Skip to main content

Home/ Networked and Global Learning/ Group items tagged networks

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Trevor Haddock

Home, Networked Learning Conference 2010 - 0 views

www.lancs.ac.uk/...index.htm

networked learning conference

shared by Trevor Haddock on 29 Jul 12 - Cached
  • Trevor Haddock on 29 Jul 12
     
    Proceedings of the Seventh International Conference on Networked Learning 2010 referenced in EDU8117 Study book, p. 17 Has many interesting conference papers
djplaner

Seeking Systemic Change: Higher Education in a Digital, Networked Age -- Campus Technology - 0 views

campustechnology.com/...n-a-Digital-Networked-Age.aspx

highered change

shared by djplaner on 17 Jul 12 - No Cached
  • djplaner on 17 Jul 12
     
    George Siemens (one of the originators of Connectivism) interviewed on higher education and change in a digital/networked age.
djplaner

Neurotic Neurons - 2 views

ncase.me/neurons

networkedlearning neurons

shared by djplaner on 26 Sep 15 - No Cached
thaleia66 liked it
  • djplaner on 26 Sep 15
     
    For Stephen Downes one of the strengths of connectivism is that networks offer an explanation of how learning occurs "all the way down". Something that constructivism/cognitivism tend not to do. This interactive animation/learning object introduces the ideas of Hebbian and anti-Hebbian learning in the context of fears. It provides (at least for me) a useful and interesting introduction of how networks (in the form of neurons learn.
Linda Raymond-Hagen

Differences in Understandings of Networked Learning Theory - Connectivity or Collaborat... - 0 views

www.researchgate.net/..._Connectivity_or_Collaboration

networked learning connectivity collaboration

shared by Linda Raymond-Hagen on 08 Oct 15 - No Cached
  • Linda Raymond-Hagen on 08 Oct 15
     
    Defines Networked Learning, compares NL, connectivism, and constructivism
djplaner

Traditional pedagogic factories usurp cyber-utopian dreams | Giverny's Posits, Ponderan... - 0 views

givernywitheridge.wordpress.com/...ies-usurp-cyber-utopian-dreams

tension cmooc xmooc

shared by djplaner on 21 Aug 15 - No Cached
  • djplaner on 21 Aug 15
     
    A short post the summarises the "war" between traditional hierarchica/factory-like approaches to education (almost all formal education institutions) and the more de-centarlised network-based approach characeterised by cMOOCs (the original MOOC model). This is a challenge you (and I) face in trying to bring network ideas into formal education. The link to Dave Cormier's work in the comments is a good one, I recommend following it up.
thaleia66

Groups Vs Networks: The Class Struggle Continues ~ Stephen's Web - 0 views

www.downes.ca/42521

shared by thaleia66 on 26 Aug 15 - Cached
    • thaleia66
      thaleia66 on 26 Aug 15
       
      Group - melting pot; Network - salad bowl. Put in a food metaphor, and suddenly I get it!
  • Groups require coordination. They require a leadership or a leader which is why we get all of this stuff on leadership.
  • Networks, by contrast, require autonomy. That is to say each individual in a network operates independently.
  • ...1 more annotation...
  • a radical concept. Students can learn autonomously. Who would have believed?
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?"
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
djplaner

The Singular Mind of Terry Tao - The New York Times - 1 views

www.nytimes.com/...ingular-mind-of-terry-tao.html

networks networking professions

shared by djplaner on 25 Jul 15 - No Cached
  • ‘Terry is what a great 21st-­century mathematician looks like,’’ Jordan Ellenberg, a mathematician at the University of Wisconsin, Madison, who has collaborated with Tao, told me. He is ‘‘part of a network, always communicating, always connecting what he is doing with what other people are doing.’
  • djplaner on 25 Jul 15
     
