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Trevor Haddock

Daphne Koller: What we're learning from online education | Video on TED.com - 0 views

www.ted.com/...ing_from_online_education.html

education ted Coursera online education

shared by Trevor Haddock on 17 Oct 12 - No Cached
  • Trevor Haddock on 17 Oct 12
     
    Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed. With Coursera, Daphne Koller and co-founder Andrew Ng are bringing courses from top colleges online, free, for anyone who wants to take them.  We should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity … by actually talking with them." (Daphne Koller)
muzedujourney

Teaching Kids Skills For Deep Reading on Digital Devices | MindShift - 0 views

blogs.kqed.org/...eep-reading-on-digital-devices

teaching reading deep devices

shared by muzedujourney on 01 Aug 14 - No Cached
  • muzedujourney on 01 Aug 14
     
    Interesting article about how we read in the online environment. relates to NGL as the article indicates that when we read online we skim and don't read as deeply as we do when we read a paper resource. Something to consider when using NGL and electronic resources as part of learning
  • muzedujourney on 01 Aug 14
     
    Interesting article about how we read in the online environment. relates to NGL as the article indicates that when we read online we skim and don't read as deeply as we do when we read a paper resource. Something to consider when using NGL and electronic resources as part of learning
djplaner

2020 Vision: Outlook for online learning in 2014 and way beyond | Tony Bates - 3 views

www.tonybates.ca/...earning-in-2014-and-way-beyond

shared by djplaner on 10 Aug 15 - No Cached
thaleia66 liked it
  • In 2020, people won’t be talking about online learning as such. It will be so integrated with teaching and learning that it will be like talking today about whether we should use classrooms.
  • Because academic content is almost all open, free and easily accessible over the Internet, students will not pay tuition fees for content delivery, but for services such as academic guidance and learning support, and these fees will vary depending on the level of service required.
  • Lastly, and most significantly, the priority for teaching will have changed from information transmission and organization to knowledge management, where students have the responsibility for finding, analyzing, evaluating, sharing and applying knowledge, under the direction of a skilled subject expert. Project-based learning, collaborative learning and situated or experiential learning will become much more widely prevalent. Also many instructors will prefer to use the time they would have spent on a series of  lectures in providing more direct, individual and group learner support, thus bringing them into closer contact with learners.
  • ...5 more annotations...
  • written exams will have been replaced by assessment through multimedia portfolios of student work. These will show not only students’ current knowledge and competencies, but also their progression over time, and a range of equally important skills, such as their ability to work collaboratively, self-management of learning, and general communication skills. Assessment will be mainly on a continuous, on-going basis.
  • Since content will be freely accessible, institutions’ reputation and branding will increasingly depend on the way they support learners. This will put much greater emphasis on instructors having good teaching skills as well as subject expertise.
  • t will become increasingly difficult for institutions to protect student data and their privacy. This may turn out to be the biggest challenge for students, institutions, and government
  • you are in a position to influence a different kind of vision
  • They will have lost students to more prestigious universities and high status vocationally oriented institutions using online and flexible learning to boost their numbers.
    • djplaner
      djplaner on 10 Aug 15
       
      This has been a common prediction for almost 20 years. It hasn't happened yet. Not to say it won't, but I'm not yet confident of the ability of the "fewer institutions" to effectively deal with the diversity and quantity of learners they are likely to get. Dealing with large cohorts of diverse students seems to be assumed to be easier than it actually is.
  • Charmian LORD on 10 Aug 15
     
    "Systematic faculty development and training"
  • thaleia66 on 16 Aug 15
     
    I wonder if there'll be a separation of duties within multidisciplinary teams working together that include content specialists, media and design specialists, online teachers and classroom teachers all having collaborative but separate roles. It's becoming less and less practical for academics to think they can do it all.
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
djplaner

