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anonymous

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

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    Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  
laurac75

Week 3 Reflection on Me as a student | Learning to learn with NGL - 1 views

  • digital natives and digital immigrants as defined by Prensky (2001).
    • laurac75
       
      Using ideas and principles from other sources
  • The answer is that I have been exploring where I fit both as a student and as a teacher.
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    • laurac75
       
      Reflecting on my own practice
  • In my last post, I introduced Helsper and Enyon’s (2009) idea that exposure to, and experience using, various digital technologies can have more of an influence that generation age on determining whether a person has the characteristics of a digital immigrant or a digital native. Of course, nothing is ever so clear cut. In his blog, Wesley Fryer discusses this, and expands the immigrant vs native classification into four categories, as shown below.
  • Personally, I think even this is a simplification, and that a person’s classification may vary depending on the technology referred to. For example, until recently I was a digital refugee with regards to smart phones and associated apps – and yet reading news report on-line is an integral component of my daily routine. I would probably class as a Voyeur with regards to Twitter and Flickr in that I am aware of them, and will use them to gain information but I do not follow anyone, or actively participate myself. Thus there are multiple shades of grey.
  • Goodyear, Carvalho and Dohn (2014, p 140) state that networked learning “ is no longer exotic”, however, I would argue that this very much depends on on one’s own perspective, which in turn would be shaped by personal experience and knowledge (aka the whole digital landscape debate).
  • (see Koutropoulis, 2011) Prensky’s division
  • I would generally agree that as a student, I tend to be quite focused, like an ordered approach, and work better as an individual than as part of a community. The concepts of ‘shared learning’ is quite alien to me – as is the concept of allowing the “mess” to be apparent. It is quite contradictory to my scientific researcher – the data is analysed, the results and interpretation finalised, and the presentation polished before the work is released to the world at large (typically via a published paper or article). Only those directly collaborating on the work see the mess, being asked to share this process on-line is really quite intimidating to me, and conflicts with my view of professionalism (as well as my tendency towards perfectionism).
  • So, as a student, I think I challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator.
    • laurac75
       
      Using other resources; linking concepts and ideas
    • laurac75
       
      NGL principles in a brpader context; Using other sources
  • about herself in the capacity of being a student,
  • smiss this message
    • laurac75
       
      Use of other sources
    • laurac75
       
      Use of other sources
    • laurac75
       
      Personal reflection on NGL principles
  • So, as a student, I think I face challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator
    • laurac75
       
      Reflection of future development
    • laurac75
       
      Personal reflection of involvement in NGL
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    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
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    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
djplaner

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

  • Diigo
  • Feel free to use Diigo
    • djplaner
       
      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
       
      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.
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  • (8-12 Sep) Your learning? Your networks?
    • djplaner
       
      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
       
      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
       
      Where you start work on your final essay/DBR-plan to apply NGL to your learners
  • Writer’s workshops???
    • djplaner
       
      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
       
      Take your peer feedback, improve your essay and submit it.
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    What will eventually be the final study schedule for EDU8117 in 2014.
thaleia66

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

  • 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
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  • 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.
Anne Trethewey

Connected Learning: Reimagining the Experience of Education in the Information Age - 1 views

  • the idea of a learning ecology, within which learning occurs everywhere, and with their goal to remove some of the obstacles which block the flow of information, knowledge, skills, and wisdom between different sectors.
  • ocus here on participation — in the learning process, in the governance of society — since the struggle to achieve a more participatory culture remains one of the central battles of our times.
  • the focus is on valuing the kinds of learning that children and youth value, the kind that is deeply motivating and tied in meaningful ways to their construction of their identity, recognizing that the goal of education in the 21st century should be in allowing young people to discover and refine their own expertise as they follow their passions and inform their interests
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  • he concept of “connected learning” remains a “work in progress,” and the best way to make progress is for thoughtful people, across a range of fields, to read, debate, and respond to their provocation and for those of us who find something here to value, to try to put its core principles into play through our work.
  • Connected learning is not, however, distinguished by a particular technology or platform, but is inspired by an initial set of three educational values, three learning principles, and three design principles
  • Equity — when educational opportunity is available and accessible to all young people, it elevates the world we all live in. Full Participation — learning environments, communities, and civic life thrive when all members actively engage and contribute. Social connection — learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity.
  • Interest-powered – Interests power the drive to acquire knowledge and expertise. Research shows that learners who are interested in what they are learning, achieve higher order learning outcomes. Connected learning does not just rely on the innate interests of the individual learner, but views interests and passions as something to be actively developed in the context of personalized learning pathways that allow for specialized and diverse identities and interests. Peer-supported – Learning in the context of peer interaction is engaging and participatory. Research shows that among friends and peers, young people fluidly contribute, share, and give feedback to one another, producing powerful learning. Connected learning research demonstrates that peer learning need not be peer-isolated. In the context of interest-driven activity, adult participation is welcomed by young people. Although expertise and roles in peer learning can differ based on age and experience, everyone gives feedback to one another and can contribute and share their knowledge and views. Academically oriented – Educational institutions are centered on the principle that intellectual growth thrives when learning is directed towards academic achievement and excellence. Connected learning recognizes the importance of academic success for intellectual growth and as an avenue towards economic and political opportunity. Peer culture and interest-driven activity needs to be connected to academic subjects, institutions, and credentials for diverse young people to realize these opportunities. Connected learning mines and translates popular peer culture and community-based knowledge for academic relevance.
  • Shared purpose — Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Today’s social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialized areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals. Production-centered — Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today’s rapidly changing work and political conditions. Openly networked – Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popular culture, educational institutions, home, and interest communities. Learning resources, tools, and materials are abundant, accessible and visible across these settings and available through open, networked platforms and public-interest policies that protect our collective rights to circulate and access knowledge and culture. Learning is most resilient when it is linked and reinforced across settings of home, school, peer culture and community.
  • The urgent need to reimagine education grows clearer by the day. Research has shown that too many students are disengaged and alienated from school, and see little or no purpose to their education
  • The principles of connected learning weren’t born in the digital age, but they are extraordinarily well-suited to it. Connected learning seeks to tie together the respected historical body of research on how youth best learn with the opportunities made available through today’s networked and digital media
  • Connected learning is real-world. It’s social. It’s hands-on. It’s active. It’s networked. It’s personal. It’s effective
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    A description of some American academics getting together on the idea of connected learning. The post describes the values and principles underpinning their conception of connected learning.
Anne Trethewey

Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views

  • The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
    • anonymous
       
      Comments like this make teachers appear lazy. Using the word "slow" implies that teachers are ignorant and not proactive. I have seen many teachers wanting to integrate these technologies but finding the curriculum and day to day life of being a teacher as exhausting.
    • mari marincowitz
       
      I totally agree on this, Annelise. The problem is that the whole school system has not kept up the way technology has changed our daily lives and ways we interact and learn. For example, I'm teaching the IB Visual Art curriculum, a rigorous 2-year course for grade 11 and 12 learners. The sheer amount of work that need to be achieved in a very short period, makes it impossible to spend hours integrating new technologies that are not directly related to achieving the objectives set out by the IB to pass this exam. My husband teaches IB Psychology and the final examination is a traditional written exam, mostly based on students' ability to memorize large amounts of work. This means that students need to practice writing traditional pen and paper tests. This leaves little space for interactive games or application of new technologies. The curriculum will need to change before teachers can effectively discover the potential of these new technologies and consequently redefine their teaching.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
    • anonymous
       
      Not in the schools I have been in.
  • we need to fundamentally rethink what we do in the classroom with kids
    • anonymous
       
      True, we do need to rethink but I think the model is fundamentally flawed.
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  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn
    • anonymous
       
      This is what the subject NGL is encouraging. We learn without teachers, where we answer our own questions, develop patience with uncertainty and ambiguity, appreciate and learn from our "mistakes," and follow our passion.
  • writing blog posts
    • anonymous
       
      A very good idea and something I was doing with my year 11s and 12s. Some loved it and others wanted the "paper and pen" approach. I found female students were more resistant as they were not as active in online forums as the males, but this is only my experience. I had many females complain, even some to their parents saying that they wanted to receive everything I did in hard copy, despite even the parents having access to all the online materials.
  • model the learning process together
    • anonymous
       
      A great idea, modelling active learning.
  • Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
    • anonymous
       
      I can see how it will take very brave souls to implement this approach in the current schooling model. I have seen massive resistance, and mostly because it is seen as "extra" on top of everything else. Education is like a "black hole" - never ending and constantly growing. :0
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
    • anonymous
       
      I think the demand for personal learning is increasing, particularly amongst male students. The proliferation of information on the web and the active engagement. Argghh, I just found out that Robin Williams has died. I'm heartbroken, i loved him.
    • djplaner
       
      You're not alone in that feeling.
    • djplaner
       
      On a less important topic, how would personal learning fit within a school setting with set curriculum etc? I can see a distinct difference with what is possible in NGL and what could be done in my undergraduate course.
  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
    • Anne Trethewey
       
      An interesting statement - especially in light of many of the restrictions now placed on teachers in Australia with the new national curriculum, especially P-6.  Over the last few years, the explicit teaching focuses and prescriptive nature of many subject outcomes has seen my teaching change fundamentally, and I do not believe for the better. I know longer have the same scope and professional leeway to tailor learning to needs and interests of my students.  One-size DOES NOT FIT ALL!
  • Finding Their Passion
    • Anne Trethewey
       
      Have explored 'Genius Hour' with my students in an attempt to introduce more opportunity for my students to engage in learning that is more in turn with their interests and passions.  Find time in a very hectic curriculum and timetable is the greatest hurdle!
  • It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn. (personal communication, October 3, 2011).
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    A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
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    A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
debliriges

Readers absorb less on Kindles than on paper, study finds | Books | The Guardian - 0 views

  • The researchers suggest that "the haptic and tactile feedback of a Kindle does not provide the same support for mental reconstruction of a story as a print pocket book does".
  • She and her fellow researchers found that "students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally".
  • a new European research network doing empirical research on the effects of digitisation on text reading. The network says that "research shows that the amount of time spent reading long-form texts is in decline, and due to digitisation, reading is becoming more intermittent and fragmented", with "empirical evidence indicat[ing] that affordances of screen devices might negatively impact cognitive and emotional aspects of reading". They hope their work will improve scientific understanding of the implications of digitisation, thus helping to cope with its impact.
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  • "We need to provide research and evidence-based knowledge to publishers on what kind of devices (iPad, Kindle, print) should be used for what kind of content; what kinds of texts are likely to be less hampered by being read digitally, and which might require the support of paper,"
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    Some interesting research to consider about students learning
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