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djplaner

Developing personal learning networks for open and social learning - 1 views

www.aupress.ca/...gies_in_Distance_Education.pdf

Highered open Couros pln

shared by djplaner on 22 Aug 12 - No Cached
  • djplaner on 22 Aug 12
     
    A book chapter describing the design of a 2008 open access, graduate level, educational technology course (a fairly close fit for EDU8117). This course was a direct influence on the MOOC work of Siemens and Downes and a potential model for EDU8117 (and my other courses).
djplaner

Study Schedule | An experiment in Networked & Global Learning - 4 views

netgl.wordpress.com/study-schedule-2

shared by djplaner on 15 Jul 14 - No Cached
  • Diigo
  • Feel free to use Diigo
    • djplaner
      djplaner on 15 Jul 14
       
      At this stage I don't know how Diigo will handle it as I edit and change this page
  • (25-29 Aug) Technology and NGL
    • djplaner
      djplaner on 15 Jul 14
       
      ATM, weeks 5 and 6 are perceived as being somewhat "lighter" weeks. The plan is that some additional assessment work might be done during this time.
  • ...6 more annotations...
  • (8-12 Sep) Your learning? Your networks?
    • djplaner
      djplaner on 15 Jul 14
       
      This is a week where you are meant to explore the areas of NGL that you need to explore before finalising how you're going to apply it to your learners
  • (DBR) What is DBR?
  • (15-19 Sep) Design-based rese
    • djplaner
      djplaner on 15 Jul 14
       
      Whether DBR is the only research method/approach mentioned here, or even it is the one mentioned is still a little open. I do have a personal preference for this. But may be open to flexibility.
  • What will you do and how?
    • djplaner
      djplaner on 15 Jul 14
       
      Where you start work on your final essay/DBR-plan to apply NGL to your learners
  • Writer’s workshops???
    • djplaner
      djplaner on 15 Jul 14
       
      The idea is to require some form of peer feedback on your essay. Whether it's in the form of a writers' workshop is to be resolved. It's a great process, but the reality of how to implement it in this course is to be decided.
  • he final polish
    • djplaner
      djplaner on 15 Jul 14
       
      Take your peer feedback, improve your essay and submit it.
  • djplaner on 15 Jul 14
     
    What will eventually be the final study schedule for EDU8117 in 2014.
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.
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
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.
djplaner

Improvisation Blog: Some Reflections on the #pleconf and 'cool technology' : What Softw... - 0 views

dailyimprovisation.blogspot.com.au/...tions-on-pleconf-and-cool.html

edu8117

shared by djplaner on 20 Jul 14 - No Cached
  • Now social software is rather old, everyone knows about (even if they don’t use it), and not particularly exciting
    • djplaner
      djplaner on 20 Jul 14
       
      Much of what we're doing "as students" in this course with technology is around social media. Hence it is increasingly "uncool". A pointer to me and my practice and the need to evolve
  • ignore the new ‘cool stuff’ as somehow not ‘personal’ seems short-sighted.
  • ignore the new ‘cool stuff’ as somehow not ‘personal’ seems short-sighted.
  • ...1 more annotation...
  • ignore the new ‘cool stuff’ as somehow not ‘personal’ seems short-sighted
    • djplaner
      djplaner on 20 Jul 14
       
      Finding out what this "cool" stuff is and what it means for our practice around NGL is something to explore
  • djplaner on 20 Jul 14
     
    Ruminations on the origins and evolution of the PLE concept with a pointer to the "cooler"/more interesting trend that "network learning" is taking.
ozangel4

Fresh and crisp Morning | Flickr - Photo Sharing! - 0 views

www.flickr.com/...4t-oq8tBo-os6uPV-o7t4dg-wvnQ45

Weather Photo edu8117 education nglpeople flickr sharing

shared by ozangel4 on 08 Sep 15 - No Cached
  • ozangel4 on 08 Sep 15
     
    I originally missed this activity in Week one David, oops. However it was awesome to see that a simple email has fed directly to Flickr. a very engaging tool for teaching, Just need to see how it can be used in my area.
ggdines

