    Proceedings of the Seventh International Conference on Networked Learning 2010 referenced in EDU8117 Study book, p. 17 Has many interesting conference papers
Trevor Haddock

Ascilite - 0 views

www.ascilite.org.au/...auckland09

networked global learning conference

shared by Trevor Haddock on 29 Jul 12 - Cached
  • Trevor Haddock on 29 Jul 12
     
    Ascilite 2009 conference programme includes numerous full papers including Kligyte (2009) referenced in EDU8117 Study book p. 17 Has many other papers on using networked & global learning.
djplaner

Invited Topics - L@S: Fourth Annual ACM Conference on Learning at Scale - 1 views

learningatscale.acm.org/...invited-topics

examples

shared by djplaner on 25 Jul 16 - No Cached
  • Large-scale learning environments are incredibly diverse: massive open online courses, intelligent tutoring systems, open learning courseware, learning games, citizen science communities, collaborative programming communities, community tutorial systems, and the countless informal communities of learners are all examples of learning at scale.
    • djplaner
      djplaner on 28 Jul 16
       
      An example of "NGL" learning environments that are not necessarily based on formal education. Good example for looking beyond MOOCs and other formal education to what you might do "as learner"
  • djplaner on 25 Jul 16
     
    Call for papers for the "Learning @ Scale" conference, which focuses on one type of NGL (large-scale environments). It offers some interesting concrete examples of different types of large-scale environments - moving beyond the traditional formal education conception.
Charmian LORD

Lisa Nielsen: The Innovative Educator: #TLTechLive - What Worked + Conference Takeaways - 0 views

theinnovativeeducator.blogspot.com.au/...ve-what-worked-conference.html

educator conference

shared by Charmian LORD on 26 Oct 15 - No Cached
thaleia66 liked it
  • Teachers before students. When you roll out tech, ensure you give teachers an opportunity to learn about and use the tech, before you provide it to the students.  Don't require. Inspire. Do not require all teachers to accept and use the technology. Start with the teachers who are most excited. Ask teachers to write short and sensible proposals about how they want to use the tech. Empower those teachers to help guide others along.  If you deploy to grade levels, start with the older students. If you start with lower grades the upper grades will resent that they never had the opportunity to have access to the tech. If you start with the upper grades, the lower grades will be excited about what they have to look forward to. 
  • Follow him at @Mr_Casal to get great ideas about how social media can be used to build and strengthen the school community. For those concerned about getting administrators on board, he shared information on how to explain how social media meets the standards
    • Charmian LORD
      Charmian LORD on 26 Oct 15
       
      Lauren, you may like this part about social media being used to build and strengthen the school community :)
djplaner

Alec Couros' Keynote from FUSION 2013: Identity, Networks & Connected Learning - YouTube - 2 views

www.youtube.com/watch

shared by djplaner on 17 Jul 14 - No Cached
  • djplaner on 17 Jul 14
     
    @courosa keynote from a 2013 conference on Identity, Networks and Connected learning. Alec is one of the guys leading the exploration of how this is changing education.
sharonngl

http://conference.anglicanschoolsaustralia.edu.au/files/Stage1_RufusBlack_Gen%20E%20-%2... - 0 views

conference.anglicanschoolsaustralia.edu.au/...r%20Be%20Disrupted%20World.pdf

shared by sharonngl on 30 Aug 15 - No Cached
  • sharonngl on 30 Aug 15
     
    Something my headteacher passed onto me. A great read about where we as are today regarding Globalisation and digitalisation. It also tells us what we as a country need to do to increase our interaction with other countries and digitalisation in the future. A fantastic example of why we need to introduce NGL to young people.
djplaner

The ideals and reality of participating in a MOOC - 1 views

www.lancaster.ac.uk/...Mackness.html

issues

shared by djplaner on 01 Sep 15 - No Cached
  • The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the learners, the more the potential for their learning to be limited by the lack of structure, support and moderation normally associated with an online course, and the more they seek to engage in traditional groups as opposed to an open network
  • he research suggests that the question of whether a large open online network can be fused with a course has yet to be resolved
  • djplaner on 01 Sep 15
     
