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Trevor Haddock

New Service From Harvard Aims to Replace Classroom Lectures | Diigo - 0 views

www.diigo.com/...atalytics_classroom_mobile.php

flipped class edtech

shared by Trevor Haddock on 07 Sep 12 - No Cached
  • Trevor Haddock on 07 Sep 12
     
    Eric Mazur, Harvard physics professor and Learning Catalytics
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
murramumma

Vark preferred learning styles and online education: Management Research News: Vol 27, ... - 0 views

www.emeraldinsight.com/...01409170410784211

Learning people nglpeople

shared by murramumma on 01 Sep 15 - No Cached
  • murramumma on 01 Sep 15
     
    Vark preferred learning styles and online education. This is available in full text through USQ however I could not link to it there.
laurac75

Week 3 Reflection on Me as a student | Learning to learn with NGL - 1 views

learningtolearnwithngl.wordpress.com/...me-as-a-student

spta; student;

shared by laurac75 on 05 Sep 14 - No Cached
  • digital natives and digital immigrants as defined by Prensky (2001).
    • laurac75
      laurac75 on 05 Sep 14
       
      Using ideas and principles from other sources
  • The answer is that I have been exploring where I fit both as a student and as a teacher.
  • ...17 more annotations...
    • laurac75
      laurac75 on 05 Sep 14
       
      Reflecting on my own practice
  • In my last post, I introduced Helsper and Enyon’s (2009) idea that exposure to, and experience using, various digital technologies can have more of an influence that generation age on determining whether a person has the characteristics of a digital immigrant or a digital native. Of course, nothing is ever so clear cut. In his blog, Wesley Fryer discusses this, and expands the immigrant vs native classification into four categories, as shown below.
  • Personally, I think even this is a simplification, and that a person’s classification may vary depending on the technology referred to. For example, until recently I was a digital refugee with regards to smart phones and associated apps – and yet reading news report on-line is an integral component of my daily routine. I would probably class as a Voyeur with regards to Twitter and Flickr in that I am aware of them, and will use them to gain information but I do not follow anyone, or actively participate myself. Thus there are multiple shades of grey.
  • Goodyear, Carvalho and Dohn (2014, p 140) state that networked learning “ is no longer exotic”, however, I would argue that this very much depends on on one’s own perspective, which in turn would be shaped by personal experience and knowledge (aka the whole digital landscape debate).
  • (see Koutropoulis, 2011) Prensky’s division
  • I would generally agree that as a student, I tend to be quite focused, like an ordered approach, and work better as an individual than as part of a community. The concepts of ‘shared learning’ is quite alien to me – as is the concept of allowing the “mess” to be apparent. It is quite contradictory to my scientific researcher – the data is analysed, the results and interpretation finalised, and the presentation polished before the work is released to the world at large (typically via a published paper or article). Only those directly collaborating on the work see the mess, being asked to share this process on-line is really quite intimidating to me, and conflicts with my view of professionalism (as well as my tendency towards perfectionism).
  • So, as a student, I think I challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator.
    • laurac75
      laurac75 on 05 Sep 14
       
      Using other resources; linking concepts and ideas
    • laurac75
      laurac75 on 05 Sep 14
       
      NGL principles in a brpader context; Using other sources
  • about herself in the capacity of being a student,
  • smiss this message
    • laurac75
      laurac75 on 05 Sep 14
       
      Use of other sources
    • laurac75
      laurac75 on 05 Sep 14
       
      Use of other sources
    • laurac75
      laurac75 on 05 Sep 14
       
      Personal reflection on NGL principles
  • So, as a student, I think I face challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator
    • laurac75
      laurac75 on 05 Sep 14
       
      Reflection of future development
    • laurac75
      laurac75 on 05 Sep 14
       
      Personal reflection of involvement in NGL
  • laurac75 on 05 Sep 14
     
    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
  • laurac75 on 05 Sep 14
     
    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
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
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
paul_size

Research Paper, Networked Learning Conference 2014 - NLC2014 - 0 views

www.networkedlearningconference.org.uk/...bayne_symposium.htm

shared by paul_size on 28 Aug 14 - No Cached
  • Over the years, there has been much discussion of the impact of the internet and new forms of data sourcing and communication for education and the ways in which networked learning breaks down the bounded the institution, classroom, and curriculum.
    • paul_size
      paul_size on 28 Aug 14
       
