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Linda Raymond-Hagen

Social Sciences | Free Full-Text | On the Design of Social Media for Learning - 3 views

www.mdpi.com/378

shared by Linda Raymond-Hagen on 11 Sep 14 - No Cached
  • djplaner on 11 Sep 14
     
    Another article from Dron and Anderson extending some of the earlier work. Abstract follows. Is explicitly intended to help "design learning activities that make most effective use of the technologies" This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the "social" aspect of social media, describing the different ways that people can learn with and from each other, in one or more of three social forms: groups, networks and sets. The other model relates to the 'media' side of social media, describing how technologies are constructed and the roles that people play in creating and enacting them, treating them in terms of softness and hardness. The two models are complementary: neither provides a complete picture but, in combination, they help to explain how and why different uses of social media may succeed or fail and, as importantly, are intended to help us design learning activities that make most effective use of the technologies. We offer some suggestions as to how media used to support different social forms can be softened and hardened for different kinds of learning applications.
  • Linda Raymond-Hagen on 27 Sep 15
     
    This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the "social" aspect of social media, describing the different ways that people can learn with and from each other, in one or more of three social forms: groups, networks and sets. The other model relates to the 'media' side of social media, describing how technologies are constructed and the roles that people play in creating and enacting them, treating them in terms of softness and hardness. The two models are complementary: neither provides a complete picture but, in combination, they help to explain how and why different uses of social media may succeed or fail and, as importantly, are intended to help us design learning activities that make most effective use of the technologies. We offer some suggestions as to how media used to support different social forms can be softened and hardened for different kinds of learning applications.
thaleia66

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 1 views

www.irrodl.org/...2087

shared by thaleia66 on 30 Sep 15 - No Cached
  • Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).
  • Heutagogy is of special interest to distance education, which shares with heutagogy certain key attributes, such as learner autonomy and self-directedness, and has pedagogical roots in adult teaching and learning.
  • Distance education and heutagogy also have in common the same audience: mature adult learners.
  • ...19 more annotations...
  • In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met
  • A key attribute of andragogy is self-directed learning
  • Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur
  • The role of the educator in an andragogical approach is that of tutor and mentor, with the instructor supporting the learner in developing the capacity to become more self-directed in his or her learning. The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al., 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.
  • Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”
  • As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
  • The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2).
  • More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).
  • Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667). In addition, Web 2.0 encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Lee & McLoughlin, 2007; McLoughlin & Lee, 2008, 2010).
  • learners are self-directed to continue to learn on their own and “can personalize their learning paths in the way they desire
  • Recent research also indicates that the use of social media can support self-determined learning.
  • Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.
  • Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.
  • A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content.
  • Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit”
  • Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process
  • Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning
  • The literature review conducted here indicates that there is substantial work to be done in researching heutagogy within this research construct, for example examination of the means in which Web 2.0 and social media support a self-determined teaching and learning approach, and investigation of the effectiveness of the approach in higher education and in creating lifelong learners able to effectively and successfully translate competencies into capability in complex, real-world situations. Another area of research includes defining and testing criteria for heutagogy as a framework for teaching and learning.
  • By incorporating heutagogical practice, educators have the opportunity to better prepare students for the workplace and for becoming lifelong learners, as well as to foster student motivation by cultivating students who “are fully engaged in the topic they are studying because they are making choices that are most relevant or interesting to them” (Kenyon & Hase, 2010, p. 170).
Anne Trethewey

Social Media and the 'Spiral of Silence' | Pew Research Center's Internet & American Li... - 2 views

www.pewinternet.org/...edia-and-the-spiral-of-silence

shared by Anne Trethewey on 04 Sep 14 - No Cached
laurac75 liked it
  • A major insight into human behavior from pre-internet era studies of communication is the tendency of people not to speak up about policy issues in public—or among their family, friends, and work colleagues—when they believe their own point of view is not widely shared. This tendency is called the “spiral of silence.
  • Not only were social media sites not an alternative forum for discussion, social media users were less willing to share their opinions in face-to-face settings.
  • The traditional view of the spiral of silence is that people choose not to speak out for fear of isolation
  • ...4 more annotations...
  • People also say they would speak up, or stay silent, under specific conditions.
  • Their confidence in how much they know.
  • The intensity of their opinions.
  • Their level of interest.
  • djplaner on 04 Sep 14
     
    Social media (network learning) doesn't always change everything. Again perhaps the fear of being "wrong" in public is factor? Being different is hard
  • laurac75 on 06 Sep 14
     
    I found this article really interesting - particularly the hierarchy of relationships in which people were comfortable sharing their views - family, then friends, then colleagues and then facebook or twitter. To me, this suggests that discussions are most likely to occur in situations where people are confident of being accepted regardless of their views on an individual topic. This has interesting implications for teaching - and links in with some of the literature on creating "safe" learning environments. However, I wonder whether we need more of an emphasis on building/strengthening relationships between students - and what implications this has for group sizes, and how we manage learners.
djplaner

Ethics of teaching with social media - 0 views

bit.ly/1uqKVXX

ngl ethics socialmedia

shared by djplaner on 06 Oct 14 - No Cached
  • djplaner on 06 Oct 14
     
    PDF of paper presented at ACEC 2014 which appears to be of relevance to some of you. Abstract follows. This paper goes beyond the commonly held concerns of Internet safety, such as cyberbullying. Instead, it explores the ethical dilemmas we face as teachers when using social media, in particular social networks, in the classroom. We believe old ideas of respect and culture of care for children and young people need to be reconstructed around new media. This paper draws on the authors' experience in teaching with, and researching students' use of, social media in the classroom. In this paper we explore the ethical issues of consent, traceability, and public/private boundaries. We tackle the complex issue of the rights around virtual identities of the students followed by a discussion on the ethics of engaging students in public performance of curriculum and their lives. Finally we discuss the ethical dilemma involved in recognising and responding to illicit activity. While we reflect on our own response to these dilemmas and propose a dialogic process as the way forward, we also return to the argument that these ethical choices are dilemmas in which most, if not all, options are unpalatable or impracticable
debliriges