    The greatest mathematician of his generation is characteristed by his participation in a network
Brendon Willocks

iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views

willocksb.wordpress.com

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • previous Blog post
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Reference to previous thinking in relation to NGL. Not 100% sure here how to add the spta tage. #spta
  • r 8 Humanities class and also my Yr 12 ITS classes
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Turn to face-to-face network for information first. Perhaps this is just a comfort zone. I need to a more PCP approach. #spta
  • Flappy Golf
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Multiple links to external sites. I wonder if this link opens in a new browser window, or if it is the same. ??? Dont want it to be the same window becasue we always want to keep the user on the original blog. #spta
  • ...41 more annotations...
  • poll.
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
    • djplaner
      djplaner on 18 Aug 14
       
      I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
  • “Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
  • learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
  • it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
  • We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
  • “transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
  • Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
  • Learning is a process of connecting specialized nodes or information sources
  • The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
  • When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
  • ‘As Student’
  • “It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
  • Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
  • ‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
  • feeding forward’, as identified by Downes (2011).
  • “We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • ‘As Student’
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • feeding forward’, as id
  • We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • d social bookmarking in t
  • “Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
  • ‘The past always looks easy and the future always looks challenging’.
  • Our information overload is a filtering issue and we are having filter failure.
  • lexibility is the greatest strength.
  • online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
  • Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.
  • “Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
  • Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
djplaner

The Stepford syndrome in KM - Cognitive Edge Network Blog - 0 views

cognitive-edge.com/...the-stepford-syndrome-in-km

edu8117 edu8117literature cop

shared by djplaner on 11 Jul 14 - No Cached
  • means supporting local decisions, allowing peer-to-peer knowledge flow, encouraging messy coherence
    • djplaner
      djplaner on 11 Jul 14
       
      Touching here - perhaps - on the difference between a network perspective and a group/community perspective?
  • djplaner on 11 Jul 14
     
    Snowden critiques an aspect of the KM community and touches on something related to NGL in terms of CoP versus a networked approach.
ollie1

The Power of networks: Knowledge in an age of infinite interconnectedness - 1 views

www.youtube.com/watch

shared by ollie1 on 20 Aug 16 - No Cached
  • ollie1 on 20 Aug 16
     
    A fascinating and original look at networks, and how networking has become almost a movement, which is helping the world re-examine and understand science and art.
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.
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.
djplaner

Networked Student - YouTube - 2 views

www.youtube.com/watch

ltngl

shared by djplaner on 23 Aug 14 - No Cached
  • djplaner on 28 Aug 14
     
    One concept of how a "networked student" would work in a connectivist setting.
djplaner

NASA ADS: Developing 21st century skills through the use of student personal learning n... - 1 views

adsabs.harvard.edu/...2009PhDT.......170M

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • djplaner on 28 Aug 14
     
    Another PhD thesis that "supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills" within a high school setting
djplaner

Alec Couros' Keynote from FUSION 2013: Identity, Networks & Connected Learning - YouTube - 2 views

www.youtube.com/watch

shared by djplaner on 17 Jul 14 - No Cached
  • djplaner on 17 Jul 14
     
    @courosa keynote from a 2013 conference on Identity, Networks and Connected learning. Alec is one of the guys leading the exploration of how this is changing education.
ozangel4

Networks as Relationships - Keep Learning - 1 views

learning.instructure.com/...networks-as-relationships

shared by ozangel4 on 19 Aug 15 - No Cached
    • ozangel4
      ozangel4 on 19 Aug 15
       
      How fun this could be. Especially as an ice breaker.
  • djplaner on 19 Aug 15
     
    One explanation of networks and what they are.
djplaner

Manuel Lima: A visual history of human knowledge | TED Talk | TED.com - 3 views

www.ted.com/...ual_history_of_human_knowledge

network bad knowledge set dejavu

shared by djplaner on 29 Aug 15 - No Cached
Charmian LORD liked it
  • djplaner on 29 Aug 15
     
    A TED talk that highlights the transition from the traditional view of human knowledge (hierarchical) to the more modern view (networked). Makes a few points in passing on the limitations and problems with the hierarchical view. This probably would have been a good video to start the course, but I've only just listened to it. Haven't watched the video - I imagine it's even more impactful than the audio
‹ Previous 21 - 40 of 114 Next › Last »
Showing 20▼ items per page