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paul_size

Personal Learning Networks: Using the Power of Connections to Transform Education: Will... - 3 views

www.amazon.com/...ref=as_li_ss_til

nglpeople learning

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    Review Will Richardson and Rob Mancabelli have created an essential book for educators, students, and anyone concerned about the future of education. Personal Learning Networks provides the perspectives and the processes we need to use personal learning networks to become educated, empowered and ready for the global economy. --Jason Ohler, Professor Emeritus, Educational Technology, University of Alaska, Juneau This book presents an innovative, comprehensive strategy for reinventing education to meet the needs of 21st century students and society. Much more than familiar rhetoric on what is wrong with education, the authors provide a compelling vision for education as it could and should be and a road map to help get us there. Mancabelli & Will Richardson have provided us with a step-by-step guide to create globally-connected classrooms, implement powerful project-based curriculum, and introduce our students to tools and technologies with transformative potential. --Angela Maiers, President of Maiers Educational Services, Clive, Iowa This book is chock-full of useful information and highlights numerous practitioners who are walking the walk. A fantastic resource for administrators, teachers, policymakers, and others who are trying to lead their organizations into the digital, global world in which we now live. --Scott McLeod, Director at UCEA Center for Advanced Study of Technical Leadership in Education, Ames, Iowa
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."
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
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
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

Open Education for a Global Economy - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...education-for-a-global-economy

education online global alison nytimes

shared by Trevor Haddock on 27 Jul 12 - No Cached
  • Trevor Haddock on 27 Jul 12
     
    An article about ALISON which collects vocational training courses for free delivery similar to what Khan Academy provides for academic courses.
djplaner

MOOCs as Neocolonialism: Who Controls Knowledge? - WorldWise - Blogs - The Chronicle of... - 0 views

chronicle.com/...33431

global critique

shared by djplaner on 08 Sep 14 - No Cached
  • But I do believe it is important to point out that a powerful emerging educational movement strengthens the currently dominant academic culture, perhaps making it more difficult for alternative voices to be heard.
  • djplaner on 08 Sep 14
     
    One of the critiques of MOOCs that perhaps can be applied to broader ideas of NGL - or at least need to be considered. In particular this links to the under-developed aspect of NGL in this course - global learning.
Kath Gregory

Think Global | Promoting education for a just and sustainable world - 1 views

think-global.org.uk

Global think sustainable education

shared by Kath Gregory on 11 Aug 14 - No Cached
  • Kath Gregory on 11 Aug 14
     
    Perfect Idea for schools, bringing what we know to be happening to the children
Trevor Haddock

The Essence of Connected Learning - 0 views

vimeo.com/37639766

connected learning

shared by Trevor Haddock on 14 Oct 12 - No Cached
  • Trevor Haddock on 14 Oct 12
     
    We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society. Fortunately, we are also able to harness the same technologies and social processes that have powered these transformations in order to provide the next generation with learning experiences that open doors to academic achievement, economic opportunity, and civic engagement.
anonymous

A Principal's Reflections: Learning Artifacts - 0 views

esheninger.blogspot.com.au/...learning-artifacts.html

knowledge-creation reflections education

shared by anonymous on 05 Oct 14 - No Cached
  • anonymous on 05 Oct 14
     
    I found this article in my search for networked and global learning examples. I think it is a great demonstration of the principles.
sharonngl

Beyond Borders: Global Learning in a Networked World - 0 views

www.slideshare.net/...-learning-in-a-networked-world

shared by sharonngl on 23 Aug 15 - No Cached
  • sharonngl on 23 Aug 15
     
    How MOOC have and will change our school system.
ravenledu8117

Our digital lives: 12 TED Talks - 1 views

www.ted.com/...our_digital_lives

education nglpeople global

shared by ravenledu8117 on 06 Sep 15 - No Cached
Charmian LORD liked it
  • ravenledu8117 on 06 Sep 15
     
    Our hyper-connected lives have been rewired for the digital age. These talks explore how the Internet and social media are shaping our relationships, personal lives and sense of self. COGNITIVE SURPLUS- interesting concept- (Clay Shirky). Shirky explains in his talk his concept of cognitive suplus which he explains as the ability of the population to volunteer, contribute and collaborate on large, sometimes global projects.
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.
thaleia66