Using a design-based research study to identify principles for training instructors to ... - 1 views

www.irrodl.org/...2710

dbr example

shared by djplaner on 20 Jul 14 - No Cached
  • 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
  • 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.
    • djplaner
      djplaner on 20 Jul 14
       
      Resonating with the emphasis on participation in networks as important for NGL
  • djplaner on 20 Jul 14
     
    An example of using DBR. Table 1 with the three phases looks like a potentially good model for Assignment 2 in EDU8117.
djplaner

The World of Massive Open Online Courses - Online Colleges - 1 views

www.onlinecolleges.net/...of-massive-open-online-courses

xMooc mooc highered

shared by djplaner on 18 Jul 12 - No Cached
  • djplaner on 18 Jul 12
     
    Infographic giving a summary of MOOCs
debliriges

elearnspace › Innovation in open online courses - 0 views

www.elearnspace.org/...ovation-in-open-online-courses

innovation online courses connectivism mooc

shared by debliriges on 08 Oct 14 - No Cached
  • debliriges on 08 Oct 14
     
    Focus on improving the social experience of learners. Approaches to address the problems of limited social contact between learners; limited timely support; limited engagement in developing knowledge together; persistence of MOOC courses; limited search functions; adaptivity of courses.
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.
djplaner

The ideals and reality of participating in a MOOC - 1 views

www.lancaster.ac.uk/...Mackness.html

issues

shared by djplaner on 01 Sep 15 - No Cached
  • The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the learners, the more the potential for their learning to be limited by the lack of structure, support and moderation normally associated with an online course, and the more they seek to engage in traditional groups as opposed to an open network
  • he research suggests that the question of whether a large open online network can be fused with a course has yet to be resolved
  • djplaner on 01 Sep 15
     
    A conference paper reflecting on the experience of participating in one of the early connectivist MOOCs (cMOOC).
thaleia66

The Role of the Educator | Stephen Downes - 1 views

www.huffingtonpost.com/...-of-the-educator_b_790937.html

shared by thaleia66 on 11 Sep 15 - No Cached
  • The problem with focusing on the role of the teacher, from my perspective, is that it misses the point.
  • We continue to expect educators to play an active role in learning, but it has become more difficult to characterize exactly what that role may be.
  • students need prototypes on which to model their own work
  • ...9 more annotations...
  • We begin by copying successful practice, and then begin to modify that practice to satisfy our own particular circumstances and needs
  • In addition to being expert in the discipline of teaching and pedagogy, the educator is now expected to have up-to-date and relevant knowledge and experience in it. Even a teacher of basic disciplines such as science, history or mathematics must remain grounded, as no discipline has remained stable for very long, and all disciplines require a deeper insight in order to be taught effectively.
  • What's significant about these examples is not so much the new opportunities they offer students, though there is that. It's that all of them redefine the educator's role in some significant way. They create entirely new categories of educator, such as "online lecturer" or "scientist studying polar bears". Entire disciplines, far removed from traditional "instructional design", are being created and populated by people who direct online videos, design learning communities, program massive games like Evoke. And they create new categories of roles and responsibilities for in-person educators.
  • Historically, it has been impractical to break up the roles of the teacher. You need a certain scale even to have a separate person assigned as a librarian or an audio-visual coordinator. You need a much greater scale, not to mention much better coordination, to have separate people assigned as lecturers, coaches, theorizers and evaluators. Yet relatively few of these roles need to be performed in person, and most of them scale pretty well.
  • what I find as I offer more and more types and instances of learning, both online and in person, is that we can achieve much more efficient, effective and rewarding learning by organizing the educational system according to the sorts of educational services people might want and need, rather than by predefined collections of students assigned, almost randomly, to individual teachers
  • one thing I have been observing is that educators have been gravitating toward one or another of these 23 roles. Some of them, presumably the more extroverted, have taken on the role of lecturer or demonstrator. Others, who were perhaps more technically inclined, have become programmers or bureaucrats. Still others, those perhaps work best with presence or human contact, prefer to function as coaches or mentors. Not everybody can perform every role; not everybody wants to perform every role.
  • it is frustrating when people identify the role of the teacher as the central factor influencing the success or failure of a student's education. Leaving aside any influence of external factors, such a statement begs us to question what aspect of the educator's role it is that is so vitally important. And while the likely answer may be that they all are, or that it depends on the individual student, it seems clear that continuing to treat them as a single role, to be performed by a single person, increasingly defies the reality that is today's educational system
  • Though there may still be thousands of people employed today with the job title of "teacher" or "educator", it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these individuals.
  • not every student wants or needs the services of every role
djplaner