      Interesting article on the impact of data and communication and the ways in which networked learning breaks down traditional classroom structures.
djplaner

Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 0 views

davecormier.com/...cation-community-as-curriculum

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • The increasingly transitory nature of what is lauded as current or accurate in new and developing fields, as well as the pace of change in Western culture more broadly, has made it difficult for society in general and education in particular to define what counts as knowledge
  • djplaner on 28 Aug 14
     
    A 2008 article introducing the idea of Rhizomatic Education
debliriges

Readers absorb less on Kindles than on paper, study finds | Books | The Guardian - 0 views

www.theguardian.com/...tudy-plot-ereader-digitisation

readers paper read digitally students

shared by debliriges on 28 Aug 14 - No Cached
  • The researchers suggest that "the haptic and tactile feedback of a Kindle does not provide the same support for mental reconstruction of a story as a print pocket book does".
  • She and her fellow researchers found that "students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally".
  • a new European research network doing empirical research on the effects of digitisation on text reading. The network says that "research shows that the amount of time spent reading long-form texts is in decline, and due to digitisation, reading is becoming more intermittent and fragmented", with "empirical evidence indicat[ing] that affordances of screen devices might negatively impact cognitive and emotional aspects of reading". They hope their work will improve scientific understanding of the implications of digitisation, thus helping to cope with its impact.
  • ...1 more annotation...
  • "We need to provide research and evidence-based knowledge to publishers on what kind of devices (iPad, Kindle, print) should be used for what kind of content; what kinds of texts are likely to be less hampered by being read digitally, and which might require the support of paper,"
  • debliriges on 28 Aug 14
     
    Some interesting research to consider about students learning
paul_size

The Social Labs Revolution: A New Approach to Solving our Most Complex Challenges | Sta... - 0 views

www.ssireview.org/...solving_our_most_complex_chall

social networked learning solving

shared by paul_size on 11 Aug 14 - No Cached
  • paul_size on 11 Aug 14
     
    Addressing social challenges through the power of people who hold the solutions. 
anonymous

Public Sector Innovation - 0 views

twitter.com/PSInnovate

people innovation learning organisationalL&D

shared by anonymous on 09 Aug 14 - No Cached
  • anonymous on 09 Aug 14
     
    This site from the Department of Industry provides a range of ideas to incorporate new technologies into public sector organisations or other businesses. A particularly useful resource for those of us working in organisational learning and development.
debliriges

Is there such a thing as too little cognitive load? - 2 views

kerryj.com/...g-as-too-little-cognitive-load

Higher education cognitive load adult learners

shared by debliriges on 08 Aug 14 - No Cached
  • debliriges on 08 Aug 14
     
    For adult learners - what is the balance between ensuring cognitive overload doesn't discourage learning and offering too much in the way of support so incidental learning doesn't happen?
  • muzedujourney on 10 Aug 14
     
    Deb Thank you for sharing this. Working in the tertiary sector I found this article struck a few notes with me about how we do things and the culture within the organisation in which I work and how I would liek to do things considering all my new knowledge.
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.
anonymous

Still linear in a networked world - 1 views

www.writersdigest.com/...ll-linear-in-a-networked-world

linear_narrative inbetween_narrative

shared by anonymous on 12 Aug 14 - No Cached
  • Books are linear and foster concentration and focus, while the web, with all its hyperlinks, is kinetic, scattered, all over the place
    • anonymous
      anonymous on 12 Aug 14
       
      Boy, I am finding this to be true. It's almost like my thinking has become like this. What do we do if we don't foster sustained thinking? We cannot afford to let it go as the deep sustained thinking is what enables changes in paradigms. 
  • I’m still linear in a networked world
    • anonymous
      anonymous on 12 Aug 14
       
      Me too, but is this because I'm Generation X, on the cusp of Y, or because I love reading. Hmmmm
  • anonymous on 12 Aug 14
     
    How many of us are in-between worlds, the linear narrative or the networked narrative? I'm definitely in-between. Please just post either or both. :)
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