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djplaner

What is Open Pedagogy? | Teaching and Learning Innovations at CI - 1 views

tlinnovations.cikeys.com/...what-is-open-pedagogy

openpedagogy netgl asteacher

shared by djplaner on 27 Aug 15 - No Cached
  • Agency, risk, creativity, unpredictability, empowerment — these are characteristics of open pedagogy that are much tougher to cultivate in an LMS.
  • djplaner on 27 Aug 15
     
    Academic talks about adopting open pedagogy. An approach that has a lot of resonance with netgl
djplaner

Developing a framework for teaching open courses | open thinking - 2 views

educationaltechnology.ca/...2603

opencourse dbr howto

shared by djplaner on 08 Sep 15 - No Cached
  • djplaner on 08 Sep 15
     
    Alec Courous has been an open educator (on outcome/user of netgl) for quite some time. This post summarises how that experience has been abstracted into a framework (a set of principles/guidelines) for teaching an open course. This has some significant connection to Assignment 2.
djplaner

Explanation - What is Design-Based Research (DBR)? - 5 views

dbr.coe.uga.edu/explain01.htm

dbr

shared by djplaner on 16 Sep 15 - No Cached
  • iterative analysis, design, development, and implementation,
    • djplaner
      djplaner on 16 Sep 15
       
      For netgl you won't be doing "full/real" DBR. It won't be iterative and you won't be doing the development and implementation stages. Just the analysis and design. Mainly due to time constraints.
  • contextually-sensitive design principles and
    • djplaner
      djplaner on 16 Sep 15
       
      One of the challenges you'll face is identifying the design principles that will underpin your intervention. It is important that these design principles be based on good "theory"
  • current real-world problems
    • djplaner
      djplaner on 16 Sep 15
       
      Identifying what your problem is and how other people have understood it and how they have attempted to solve it, is a very useful first step in the analysis phase.
  • ...1 more annotation...
  • Design-based research requires interactive collaboration among researchers and practitioners
    • djplaner
      djplaner on 16 Sep 15
       
      Hence the peer review element in Assignment 2. Actively trying to encourage you to share your ideas and approaches with others, from both within and outside the course.
  • djplaner on 16 Sep 15
     
    Page used in the "what is DBR" week.
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.
djplaner

The Most Dangerous Word in Education - 0 views

davidjakes.me/?p=1684

samr rat transform

shared by djplaner on 23 Aug 15 - No Cached
  • djplaner on 23 Aug 15
     
    Short post focusing on the problem of "integrating" as the most dangerous word in education. Links to the S & A from SAMR and the R & A from the RAT framework
  • djplaner on 23 Aug 15
     
    What this means from a network perspective is at least two-fold. 1) Take all these neat new netgl stuff and integrate it into current educational practice. Which is probably not going to be a great outcome. It's more about what you can fundamentally change. 2) From a network perspective you have to connect new knowledge into your current knowledge (current network). Isn't that a form of integration? If learning is network construction, can you do anything but integrate? Or does integrate suggest a form of network construction where you haven't really leveraged the new knowledge & your existing knowledge to produce something really unique?
algilbey

Week 3 - Where you and NGL have come from, and where you're going | An experiment in Ne... - 3 views

netgl.wordpress.com/...ome-from-and-where-youre-going

read this again

shared by algilbey on 16 Aug 14 - No Cached
  • “As learner”.
    • anonymous
      anonymous on 16 Aug 14
       
      I have started using tags on my blog e.g. me.as.a.student, me.as.a.learner, me.as.a.teacher
    • anonymous
      anonymous on 16 Aug 14
       
      and also on diigo.
  • networks
  • algilbey on 03 Aug 15
     
    "Are the participants of NGL a group, network, collective or something else?"
algilbey

Interview with George Siemens - 1 views

www.youtube.com/watch

ltngl netgl connectivism

shared by algilbey on 25 Aug 15 - No Cached
Charmian LORD liked it
  • Interview with George Siemens
algilbey

Matthew effect - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/...Matthew_effect

netgl Wikipedia sociology

shared by algilbey on 05 Aug 15 - No Cached
  • algilbey on 05 Aug 15
     
    This relates to something interesting in the Dron and Anderson (2007) reading...
algilbey