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views

www.ascilite.org.au/...drexler.html

ltngl

shared by djplaner on 24 Aug 14 - No Cached
  • Students engaging in networked learning research must be more self-directed
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Raises the question - what about those students who do not possess these skills?
    • paul_size
      paul_size on 27 Aug 14
       
      I agree, if they do not possess these skills then what?  And is that necessarily a bad thing?  How do we support those with the skills at the same time as those without the skills?
  • balance between structure and learner autonomy
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Recognises that particular skills are require and may need to explicitly taught.
  • take an active role in the learning process by making decisions
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Active participation = decision making
  • ...39 more annotations...
  • If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
  • The students in this study are in effect, networked learners in training.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Love this view of students working to acquire NGL skills - "networked learners in training"
  • A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Just as well we are all taking this course! :)
  • Figure 2: The Networked Student
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A model of the networked student.  Like how it incorporates all aspects of a students life, not just online!
  • He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
  • He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Constructivism influences.
    • paul_size
      paul_size on 27 Aug 14
       
      This is a really nice line.  I like the idea that through collaboration we can leverage off diversity.  
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Technology SUPPORTS the learning.
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      To achieve depth of understanding, students still require teacher assistance and guidance. 
    • paul_size
      paul_size on 27 Aug 14
       
      I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
  • Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Teacher beliefs about the value of technology = successful integration.
    • paul_size
      paul_size on 27 Aug 14
       
      I agree.  The teacher plays such an important role in all of this.
  • Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
  • The personal learning environment can take the place of a traditional textbook
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Interesting concept given Brendon's current textbook debate!
    • paul_size
      paul_size on 27 Aug 14
       
      I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications.  What about the implications for the work environment?  As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work.  How do we empower ourselves in a limited environment?
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I liked this line - for me it really sums up my work environment at present. It's a passive, top down culture where you are lucky if you are the recipient of knowledge rather than a partaker in the journey.
    • paul_size
      paul_size on 27 Aug 14
       
      I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.  
  • "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
  • scaffold the learning process
  • Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
    • paul_size
      paul_size on 27 Aug 14
       
      scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
  • Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
  • It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
  • The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • The networked student follows a constructivist approach to learning.
  • The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
  • Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
    • paul_size
      paul_size on 27 Aug 14
       
      I think the key here is being able to discern between fact and opinion.  How is this taught to kids today?  I am not a teacher, on the ground with students so any thoughts on this would be great. 
  • The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I think this links in nicely with Communities of Practice the construction of knowledge.  The knowledge is held within the community and it is by participation that one moves towards mastery (Wenger, 1988).
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
    • paul_size
      paul_size on 27 Aug 14
       
      So meaningful learning comes through knowledge construction.  Not cutting and pasting.  It's about getting out there and into the real world and feeling the experience.
  • Learning potential exists in what the student does with the compilation of content and how it is synthesised.
  • exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
  • The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
  • The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
  • The process and tools are overwhelming to students if presented all at once.
    • paul_size
      paul_size on 27 Aug 14
       
      Here here!
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
  • While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
  • Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
    • paul_size
      paul_size on 27 Aug 14
       
      Makes you think about the future of NGL and implications.
  • cognitive apprenticeship model
  • The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
  • djplaner on 28 Aug 14
     
    Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
paul_size

Writer Unboxed » Networking for Writers - 1 views

writerunboxed.com/...networking-for-writers

shared by paul_size on 25 Aug 14 - No Cached
  • introverted writer
    • anonymous
      anonymous on 25 Aug 14
       
      Why is there always an assumption that writers are introverts!!
  • You want to approach someone with the intent to have a long-term mutually respectful relationship
  • treat the writer like you would your friend with a truck.
    • anonymous
      anonymous on 25 Aug 14
       
      Very true, I've experienced this and also done this. Treat them like I would want to be treated. The golden rule, but oh so true.
    • paul_size
      paul_size on 27 Aug 14
       
      I heard a good one the other day - 'treat them as they want to be treated.'  Kind of adds a different way of looking at things.  
  • ...11 more annotations...
  • Approach writers you admire.
    • anonymous
      anonymous on 25 Aug 14
       
      I admire several Australian authors. This would be great. I just went and saw David Malouf but was too shy!
  • Make sure that your work is in a somewhat similar vein.
  • Comment in a friendly and funny way on their posts and blogs.
  • Re-post their important announcements.
  • Be an active participant in author groups. Like this one!
    • anonymous
      anonymous on 25 Aug 14
       
      This is what I need to do more of.
  • Leave only sincere, glowing reviews on Amazon/Goodreads etc.
  • Go to author readings.
  • Be yourself. It’s okay if you’re shy.
    • anonymous
      anonymous on 25 Aug 14
       
      Phew!
  • Do not send private email messages to writers asking questions you could have answered yourself using Google.
    • anonymous
      anonymous on 25 Aug 14
       
      Lol!
  • Do not complain publicly when people don’t respond to your unsolicited overtures.
    • anonymous
      anonymous on 25 Aug 14
       
      Ouch, I've done this, lol
  • Maya Angelou said, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”
    • anonymous
      anonymous on 25 Aug 14
       
      Love this quote. I try to practice this with my friends, students and family.
    • paul_size
      paul_size on 27 Aug 14
       
      Thought provoking this one is.
  • anonymous on 25 Aug 14
     
    A good article for networking for writers. From a NGL perspective, it includes online and in-person.
  • paul_size on 27 Aug 14
     
    A good article for networking for writers. From a NGL perspective, it includes online and in-person.
Anne Trethewey

Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views

www.ascd.org/...dents-to-Learn-Without-Us.aspx

shared by Anne Trethewey on 12 Aug 14 - No Cached
  • 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.
    • anonymous
      anonymous on 12 Aug 14
       
      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.
    • mari marincowitz
      mari marincowitz on 16 Aug 14
       
      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.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
    • anonymous
      anonymous on 12 Aug 14
       
      Not in the schools I have been in.
  • we need to fundamentally rethink what we do in the classroom with kids
    • anonymous
      anonymous on 12 Aug 14
       
      True, we do need to rethink but I think the model is fundamentally flawed.
  • ...9 more annotations...
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn
    • anonymous
      anonymous on 12 Aug 14
       
      This is what the subject NGL is encouraging. We learn without teachers, where we answer our own questions, develop patience with uncertainty and ambiguity, appreciate and learn from our "mistakes," and follow our passion.
  • writing blog posts
    • anonymous
      anonymous on 12 Aug 14
       
      A very good idea and something I was doing with my year 11s and 12s. Some loved it and others wanted the "paper and pen" approach. I found female students were more resistant as they were not as active in online forums as the males, but this is only my experience. I had many females complain, even some to their parents saying that they wanted to receive everything I did in hard copy, despite even the parents having access to all the online materials.
  • model the learning process together
    • anonymous
      anonymous on 12 Aug 14
       
      A great idea, modelling active learning.
  • Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
    • anonymous
      anonymous on 12 Aug 14
       