The End of the University as We Know It - The American Interest - 0 views

www.the-american-interest.com/...f-the-university-as-we-know-it

shared by thaleia66 on 09 Aug 15 - No Cached
  • People will not continue to pay tens of thousands of dollars for what technology allows them to get for free.
  • Power is shifting away from selective university admissions officers into the hands of educational consumers, who will soon have their choice of attending virtually any university in the world online.
  • Now anyone in the world with an internet connection can access the kind of high-level teaching and scholarship previously available only to a select group of the best and most privileged students.
  • ...13 more annotations...
  • researchers at Carnegie Mellon’s Open Learning Initiative, who’ve been experimenting with computer-based learning for years, have found that when machine-guided learning is combined with traditional classroom instruction, students can learn material in half the time.
  • Top schools like Yale, MIT and Stanford have been making streaming videos and podcasts of their courses available online for years, but MOOCs go beyond this to offer a full-blown interactive experience.
  • Teens now approaching college age are members of the first generation to have grown up conducting a major part of their social lives online. They are prepared to engage with professors and students online in a way their predecessors weren’t
  • What is emerging is a global marketplace where courses from numerous universities are available on a single website. Students can pick and choose the best offerings from each school; the university simply uploads the content.
  • The era of online education presents universities with a conflict of interests—the goal of educating the public on one hand, and the goal of making money on the other.
  • One potential source of cost savings for lower-rung colleges would be to draw from open-source courses offered by elite universities. Community colleges, for instance, could effectively outsource many of their courses via MOOCs, becoming, in effect, partial downstream aggregators of others’ creations, more or less like newspapers have used wire services to make up for a decline in the number of reporters.
  • To borrow an analogy from the music industry, universities have previously sold education in an “album” package—the four-year bachelor’s degree in a certain major, usually coupled with a core curriculum. The trend for the future will be more compact, targeted educational certificates and credits, which students will be able to pick and choose from to create their own academic portfolios.
  • The open-source educational marketplace will give everyone access to the best universities in the world. This will inevitably spell disaster for colleges and universities that are perceived as second rate.
  • Likewise, the most popular professors will enjoy massive influence as they teach vast global courses with registrants numbering in the hundreds of thousands (even though “most popular” may well equate to most entertaining rather than to most rigorous).
  • Because much of the teaching work can be scaled, automated or even duplicated by recording and replaying the same lecture over and over again on video, demand for instructors will decline. 
  • Large numbers of very intelligent and well-trained people may be freed up from teaching to do more of their own research and writing. A lot of top-notch research scientists and mathematicians are terrible teachers anyway.
  • Big changes are coming, and old attitudes and business models are set to collapse as new ones rise.
  • if our goal is educating as many students as possible, as well as possible, as affordably as possible, then the end of the university as we know it is nothing to fear. Indeed, it’s something to celebrate. 
  • thaleia66 on 09 Aug 15
     
    I came across this piece looking for connectivism at TED after reading the Downes piece. I remembered a talk I watched last semester that spoke of connectivism historically - as something very old, not necessarily connected to the digital revolution. This was such a provocative piece, though, I thought I would share it, and will post more reflections on my blog. Lisa
djplaner

OpenKnowledge Course Info | Stanford Online - 0 views

class.stanford.edu/...info

shared by djplaner on 08 Sep 14 - No Cached
  • djplaner on 08 Sep 14
     
    Stanford University open course "OpenKnowledge - Changing the Global Course of Learning".
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.  
anonymous

peedubu's Groups | Diigo - Groups - 1 views

groups.diigo.com/peedubu

Peer Review Collaborative networked learning

shared by anonymous on 25 Oct 14 - No Cached
  • anonymous on 25 Oct 14
     
    Use of Design-Based Research Methodology to Develop a Proposal to Implement a Networked and Global Learning Solution in Vocational Education and Training.
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.
Anne Trethewey

David Price OBE - Keynote Flat Connections Global Project 2013 - 1 views

www.fuzemeeting.com/...6011599

ltngl

shared by Anne Trethewey on 01 Sep 14 - No Cached
  • Anne Trethewey on 01 Sep 14
     
    Quote from David's book 'Open: How we'll work, live and learn in the future' "Because information flows faster and more freely than ever, and because we are better connected than ever, the barriers to learning are being dismantled. We share what we learn instantly and generally without restrictions. How we learn and whom we learn from has been transformed. Our reliance upon anointed experts and authority figures has diminished, while our capacity to learn from each other has spiralled"
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