    A conference paper reflecting on the experience of participating in one of the early connectivist MOOCs (cMOOC).
sharonngl

http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kon... - 1 views

conference.pixel-online.net/...-IBT18-FP-Kongchan-ICT2012.pdf

Itngl

shared by sharonngl on 12 Sep 15 - No Cached
  • sharonngl on 12 Sep 15
     
    How Edmodo can benefit the learner and teacher.
djplaner

From Creation to Curation: Evolution of an Authentic 'Assessment for Learning' Task - E... - 1 views

www.editlib.org.ezproxy.usq.edu.au/...130926

ltngl

shared by djplaner on 30 Aug 14 - No Cached
  • djplaner on 30 Aug 14
     
    Conference paper describing how a USQ under-graduate course has included an assessment item drawing on curation - one form of "PKM". Includes discussion of changes in the availability of information and Personal Learning Networks as parts of the rationale for the move.
Charmian LORD

Critical Theories on Education and Technology - PhD Wiki - 0 views

sites.google.com/...es-on-education-and-technology

education technology critics

shared by Charmian LORD on 30 Aug 14 - No Cached
  • Feenberg and other critical theorists such as Ellul, Ihde and Irrgang maintain that technology is neither neutral nor autonomous but ambivalent. Ambivalent technology is distinguished from neutrality by the role it attributes to social values in the use and the development of technical systems.
  • technology is not a thing in itself but is inherently a process of social, historical and political cultures.
  • technology mediates experience, and through this mediation, it alters the experience of the phenomena.
  • ...12 more annotations...
  • Arisaka (2001)
  • The future development of educational technology will not be determined by the technology itself, states Feenberg, but rather the politics within the educational community and national political trends. In taking a dialogic approach, he stresses educational technology of an advanced society should be shaped by educational dialogue rather than the production-oriented logic of automation.
    • Charmian LORD
      Charmian LORD on 07 Sep 15
       
      If this is the case, I may be "won over" by Feenberg's dialogic approach.  Let's see :)
  • According to Feenberg (1991), critical theory explains how technology is embedded in society through ‘technological code’ that is dialectical, contextual, aesthetic, and humanly, socially, and ecologically responsible.
  • In summary, Feenberg (2002; 5) calls for a profound democratic transformation of technologies, asking “can we conceive an industrial society based on democratic participation in which individual freedom is not market freedom and in which social responsibility is not exercised through coercive regulation?” He argues a good society should support the personal freedom of its members enabling them to participate effectively in a range of public activities. This can be manifest in democratizing technological design; pursuing a ‘democratic rationalization’ where actors participate in the technological design processes. For Illich (1973), ‘tools of conviviality’ produce a democratic and convivial society in which individuals communicate, debate, participate in social and political life, and help make decisions. Convivial tools free individuals from dependency and cultivate autonomy and sociality.
  • Don Ihde (1990)
    • Charmian LORD
      Charmian LORD on 07 Sep 15
       