      I can see how it will take very brave souls to implement this approach in the current schooling model. I have seen massive resistance, and mostly because it is seen as "extra" on top of everything else. Education is like a "black hole" - never ending and constantly growing. :0
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
    • anonymous
      anonymous on 12 Aug 14
       
      I think the demand for personal learning is increasing, particularly amongst male students. The proliferation of information on the web and the active engagement. Argghh, I just found out that Robin Williams has died. I'm heartbroken, i loved him.
    • djplaner
      djplaner on 12 Aug 14
       
      You're not alone in that feeling.
    • djplaner
      djplaner on 12 Aug 14
       
      On a less important topic, how would personal learning fit within a school setting with set curriculum etc? I can see a distinct difference with what is possible in NGL and what could be done in my undergraduate course.
  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
    • Anne Trethewey
      Anne Trethewey on 16 Aug 14
       
      An interesting statement - especially in light of many of the restrictions now placed on teachers in Australia with the new national curriculum, especially P-6.  Over the last few years, the explicit teaching focuses and prescriptive nature of many subject outcomes has seen my teaching change fundamentally, and I do not believe for the better. I know longer have the same scope and professional leeway to tailor learning to needs and interests of my students.  One-size DOES NOT FIT ALL!
  • Finding Their Passion
    • Anne Trethewey
      Anne Trethewey on 16 Aug 14
       
      Have explored 'Genius Hour' with my students in an attempt to introduce more opportunity for my students to engage in learning that is more in turn with their interests and passions.  Find time in a very hectic curriculum and timetable is the greatest hurdle!
  • It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn. (personal communication, October 3, 2011).
  • anonymous on 12 Aug 14
     
    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.
  • djplaner on 12 Aug 14
     
    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.
djplaner

Curated collection - 1 views

www.slideshare.net/...curated-collection

pkm curation connectivism

shared by djplaner on 21 Feb 13 - No Cached
  • djplaner on 21 Feb 13
     
    An online lecture (slides+audio) from Prof Peter Albion (from USQ) for use in the course EDP4130.  In 20 minutes or so Peter gives some background to the changes in society, information availability etc that is - at least for some - suggesting a need for new approaches to knowledge, learning and teaching. 
jenleighc

Let's Talk about MOOC (online) Education--And Also About Massively Outdated Traditional... - 0 views

hastac.org/...and-also-about-massively-outda

MOOC Highered

shared by jenleighc on 22 Jul 12 - No Cached
  • jenleighc on 22 Jul 12
     
    Cathy Davidson blog, raises the issue of old pedagogy in new technology.
muzedujourney

Can Free, High-Quality Education Get You A Job? | MindShift - 1 views

blogs.kqed.org/...uality-education-get-you-a-job

MOOCS degree education learning

shared by muzedujourney on 13 Aug 14 - No Cached
  • muzedujourney on 13 Aug 14
     
    Article about MOOC's and wether they can level the playing field. Would employers employ someone who had completed certificates for online courses rather than those who had diploma's and degrees from the same institutions.
djplaner

Students in Free Online Courses Form Groups to Study and Socialize - Wired Campus - The... - 1 views

chronicle.com/...38887

mooc highered

shared by djplaner on 22 Aug 12 - No Cached
  • djplaner on 22 Aug 12
     
    Describing some methods being used to create communication/socialisation opportunities in MOOCs.
mari marincowitz

FutureLearn - Learning for Life - 0 views

www.futurelearn.com

MOOCs

shared by mari marincowitz on 20 Jul 14 - No Cached
  • mari marincowitz on 20 Jul 14
     
    Free online courses from leading UK and international universities
anonymous

Webpage of Jill Walker Rettberg - 1 views

jilltxt.net/

shared by anonymous on 12 Sep 14 - Cached
  • anonymous on 12 Sep 14
     
    Jill Walker Rettberg is a professor of digital culture at the University of Bergen and posts regular articles on online learning.
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