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djplaner

Mindful or mindless? - Cognitive Edge - 1 views

cognitive-edge.com/...mindful-or-mindless

ngl

shared by djplaner on 23 Oct 15 - No Cached
Charmian LORD liked it
  • A second problem is an over focus on the individual and insufficient focus on their interactions and the need to engage in those interactions
  • Focusing on the individual in isolation from the community is a form of neo-liberal disenfranchisement
  • djplaner on 23 Oct 15
     
    The topic of this post is not directly related to NGL. What I think is relevant/important is the quote an over focus on the individual and insufficient focus on their interactions and the need to engage in those interactions Which I think is a perspective/problem that resonates with NGL. NGL at some level is about encouraging, enabling, and thinking about the interactions - the connections. As you are thinking about your DBR projects, consider how, if, and what your project is doing about the interactions between the people and objects within your particular context. For a concrete example, I'll turn to a particular bandwagon of mine. A couple of people have "as teacher" roles that involve helping teachers use digital technologies effectively. Often the problem here is framed as digital literacy. The individual teacher doesn't know enough about technology to fix the problem. The common solution is to do some form of Professional Development so that the individual can develop the knowledge. Which for me, brings back the quote. - "focus on the individual and insufficient focus on their interactions" A NGL solution to this problem would - I think - focus more (but not entirely) on the interactions.
djplaner

Building digital capability | Jisc - 2 views

www.jisc.ac.uk/...building-digital-capability

bad tpack

shared by djplaner on 23 Oct 15 - No Cached
Charmian LORD liked it
  • djplaner on 23 Oct 15
     
    Project from the UK looking at building "digital capability" links to the "as teacher" interests of some.
Trevor Haddock

A Vision of K-12 Students Today - YouTube - 0 views

www.youtube.com/watch

digital_natives youtube

shared by Trevor Haddock on 09 Nov 12 - No Cached
  • Trevor Haddock on 09 Nov 12
     
    This project was created to inspire teachers to use technology in engaging ways to help students develop higher level thinking skills. Equally important, it serves to motivate district level leaders to provide teachers with the tools and training to do so.
paul_size

Personal Learning Networks: Using the Power of Connections to Transform Education: Will... - 3 views

www.amazon.com/...ref=as_li_ss_til

nglpeople learning

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    Review Will Richardson and Rob Mancabelli have created an essential book for educators, students, and anyone concerned about the future of education. Personal Learning Networks provides the perspectives and the processes we need to use personal learning networks to become educated, empowered and ready for the global economy. --Jason Ohler, Professor Emeritus, Educational Technology, University of Alaska, Juneau This book presents an innovative, comprehensive strategy for reinventing education to meet the needs of 21st century students and society. Much more than familiar rhetoric on what is wrong with education, the authors provide a compelling vision for education as it could and should be and a road map to help get us there. Mancabelli & Will Richardson have provided us with a step-by-step guide to create globally-connected classrooms, implement powerful project-based curriculum, and introduce our students to tools and technologies with transformative potential. --Angela Maiers, President of Maiers Educational Services, Clive, Iowa This book is chock-full of useful information and highlights numerous practitioners who are walking the walk. A fantastic resource for administrators, teachers, policymakers, and others who are trying to lead their organizations into the digital, global world in which we now live. --Scott McLeod, Director at UCEA Center for Advanced Study of Technical Leadership in Education, Ames, Iowa
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. "
djplaner

Magellan Lyric Video Contest: Circumnavigation as Crowdsourcing | AmusED - 0 views

amysmooc.wordpress.com/...cumnavigation-as-crowdsourcing

shared by djplaner on 25 Aug 14 - No Cached
  • djplaner on 25 Aug 14
     
    History teacher outlining a project to crowd source video submissions for a popular song with lyrics re-written to be about Magellan. Looking to get video submissions from around the world.
djplaner

Ed-Tech and the Templated Self: Thoughts from the "Reclaim Your Domain" Hackathon - 0 views

hackeducation.com/...reclaim-your-domain-hackathon

shared by djplaner on 27 Jul 14 - No Cached
  • That is, I want to talk about ed-tech as a “personal endeavor,” one that enables student agency, and not simply an “institutional endeavor,” one that sees students as the object of education
  • djplaner on 27 Jul 14
     
    Some thoughts about the "Reclaim Your Domain" project and its links to education and some ideas related to NGL. I'm exploring how the NGL course blog can be re-developed and extended using the Reclaim Your Domain services. There's also a bit in this post connecting with what identity means in an online/networked environment.
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.
Anne Trethewey

David Price OBE - Keynote Flat Connections Global Project 2013 - 1 views

www.fuzemeeting.com/...6011599

ltngl

shared by Anne Trethewey on 01 Sep 14 - No Cached
  • Anne Trethewey on 01 Sep 14
     
    Quote from David's book 'Open: How we'll work, live and learn in the future' "Because information flows faster and more freely than ever, and because we are better connected than ever, the barriers to learning are being dismantled. We share what we learn instantly and generally without restrictions. How we learn and whom we learn from has been transformed. Our reliance upon anointed experts and authority figures has diminished, while our capacity to learn from each other has spiralled"
rebeccalwhite