      I think he missed the idea that some people like to learn online.  It may have come about for (mostly) financial reasons but has been put to good use by many.
  • E-learning literature increasingly perceives the role of the tutor as facilitator (Salmon, 2004), whilst in a connectivist learning environment, it may become further marginalised or even obsolesced (Siemens, 2004). This emphasis on informal and autonomous learning and student engagement with experts outside their formal educational institutions also recalls Illich’s (1970) community webs. Critical educators such as Freire and Feenberg are critical of the diminishing of critical engagement by the tutor and believe it is essential that teachers continue to have a directive role.
  • Friesen (2008) explores three myths pertinent to current e-learning literature: Knowledge Economy Anyone, Anywhere, Anytime Learning Technology drives Educational Change
  • Kellner stresses that multiple literacies, such as media, computer, and information literacies are required in response to emergent technologies and cultural conditions to empower students to participate in the expanding high-tech culture and networked society.
  • Karlsson (2002) however, suggests so called web literacies should be recognised and studied merely as print literacies that appear on the web. Feenberg (2002) reminds us arguments emerging around new educational technologies are nothing new. He suggests writing was one of the first (narrow bandwidth) educational technologies, and describes how Plato denounced writing as destructive to the dialogic relationship between teacher and student evident in spoken discourse. (Noble (1997) points out the irony in Plato using written text to critique writing, suggesting that similarly, the majority of current attacks on web-based media circulate online.)
  • What originated as a hastily-conceived title for a conference presentation has since become a catch-all term for a range of ‘ontologically non–compatible’ elements (Allen, 2008). In an attempt to conceptualize the meaning of Web 2.0, Allen identifies four key components: Technological implementations that prioritise the manipulation and presentation of data through the interaction of both human and computer agents. An Economic model. Using the Web to put people and data together in meaningful exchanges for financial gain. Users are perceived as active participants, engaged in creating, maintaining and expanding Web content. The politics of Web 2.0 are expressed in traditional democratic terms, which emphasises freedom of choice and the empowerment of individuals.
  • Under a critical perspective, the democratic forms of media consumption and production of Web 2.0 are challenged by the underlying “dictates of a neo-liberal socio–political hegemony” (Jarrett, 2008), as evidenced in the exploitation of user–generated content by major corporations (Petersen, 2008). As Silver (2008) reminds us, “when corporations say community they mean commerce, and when they say aggregation they mean advertising.” Scholz (2008) contends the Web remains largely the domain of “professional elites that define what enters the public discourse,” In addition, social conditions inherent in Web 2.0 practices such as personalization (Zimmer, 2008) and participatory surveillance (Albrechtslund, 2008) require a rethinking of traditional notions of identity, privacy and social hierarchies. As educationalists demonstrate an increasing determination to tap into the apparent technological and sociological affordances of Web 2.0, these are issues that cannot be ignored.
  • djplaner on 30 Aug 14
     
    PhD students article summarising critical theories.
thaleia66

The Global Search for Education: Can Tech Help Students Learn? | C. M. Rubin - 0 views

www.huffingtonpost.com/...-search-for-edu_b_8093230.html

shared by thaleia66 on 14 Sep 15 - No Cached
  • teachers who are more inclined and better prepared for what are known as student-oriented teaching practices, such as group work, individualized learning, and project work, are more likely to use digital resources. But in many cases, teachers were not adequately prepared to use the kind of teaching methods that make the most of technology
  • Overall, the most successful plans were incremental and built on lessons learned from previous plans.
  • There is increasing recognition of the important role of teachers in education. But we need to go beyond the idea that teaching is an art that requires exceptional talent. There are exceptional teachers, but we need to support the professional development of all teachers, and we can do so if we invest in the scientific base of the teaching profession and empower those very exceptional teachers to become leaders who inspire other teachers.Technology offers great tools in this respect. I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students' learning; or of the increasing use of blended learning models in teachers' training, in which online lectures are combined with individualized expert support and feedback from peers. Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like-minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars
  • ...1 more annotation...
  • Integrating technology successfully in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital textbook. The key elements for success are the teachers, school leaders and other decision makers who have the vision, and the ability, to make the connection between students, computers and learning.I would encourage all educators to invest in their professional knowledge about how technology can improve their work practices.
Linda Raymond-Hagen

New structures of learning: The systemic impact of connective knowledge, connectivism, ... - 5 views

elearnspace.org/...systemic_impact.htm

shared by Linda Raymond-Hagen on 27 Aug 14 - Cached
  • The limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.
    • paul_size
      paul_size on 04 Sep 14
       
