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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.
djplaner

23things - home - 0 views

23things.acfe.vic.edu.au

shared by djplaner on 05 Sep 14 - No Cached
  • djplaner on 05 Sep 14
     
    23things is a "course" used and modified by libraries throughout the world to introduce folk to social media. A way of an organisation helping staff develop some of the skills necessary to recognise some of the potential benefits of NGL
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

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).
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. "
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.
anonymous

Imagining Successful Schools - NYTimes.com - 0 views

www.nytimes.com/...gining-successful-schools.html

future education learning predictions

shared by anonymous on 01 Sep 14 - No Cached
  • This system has infuriated and shamed teachers, and is a lot of the reason that teacher turnover is so high, causing even many of the best teachers to abandon the ranks.
    • anonymous
      anonymous on 01 Sep 14
       
      This was always a topical conversation and was the reason some of my colleagues left. I saw engineers go from somebody with pride in themselves to saying that they had to leave because they did not like what was happening to them.
  • in order to meet the demands of a global economy, our educational system needs to be re-engineered for much higher performance.
  • No other country believes that you can get to a high quality educational system simply by instituting an accountability system,” he says.
    • anonymous
      anonymous on 01 Sep 14
       
      Accountability is not the answer because it creates an "tick and flick" control mechanism, meaning more of the same.
  • ...11 more annotations...
  • test-based accountability is “doing untold damage to the profession of teaching.”
  • The main thing that works is treating teaching as a profession, and teachers as professionals.
    • anonymous
      anonymous on 01 Sep 14
       
      Oh gosh, how I wished this was so when I was in there. You do sometimes feel like the proverbial "glorified baby sitter." 
  • That means that teachers are as well paid as other professionals, that they have a career ladder, that they go to elite schools where they learn their craft, and that they are among the top quartile of college graduates instead of the bottom quartile.
    • anonymous
      anonymous on 01 Sep 14
       
      Wow, I'm so with this, as a professional tutor my rate is less than 25% of what a lawyer or accountant would get for the same time.
  • When I suggested that American cities couldn’t afford to pay teachers the way we pay engineers or lawyers, Tucker scoffed. With rare exception, he said, the cost per pupil in the places with the best educational systems is less than the American system, even though their teachers are far better paid. “They are not spending more money; they are spending money differently,” he said.
    • anonymous
      anonymous on 01 Sep 14
       
      When an individual is treated like a professional they raise the bar. I have seen this in all my encounters with students. How they are treated is how they behave.
  • Tucker would not abolish tests, but he would have fewer of them.
    • anonymous
      anonymous on 01 Sep 14
       
      This is great! I don't think we should do away with assessment completely but we should be using them as more of a tool for innovation.
  • And they would have a different purpose: In the high-performing countries, the tests exist to hold the students accountable, rather than the teachers.
    • anonymous
      anonymous on 01 Sep 14
       
      This is what I thought would happen when wanting to become a teacher but then I felt that the teachers were criticised if students did not perform. As a senior English teacher this is definitely the prevailing discourse.
  • When a school falls short, instead of looking to fire teachers, the high-performing countries “use the data to decide which schools will receive visits from teams of expert school inspectors. These inspectors are highly regarded educators.”
    • anonymous
      anonymous on 01 Sep 14
       
      Back to the inspectors, or I would rather say more like advisors who work with teachers improving their craft. I loved the idea of team teaching but a lot of teachers were not open to it, mostly I think due to the fear of being judged but for others it was a control issue too, "no one can teach like I do"mantra, which happens because of a perceived threat to ego that makes individuals more fearful.
  • Tucker envisions the same kind of accountability for teachers as exists for, say, lawyers in a firm — where it is peers holding each other accountable rather than some outside force. People who don’t pull their own weight are asked to leave. The ethos is that people help each other to become better for the good of the firm. Those who successfully rise through the ranks are rewarded with higher pay and status.
    • anonymous
      anonymous on 01 Sep 14
       
      I am wondering whether this only works in private organisations. In public institutions as there is a lack of the profit motif, there is much more of an inclination to remove individuals perceived as a threat to one's status or worldview rather than how they are performing for the company. 
  • Would the teachers’ unions go along with such a scheme? The unions would certainly have to shed some of the things they now have, such as control of work rules.
    • anonymous
      anonymous on 01 Sep 14
       
      This points illustrates something fundamental - you never hear of lawyer or accountant unions, only teacher unions. Why?
  • fixation with test-based accountability
    • anonymous
      anonymous on 01 Sep 14
       
      There is certainly this happening.
  • every other successful country has
    • anonymous
      anonymous on 01 Sep 14
       
      Is this a blanket statement, or a the grass is greener on the other side of the fence or is it true? 
  • anonymous on 01 Sep 14
     
    There are quite a few of us who are thinking a lot about the future of schooling. What do you think of his recent article?
djplaner

Canadian University Social Software Guidelines and Academic Freedom: An Alarming Labour... - 0 views

feedly.com

ngl organisational dissonance

shared by djplaner on 31 Jul 14 - Cached
  • djplaner on 31 Jul 14
     
    A journal paper from the International Review of Information Ethics. The connection to NGL is that it examines the guidelines around the use of social media software being put in place by Canadian universities and how perhaps they aren't as conducive to encouraging NGL as one might hope from institutions of higher education. A sign post of the types of problems when NGL meets un-reconstituted institutional perspectives.
mirandamurray

Analysing the structuring of knowledge in learning networks - 4 views

www.lancaster.ac.uk/...carvalho.pdf

shared by mirandamurray on 23 Aug 16 - No Cached
  • ollie1 on 06 Sep 16
     
    Good summary of Siemen's ideas
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