Technology and education - why it's crucial to be critical | Neil Selwyn - Academia.edu - 1 views

www.academia.edu/...why_its_crucial_to_be_critical

technology education future critical theory

shared by rebeccalwhite on 05 Sep 15 - No Cached
  • not assume the future to be any less problematic than the present).
  • Instead, take this as a challenge to talk through some alternate ways of approaching our field and our work … these are discussions that certainly need to ‘cont’.
  • For instance, technology and education remains an area of academic study, policymaking, commercial activity and   popular debate where promises of what might/could/should happen far outstrip the realities of what actually happens.
  • ...10 more annotations...
  • This marginal standing is reflected in the tendency for educational technology academics to be located often within ‘support’ units and divisions, such as cross-faculty ‘Teaching & Learning Divisions’ or departmental ‘E-Learning Units’. Physically as well as intellectually, then, the field of technology and education is often found to be operating on the peripheries of academe
  • In short, we need to accept that academic work in the area of technology and education is currently falling short of what should now be a significant and substantial area of contemporary education scholarship.
  • Instead, the academic study of technology and education should be developing as much along the lines of critical social science as it does in the guise of a cognitive learning science.
  • attempting to move “outside the assumptions and practices of the existing order and struggling to make categories, assumptions and practices of everyday life problematic”.
  • As Sonia Livingstone (2012) puts it, this problematizing of technology and education usually pursues three basic lines of inquiry: What is really going on? How can this be explained? How could things be otherwise? As these questions imply, a critical approach also involves speaking up for, and on behalf of, those voices usually marginalized in discussions of what technology and education ‘is’ and ‘sh
  • What to do about digital technology?’ remains a high-profile
  • As Alison Hearn has argued, contemporary higher education is now predicated around ambitions to produce human capital rather than critical thinkers; and to foster creativity, innovation and knowledge rather than critical thinking.
  • This stems, at least in part, from the fundamental desire amongst most educational technologists to improve education through the implementation of digital technology. For many academics, then, technology and education is approached as an inherently ‘positive project’. Indeed, I suspect that most people working in this area are driven to some degree by an underlying belief that digital technologies are capable of improving learning and/or education in some way
  • to ‘harness the power’ of technology.
  • I would argue that any academic who is working in the area of technology and education should feel obliged to be critical, or at least justify why they have chosen not to be critical
ravenledu8117

Our digital lives: 12 TED Talks - 1 views

www.ted.com/...our_digital_lives

education nglpeople global

shared by ravenledu8117 on 06 Sep 15 - No Cached
Charmian LORD liked it
  • ravenledu8117 on 06 Sep 15
     
    Our hyper-connected lives have been rewired for the digital age. These talks explore how the Internet and social media are shaping our relationships, personal lives and sense of self. COGNITIVE SURPLUS- interesting concept- (Clay Shirky). Shirky explains in his talk his concept of cognitive suplus which he explains as the ability of the population to volunteer, contribute and collaborate on large, sometimes global projects.
thaleia66

The Global Search for Education: Can Tech Help Students Learn? | C. M. Rubin - 0 views

www.huffingtonpost.com/...-search-for-edu_b_8093230.html

shared by thaleia66 on 14 Sep 15 - No Cached
  • teachers who are more inclined and better prepared for what are known as student-oriented teaching practices, such as group work, individualized learning, and project work, are more likely to use digital resources. But in many cases, teachers were not adequately prepared to use the kind of teaching methods that make the most of technology
  • Overall, the most successful plans were incremental and built on lessons learned from previous plans.
  • There is increasing recognition of the important role of teachers in education. But we need to go beyond the idea that teaching is an art that requires exceptional talent. There are exceptional teachers, but we need to support the professional development of all teachers, and we can do so if we invest in the scientific base of the teaching profession and empower those very exceptional teachers to become leaders who inspire other teachers.Technology offers great tools in this respect. I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students' learning; or of the increasing use of blended learning models in teachers' training, in which online lectures are combined with individualized expert support and feedback from peers. Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like-minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars
  • ...1 more annotation...
  • Integrating technology successfully in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital textbook. The key elements for success are the teachers, school leaders and other decision makers who have the vision, and the ability, to make the connection between students, computers and learning.I would encourage all educators to invest in their professional knowledge about how technology can improve their work practices.
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.
  • you are in a position to influence a different kind of vision
  • 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
  • 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.
  • 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

Sugata Mitra | School in the Cloud | TED.com - 2 views

www.ted.com/...sugata_mitra

shared by thaleia66 on 06 Aug 15 - No Cached
  • The "Hole in the Wall" project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.
  • thaleia66 on 06 Aug 15
     
    I wonder if 'ask Mr YouTube' comes under the category of peer-shared knowledge? I think the gaming community might think it does if the industry of 'let's play' videos is any indication. I wonder then if this industry might also come under the category of student-generated learning?
djplaner

European Journal of Open, Distance and E-Learning - 3 views

www.eurodl.org/?p=archives&year=2012&halfyear=2&article=523

distance bad set dejavu

shared by djplaner on 09 Aug 14 - No Cached
  • The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
    • anonymous
      anonymous on 09 Aug 14
       