Half an Hour: Connectivism and the Primal Scream - 2 views

halfanhour.blogspot.com.au/...ectvism-and-primal-scream.html

connectivism

shared by ggdines on 09 Sep 14 - No Cached
  • Indeed, so long as you think of knowledge and learning as something to be acquired and measured and tested - instead of practiced and lived and experienced - you will be dissatisfied with connectivist learning. And - for that matter - there's probably a limit to how far you can advance in traditional education as well, because (to my experience) everybody who achieves a high degree of expertise in a field has advanced well beyond the idea that it's just information and skills and things to learn. Kind of like Dreyfus and Dreyfus said.
    • ggdines
      ggdines on 09 Sep 14
       
      Perhaps EDU8117 is attempting both - "something to be acquired and measured and tested" and "practiced, lived and experienced". That might be where my discomfort lies and perhaps also what Keith Brennan is articulating in his article.
  • ggdines on 09 Sep 14
     
    A response to Keith Brennans article 
Linda Raymond-Hagen

Home - Manage Citations with Zotero, Mendeley and EndNote - LibGuides at Portland State... - 0 views

guides.library.pdx.edu/managecitations

EDU8117 zotero mendeley endnote

shared by Linda Raymond-Hagen on 26 Sep 15 - No Cached
  • Linda Raymond-Hagen on 26 Sep 15
     
    This guide provides an overview of several citation management tools, as well as information on print and online citation resources.
djplaner

Me as a teacher | The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...me-as-a-teacher

spta teacher

shared by djplaner on 06 Aug 14 - No Cached
  • Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
    • djplaner
      djplaner on 06 Aug 14
       
      Using ideas/principles from other sources
  • rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
    • djplaner
      djplaner on 06 Aug 14
       
      MOre from other resources
  • you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
    • djplaner
      djplaner on 06 Aug 14
       
      Some evidence of using principles/literature to understand what is going on (i.e. my reflections on my own approach)
  • ...7 more annotations...
  • . For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
    • djplaner
      djplaner on 06 Aug 14
       
      Some identification of future plans. Arguably fairly light on and not fleshed out in details, but probably appropriate for this post's purpose
  • is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
    • djplaner
      djplaner on 06 Aug 14
       
      More NGL principals.
  • Just how much is needed?
    • djplaner
      djplaner on 06 Aug 14
       
      A question to consider into the future - future planning
  • n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
    • djplaner
      djplaner on 06 Aug 14
       
      Building on Brendon's post. Pointing to some insights which suggest some limitations of an aspect of what he was talking about.
  • Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
    • djplaner
      djplaner on 06 Aug 14
       
      Making a connection to another participants post. Agreeing with it, linking it to what I'm doing
  • What do I want to do?
    • djplaner
      djplaner on 06 Aug 14
       
      All of the following really starting to talk about what I'd like to do.
  • Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
    • djplaner
      djplaner on 06 Aug 14
       
      Using the literature as part of my planning
  • djplaner on 06 Aug 14
     
    My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
  • laurac75 on 05 Sep 14
     
    Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
djplaner

The Stepford syndrome in KM - Cognitive Edge Network Blog - 0 views

cognitive-edge.com/...the-stepford-syndrome-in-km

edu8117 edu8117literature cop

shared by djplaner on 11 Jul 14 - No Cached
  • means supporting local decisions, allowing peer-to-peer knowledge flow, encouraging messy coherence
    • djplaner
      djplaner on 11 Jul 14
       
      Touching here - perhaps - on the difference between a network perspective and a group/community perspective?
  • djplaner on 11 Jul 14
     
    Snowden critiques an aspect of the KM community and touches on something related to NGL in terms of CoP versus a networked approach.
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.  
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