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC - Hybrid Pedagogy - 1 views

www.hybridpedagogy.com/...ked-learning-and-the-meta-mooc

people netgl

shared by algilbey on 04 Aug 15 - No Cached
  • algilbey on 04 Aug 15
     
    "Building Community in a MOOC"
  • ...1 more comment...
  • algilbey on 04 Aug 15
     
    "Building Community in a MOOC"
  • algilbey on 04 Aug 15
     
    "Building Community in a MOOC"
  • algilbey on 04 Aug 15
     
    "Building Community in a MOOC"
algilbey

A networked learning project from across the globe - 2 views

www.youtube.com/watch

netgl people

shared by algilbey on 04 Aug 15 - No Cached
thaleia66 liked it
  • algilbey on 04 Aug 15
     
    Hey guys, does this sound familiar? Al
  • algilbey on 04 Aug 15
     
    Hey guys, does this sound familiar? Al
algilbey

A networked learning presentation TED - 1 views

www.youtube.com/watch

netgl people

shared by algilbey on 04 Aug 15 - No Cached
Charmian LORD liked it
  • algilbey on 04 Aug 15
     
    It's easier to watch than read sometimes...
  • algilbey on 04 Aug 15
     
    It's easier to watch than read sometimes...
  • algilbey on 04 Aug 15
     
    It's easier to watch than read sometimes...
djplaner

How to see Diigo annotations | An experiment in Networked & Global Learning - 2 views

netgl.wordpress.com/...how-to-see-diigo-annotations

faq diigo annotations

shared by djplaner on 23 Aug 14 - No Cached
  • djplaner on 23 Aug 14
     
    General advice on what needs to be in place before being able to see shared group annotations via Diigo.
ollie1

Chapter 3. A Typology of Social Forms for Learning - 5 views

teachingcrowds.ca/...y-of-social-forms-for-learning

shared by ollie1 on 07 Aug 15 - No Cached
  • In brief, the evolved form illustrates three kinds of aggregation of learners in either formal or informal learning: groups, networks, and sets. We originally conflated sets with a further emergent entity that is not a social form as such, which we have referred to as the collective
  • the tutor can respond directly to questions, adapt teaching to the learner’s stated or implied reactions, and the learner can choose whether to intervene in the course of his or her own tuition without contest with others (Dron, 2007
  • one-to-one dialogue represents an “ideal” form of guided learning, at least where there is a teacher who knows more than the learner and is able to apply methods and techniques to help that learner to learn
  • ...4 more annotations...
  • t continues to play an important role in network forms of sociality because of the essentially one-to-one edges between nodes that lead to what Rainie and Wellman (2012) refer to as “networked individualism”—
  • However, one of their defining characteristics is that their members are, in principle and often in practice, listable.
    • djplaner
      djplaner on 07 Aug 15
       
      For me, this category is where all of Riel and Polin's (2004) types of community fit. The notion of community (as per Riel and Polin) doesn't capture the full set of possibilities that are observable on in netgl
  • People may be unaware that they are part of a set (e.g., people with a particular genetic marker), or they may identify with it (e.g., people who are fans of football or constructivist teaching methods).
    • djplaner
      djplaner on 07 Aug 15
       
      In my context "as teacher" - helping other academics learn how to learn online - the Set may be one of the missing considerations in staff development. i.e. all of those people teaching huge first year university courses could be said to belong to a set. Yet there is - at least at my institution - very little sharing/engagement/learning within this set. Most of it occurs within their group (e.g. the school of education) even though chances are that someone teaching a large first year education course has more to learn from someone teaching a large first year accounting course than from someone teaching a Master of Education course with 12 people in it.
  • Group-oriented systems tend to provide features like variable roles, restricted membership, and role-based permissions. Network-oriented systems tend to provide features like friending, linking, and commenting. Set-oriented systems tend to provide tools like topic- or location-based selections, tags, and categories.
    • djplaner
      djplaner on 07 Aug 15
       
      The design of the technology you use can be very important. Trying to create network learning with a group learning tool (e.g. Moodle) can be difficult. One of the reasons why this course has moved to using an open blog, rather than Moodle.
  • djplaner on 07 Aug 15
     
    Chapter from the Dron and Anderson book that expands upon the "group, networks and collectives" paper (by Dron and Anderson) from week 3
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