      I like this line about physical structures delaying innovation.  
  • long timeline of slow change
  • almost all technological advancements related to information and communication have influenced three dimensions: 1.      Our ability to create and share information and content 2.      Our ability to connect and dialogue with others, a progressive minimization of the tyranny of space and time 3.      Our ability to experience a simulated reality
  • ...75 more annotations...
  • barriers to the creation of content and information
  • This timeline has enabled anyone with access to an internet connection to create and share information.
  • The barriers of expense and technical expertise - such as printing presses - are now lowered to the ease of creating a blog or podcast.
  • validating information accuracy
  • increased ease of content creation is the ability for conversations to occur,
  • in both real and delayed time, on a global level. Through tools such as mobile phones, Skype[2], video conferencing, instant message, and microblogging tools such as Twitter[3], conversations are no longer confined by space and time
  • For many individuals, the reduced cost of information communication technologies reduces the economic barrier of participating in global conversations.
  • While technology is the undercurrent that has influenced much of the development in society and our ability to communicate, share, and create content, technology creates a different dimension not fully reflected in those advancements.
  • unattainable due to cost and access
  • Knowledge - the core product and source of engagement in education - has become increasingly fluid
  • What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual. (p. 207)
    • paul_size
      paul_size on 04 Sep 14
       
      Is this not concerning?  Knowledge produced to create a world of instability?
  • Border-less education - such as is evident by global universities like Open University (UK) and Athabasca University (Canada) Private for-profit - as defined by organizations such as University of Phoenix and Laureate Education Corporate universities - such as Defense Acquisition University. (Scott, 2002, pp. 4 - 5)
  • vital combat of lucidity
  • his era of complexity, or as defined by Barnett (2004) - supercomplexity - requires a transition from an epistemological to an ontological emphasis. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge.
  • The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
  • adoption of innovation and systemic views of change.
  • adoption of innovation and systemic views of change.
  • A view of change is required that moves beyond Christensen's (1997), Moore's (1999), and Senge et al.'s (1999) models and begins to addresses the impact of trends and innovations on the spaces and structures of learning.
  • New trends drive innovation
  • when educators, school systems, and research groups begin to adopt new approaches for learning.
  • Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning. As noted by David (1990), new innovations are adopted in the context of existing physical spaces.
  • Given the opportunities of technology to extend access to content, experts, and peer learners, does an existing classroom model still make sense? Do one-instructor classrooms need to give way to more diverse approaches of many instructors and many peer learners? How should curriculum be developed? How much structure needs to be applied to this type of model in the development of curricula and in the planning of instruction? Does instructional design similarly need to be rethought?
  • Once spaces
  • complex problem solving through collaboration, and new relationships between educational institutions and society are all possible as systems ch
  • catalyst and push-back factors
  • Social pressures were building that resulted in the eventual eruption of political reorganization.
  • Prior Learning Assessment and Recognition
  • Yet learning occurs in many places, formats, and process
  • limitless dimensions exist in our learning (
  • n addition to formal education, learning occurs through games and simulations, mentoring and apprenticing, performance support at the point of a learning need, self-learning that arises through critical and creative thinking, communities of practice and personal learning networks, as well as the many informal learning situations that arise through conferences, reading, volunteering, and hobbies.
  • (a) long-term trends influencing information creation, interaction, and technological change; (b) the nature of systemic change; and (c) the multi-faceted, dimension-less nature of learning. Consideration can now be given to a creative exploration of what educational structures might look like if created on the premises presented thus far.
  • Many of the assumptions that influence current school design are challenged when learners and educators have the ability to form global learning networks outside of the realm of traditional education. As we create "space and place, we create ourselves" (Cannatella, 2007, p. 632). Our ability to learn, grow, and adapt to change pressures is directly linked to the nature of our learning environments. Oblinger (2006) addressed the link between space design and opportunities for learning:
  • Space - whether physical or virtual - can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities. (para 1)
  • carrier of patterns of previous reasoning
  • hierarchical mindset exists with regard to educational content
  • classification schemes of individuals such as Aristotle and Linnaeus
  • The multi-faceted aspects of learning - the criticality of context, the importance of social interaction and negotiation, the need for active "doing" - are all of such nebulous character that they fail to avail themselves to classification
  • structure content and interaction into hierarchical structures.
  • The limitations of hierarchy in capturing interconnectedness of information and the failure of classrooms to reflect technological developments permitting multi-perspective interactions and networked learning establish a need for different metaphors to guide learning design.
  • an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
  • suggests a certain view of
  • learning
  • Learning is seen as bounded, structured, managed by a single expert (the teacher),
  • different affordances
  • ecology of learning with
  • If ecologies are the spaces of learning, then networks are the structures of learning.
  • They arise in a space that both supports and confines their creation. The last decade has generated much thought on networks. A range of researchers from physics, mathematics, and sociology (Barabasi, 2002; Watts, 2003; Wellman, 1999) have explored the nature of networks and how they are a central component in all aspects of society, biology, and physics. The centrality of networks as an organizing scheme is also reflected in education, teaching, and learning (Siemens, 2006) under the concept of connectivism. Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks. The distributed nature of knowledge and the growing complexification of all aspects of society require increased utilization of technology to assist our ability to stay current, manage information abundance, and solve highly complex problems.
  • A pedagogy of participation
  • Davidovitch (2007) suggested, "The call for a new pedagogy to accompany new instructional technologies, however, has largely remained unanswered."
  • The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms.
  • duplicate the structure of a classroom, little innovation is seen
  • pedagogy of oppression
  • discussion of participatory pedagogies
  • Learners are able to contribute to existing curricula.
  • Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
  • progressively rigid intellectual property laws or increased emphasis on learning outcomes
  • an attempt to create an educational system that recognizes the fluidity of learning and knowledge,
  • Questions shaping future directions
  • When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around
  • Content is not filtered according to the ideology of one professor.
  • MIT's OpenCourseWare
  • A fluid network of relationships
  • Accreditation is a value statement.
  • learner has sufficiently engaged with the knowledge of a domain to be worthy of a particular designation
  • Some prefer a high degree of social interaction, while others prefer a more individual approach.
  • The motivation of peer-contact and schedule of learning activities and events may provide critical support to ensure learners do not drop out of their
  • Existing services like Diigo[8], Amazon[9], Digg[10], and StumbleUpon[11] provide a glimpse of what a rating system might
  • brokering
  • funding model of universities relates to providing support for educators and i
  • societies to participate in the information and knowledge age. The critical challenges facing humanity are many. A highly connected and well educated populace appears to hold the greatest prospect for meeting these challenges.
    • Linda Raymond-Hagen
      Linda Raymond-Hagen on 28 Sep 15
       
