Another colleague was explaining how they had found that holding tutorials in Second Life helped students to express themselves.
If education is fundamentally conversational then conversations are useful to that end. However if education is fundamentally about collaboration (I think Andy Blunden makes this point but need to read more!) then evidently you need to be building something together, a conversation can certainly be supportive of that, wherever/however it happens but talking will only get you so far.
What is Networked Learning? - 0 views
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Where the academic practices of the given discipline or field are primarily text-based, that is really where the focus should be, around developing confidence, style and sophistication (even epistemic fluency!) with that mode of communication. When 'voice-to-voice', it is easy to enter into almost a therapeutic relationship with students and talk with them and to them for hours, whereby they may indeed reveal all manner of interesting details and walk away having had a lovely time.
Life-changing Learning: Me as student - 2 views
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designed to encourage students to become autonomous learners who are actively engaged within a global community
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mmersing themselves in an on-line environment, and acquiring the skills to use a variety of tools that encourage interconnection, students become networked in an on-line community
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hat is happening in NGL is what I envision as the purpose of learning. Learning, regardless of the environment, should foster the ability of individuals to actively participate in creating something that they, themselves, find as valuable. It took me many years to realise this, and I realise that I needed to go through learning in environments that provide the opposite to understand that in order to learn anything effectively, I needed to be intrinsically motivated to learn it. If I wasn't, or my students were not, then we were both unlikely to continue with the learning after the subject or course was over. And what was worse, we were both unlikely to feel fulfilled.
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Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 0 views
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The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint.
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“the main challenge lies in the real transition to a less tutor-led approach to learning...content will not be delivered to learners but co-constructed with them
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However, their practice is still substantially shaped by traditional teaching modes, prescriptive learning outcomes, normative expectations, and conventional hierarchies
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9/15-9/28 Unit 1: Why We Need a Why | Connected Courses - 1 views
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the “whats” to be learned
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we rush into the semester, rarely asking, “Why?”
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If we have time, we address the “How” question by considering how we can best teach the material
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Social Media and the 'Spiral of Silence' | Pew Research Center's Internet & American Li... - 2 views
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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.
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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.
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The traditional view of the spiral of silence is that people choose not to speak out for fear of isolation
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Social media (network learning) doesn't always change everything. Again perhaps the fear of being "wrong" in public is factor? Being different is hard
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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.
Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views
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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.
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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.
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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.
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schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
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we need to fundamentally rethink what we do in the classroom with kids
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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.
Using a design-based research study to identify principles for training instructors to ... - 1 views
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In DBR, the content, structure, and instructional approaches of an intervention are first identified in the analysis and exploration phase of a design project through a literature review and the input of experts and practitioners. This information is then used to design the first iteration of the intervention. A preliminary literature review is conducted with the purpose of identifying draft design principles that have the potential to address the problem the intervention is being designed to solve. In the COAT project, the draft design guidelines included what content, structure, and instructional approaches might best be used to address the training and experiential needs of adjunct faculty who are making the transition to teaching online
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Two-thirds (16 out of 24) of focus group participants identified that their experience of being an online student in the COAT course had influenced their subsequent online teaching practice.
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