      Note: 3 Generations of technology enhanced teaching 1. cognitive/behaviouralist 2. social constructivist 3. connectivist
    • djplaner
      djplaner on 06 Aug 15
       
      That prior note is not a great example of value adding - just repeating what was in the text.
  • tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
  • pedagogy and the technology must create an engaging and compelling dance
  • ...97 more annotations...
  • postal correspondence
  • three (or more) overlapping generations
  • mass media including television, radio and film.
  • interactive
  • Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Connection between technology and pedagogy
  • technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs
  • We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
  • instructional designer
  • positivist research paradigms and methodologies.
  • From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
  • empirical testing
  • Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • “scientific models”
  • that guided the development, application and assessment of learning.
  • CB-based distance education is often developed in the suggested order
  • The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
  • This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
  • ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
  • creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
  • Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
  • f primary use are distributed text tools such as Google Docs, DropBox and wikis
  • As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
  • Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
  • gh quality content defines CB models of distance education, its effective management and control is extremely important
  • the capacity to re-use content created by others is compelling – if not without its challenges.
  • multiple ways of sharing content
  • blogs to Facebook to YouTube and content management systems
  • Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
  • Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
  • The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
  • mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
  • In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
  • strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
  • Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
  • important source of data to constructing the model is the user’s current and past activities with content in the learning context.
  • data minin
  • data mining
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
  • From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
  • MOOCs
  • CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
  • groups of learners, learning together with and from one another.
  • Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
  • efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
    • anonymous
      anonymous on 10 Aug 14
       
      "social constructivist learning contexts...places 'where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities" Sounds a lot like the NGL course!
  • eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
  • New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Characteristics of Social Constructivism
  • learning is located in contexts and relationships rather than merely in the minds of individuals.
  • leave more room for negotiation about learning goals and activities among teachers and students.
  • less prescriptive
  • Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
  • that being the loss of freedom associated with a commitment to meeting at a common time.
  • Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
  • ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
  • extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
    • anonymous
      anonymous on 10 Aug 14
       
      Example of using data mining and learning analytics with the group.
  • LMS Moodle
  • Standard Moodle analytics allow teachers to view contributions or activities of individual learners
  • Google Analytics
  • Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
  • Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
  • connectivism
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivism = learning is the process of building networks of information, contacts, and resources that are applied to real problems.
  • communities of practice
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
  • capacity to find, filter and apply knowledge when and where it is needed
    • anonymous
      anonymous on 10 Aug 14
       
      role of the learner is to have "capacity to find, filter and apply knowledge when and where it is needed"
  • The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
    • anonymous
      anonymous on 10 Aug 14
       
      "The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity"....a nice reminder
  • iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
  • gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
  • Bloom’s (1956) cognitive taxonomy place creation at the highest level of cognitive processing
  • elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
  • Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
  • hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
  • individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
  • second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
  • Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
  • eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
  • The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
  • Privacy concerns are also being recognised by the social networking giants.
  • Connectivist designs also involve the discovery of and contribution to new learning communities.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivist pedagogy encourages contribution to new learning communities - make your work accessible to others!
  • Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
  • create and rate bookmarked resources t
  • hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
  • the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
  • arder to apply analytics than in the more contained contexts of CB and social constructivist models.
    • anonymous
      anonymous on 10 Aug 14
       
      It is harder to apply analytics than with CB and social constructivist models.
  • There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
  • edagogy is, at heart, entirely focused on the individual learner.
  • The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
  • Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
  • Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
  • Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
  • here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
  • No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
  • As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
  • For each mode of engagement, different types of knowledge, learning, and contexts must be applied.
  • students be skilled and informed to select the best mix(es) of both pedagogy and technology.
  • from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
  • which students become teachers and teachers become students,
  • Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
  • he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
    • djplaner
      djplaner on 06 Aug 15
       
      This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
  • djplaner on 06 Aug 15
     
    One of the readings from the course. Sharing it now as a little experiment in sharing annotations. In theory, if you view this page, you should be able to see the bits that I've highlighted and shared with the group.
algilbey

A networked learning project from across the globe - 2 views

www.youtube.com/watch

netgl people

shared by algilbey on 04 Aug 15 - No Cached
thaleia66 liked it
  • algilbey on 04 Aug 15
     
    Hey guys, does this sound familiar? Al
  • algilbey on 04 Aug 15
     
    Hey guys, does this sound familiar? Al
debliriges

Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable ... - 0 views

opentextbc.ca/teachinginadigitalage

open textbook higher education teaching digital age

shared by debliriges on 23 Aug 14 - No Cached
  • debliriges on 23 Aug 14
     
    Fundamental change in education The nature of knowledge and implications for teaching Theories of learning for a digital age Methods of teaching
djplaner

Share your #TeacherSelfie with the world! - Daily Genius - 0 views

dailygenius.com/teacherselfie

shared by djplaner on 27 Aug 14 - No Cached
  • djplaner on 27 Aug 14
     
    The #TeacherSelfie project is encouraging teachers to "show off yourself, your classroom, or any of your passions in life to the rest of the teachers around the world.
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