      Why is there still large investments being made in brick and mortar and not alternative deliveries?
  • e primacy of the educator and the role of the learners as receptive agents
  • learning management systems
  • Subscription fees to
  • as a source of guidance
  • djplaner on 27 Aug 14
     
    Paper/presentation by Siemens talks about the difficulty of change and tries to develop a new view of teaching, learning and research. The abstract of the presentation is... "Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning."
paul_size

Research Paper, Networked Learning Conference 2014 - NLC2014 - 0 views

www.networkedlearningconference.org.uk/...bayne_symposium.htm

shared by paul_size on 28 Aug 14 - No Cached
  • Over the years, there has been much discussion of the impact of the internet and new forms of data sourcing and communication for education and the ways in which networked learning breaks down the bounded the institution, classroom, and curriculum.
    • paul_size
      paul_size on 28 Aug 14
       
      Interesting article on the impact of data and communication and the ways in which networked learning breaks down traditional classroom structures.
Anne Trethewey

Julie Lindsay: How to go Global - Lead, Learn, League - 0 views

www.youtube.com/watch

global learning

shared by Anne Trethewey on 24 Aug 14 - No Cached
  • Anne Trethewey on 24 Aug 14
     
    Check out Julie's keynote from the Global Education Conference 2013. 'Going Global' is a mindset rather than a plane ticket
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