Social Networks: What Maslow Misses | Psychology Today - 1 views

www.psychologytoday.com/...-networks-what-maslow-misses-0

maslow motivation socialmedia social media connectivism

shared by debliriges on 23 Aug 14 - No Cached
  • debliriges on 23 Aug 14
     
    The need for social connection; Maslow's Model rewired for social media
mari marincowitz

Surveying Social Media Art: 2004-2008 (Part 1 of 3) - 0 views

hyperallergic.com/...social-media-art-pt-1

shared by mari marincowitz on 05 Sep 14 - No Cached
    • mari marincowitz
      mari marincowitz on 05 Sep 14
       
      Always Social is a three-part series that explores the evolving character of social media Art. It contains links to very interesting examples of new forms of Art that grew out of social media and networks.
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.
djplaner

Emergent learning and interactive media artworks: Parameters of interaction for novice ... - 0 views

www.irrodl.org/...2023

edu8117redesign ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011).
  • However, the question remains whether institutional frameworks can accommodate the opposing notion of “cooperative systems” (Shirky, 2005),
  • We build upon Williams et al.’s framework of emergent learning, where “content will not be delivered to learners but co-constructed with them” (De Freitas & Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments “considerable effort is required to ensure an effective balance between openness and constraint” (Williams et al., 2011, p. 39)
  • djplaner on 28 Aug 14
     
    Builds on an extends the previous article on emergent learning and applies it to analysing an assessment item within a first-year media arts education course. It uses/develops a matrix that is proposed as being useful for figuring out how to design emergent learning.
Anne Trethewey

How Teens Are Really Using Social Media - Edudemic - 0 views

www.edudemic.com/-are-really-using-social-media

social media

shared by Anne Trethewey on 24 Aug 14 - No Cached
  • Anne Trethewey on 24 Aug 14
     
    Includes a great inforgraphic!
Anne Trethewey

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

henryjenkins.org/...cted_learning_a_new_parad.html

shared by Anne Trethewey on 30 Aug 14 - No Cached
  • 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
  • ...8 more annotations...
  • 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
  • djplaner on 30 Aug 14
     
    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.
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

Wearable technology | rebeccaedu8117 - 1 views

rebeccawhiteedu8117.wordpress.com/...wearable-technology

distributedCognition

shared by djplaner on 13 Oct 15 - No Cached
  • djplaner on 13 Oct 15
     
    Wanted to highlight this from Rebecca to make a point about broadening concepts of NGL. It's about making connections with technologies and without. Often this is interpreted as people creating information for others, or consuming information created by others. Wearable technologies - especially of the type talked about by Rebecca - provide connections to information in a way previously much more difficult. But they can also be used to scaffold learning. e.g. the "learning to run 5Km" app that Rebecca talks about in her previous post. Suggesting a possible way to break out of the LMS and social media into a very different type of network learning.
djplaner

News for High Schools: Digital Media Plus Teaching Equals Support for Freedom | Mediash... - 0 views

www.pbs.org/...ing-equals-support-for-freedom

mobile

shared by djplaner on 07 Oct 14 - No Cached
  • Student news diets are increasingly digital, social and mobile. In 2007, for example, only 8 percent of students surveyed reported consuming news and information daily through mobile devices. This time around, 62 percent do – an all-time high.
  • djplaner on 07 Oct 14
     
    Reports on some survey findings etc - 62% of students reported consuming news and information daily through mobile devices
djplaner

Teaching Crowds | A Teaching Crowds book site - 1 views

teachingcrowds.ca

social dron anderson

shared by djplaner on 07 Aug 15 - No Cached
  • djplaner on 07 Aug 15
     
    Open Access book by Anderson & Dron examining the issue of learning and social media. Expands upon what they wrote in some of the earlier papers that form part of the early readings for the course.
djplaner

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

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

distance bad set dejavu

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

danah boyd - 0 views

www.danah.org

people nglpeople

shared by djplaner on 25 Jul 14 - Cached
  • djplaner on 25 Jul 14
     
    A researcher at Microsoft looking at a range of stuff including social media.
djplaner

23things - home - 0 views

23things.acfe.vic.edu.au

shared by djplaner on 05 Sep 14 - No Cached
  • djplaner on 05 Sep 14
     
    23things is a "course" used and modified by libraries throughout the world to introduce folk to social media. A way of an organisation helping staff develop some of the skills necessary to recognise some of the potential benefits of NGL
djplaner

Canadian University Social Software Guidelines and Academic Freedom: An Alarming Labour... - 0 views

feedly.com

ngl organisational dissonance

shared by djplaner on 31 Jul 14 - Cached
  • djplaner on 31 Jul 14
     
    A journal paper from the International Review of Information Ethics. The connection to NGL is that it examines the guidelines around the use of social media software being put in place by Canadian universities and how perhaps they aren't as conducive to encouraging NGL as one might hope from institutions of higher education. A sign post of the types of problems when NGL meets un-reconstituted institutional perspectives.
anonymous

Connected Learning Research Network - 0 views

clrn.dmlhub.net

connected education people connectivism socialmedia equity

shared by anonymous on 04 Aug 14 - Cached
  • anonymous on 04 Aug 14
     
    "This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity"
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.
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