The researchers suggest that "the haptic and tactile feedback of a Kindle does not provide the same support for mental reconstruction of a story as a print pocket book does".
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Readers absorb less on Kindles than on paper, study finds | Books | The Guardian - 0 views
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She and her fellow researchers found that "students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally".
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a new European research network doing empirical research on the effects of digitisation on text reading. The network says that "research shows that the amount of time spent reading long-form texts is in decline, and due to digitisation, reading is becoming more intermittent and fragmented", with "empirical evidence indicat[ing] that affordances of screen devices might negatively impact cognitive and emotional aspects of reading". They hope their work will improve scientific understanding of the implications of digitisation, thus helping to cope with its impact.
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"We need to provide research and evidence-based knowledge to publishers on what kind of devices (iPad, Kindle, print) should be used for what kind of content; what kinds of texts are likely to be less hampered by being read digitally, and which might require the support of paper,"
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A networked learning presentation TED - 1 views
Reading and Commenting on Student Posts Made Easy - The Edublogger - 1 views
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Chris Bigum (cj13) on Twitter - 0 views
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Chris is a "retired" Professor of Education. Has been writing and thinking about the impact of ICT on formal education and learning (which he refers to as "the L word") for a long time. The Public Click Pedagogy reading from week 1 originates largely with Chris.
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Chris is a "retired" Professor of Education. Has been writing and thinking about the impact of ICT on formal education and learning (which he refers to as "the L word") for a long time. The Public Click Pedagogy reading from week 1 originates largely with Chris.
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shared by anonymous on 04 Aug 14
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Elearning Trends - Latest Learning Trends| elearningindustry - 2 views
elearningindustry.com/...elearning-trends
connected education people connectivism socialmedia equity nglpeople learning
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"Find here the latest news and trends in eLearning. Read articles about the future of the learning industry with forecasts, written from our e-learning experts"
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"Find here the latest news and trends in eLearning. Read articles about the future of the learning industry with forecasts, written from our e-learning experts"
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The End of 'Genius' - NYTimes.com - 0 views
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Or perhaps an explanation of why genius never really existed. It's all about the connections. @gsiemens tweeted this article with the comment "The essence of networked learning "one entity helping to inspire another" Am thinking seriously of setting this as one of the core readings in the coming week or two. Mainly trying to really challenge the common conception that learning is all in your head and not in the connections.
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http://conference.anglicanschoolsaustralia.edu.au/files/Stage1_RufusBlack_Gen%20E%20-%2... - 0 views
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Something my headteacher passed onto me. A great read about where we as are today regarding Globalisation and digitalisation. It also tells us what we as a country need to do to increase our interaction with other countries and digitalisation in the future. A fantastic example of why we need to introduce NGL to young people.
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Microlearning: Strategy, Examples & Applications | eLearning Mind - 0 views
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Think about where you get most of your facts and food for thought nowadays. More likely than not, it's not from the latest novel you're reading, or long form article you've read, but something short and snappy you saw on your Facebook feed, Tumblr, or other social media channel...Posted in my blog but thought I would share here to see thoughts on how we all behave as learners now, what we want or expect from our learning environments...Food for thought!
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Result List: networked AND global AND learning: EBSCOhost - 1 views
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Matthew effect - Wikipedia, the free encyclopedia - 2 views
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European Journal of Open, Distance and E-Learning - 3 views
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The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
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tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
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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
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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.
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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.
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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.
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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.
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This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
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ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
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creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
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Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
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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.
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Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
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gh quality content defines CB models of distance education, its effective management and control is extremely important
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Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
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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.
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The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
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mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
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In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
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strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
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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
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important source of data to constructing the model is the user’s current and past activities with content in the learning context.
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data mining
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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.
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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.
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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.
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Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
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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
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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.
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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).
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Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
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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.
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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.
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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).
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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.
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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
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learning is the process of building networks of information, contacts, and resources that are applied to real problems.
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Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
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capacity to find, filter and apply knowledge when and where it is needed
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The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
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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
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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.
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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.
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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.
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hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
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individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
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second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
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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.
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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.
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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.
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Connectivist designs also involve the discovery of and contribution to new learning communities.
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Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
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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.
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the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
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arder to apply analytics than in the more contained contexts of CB and social constructivist models.
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There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
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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.
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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.
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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.
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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.
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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.
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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).
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As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
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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
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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.
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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.
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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
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Mobile Learning meets E-Memory - eLearning Industry - 0 views
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shared by muzedujourney on 28 Aug 14
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Empowering Students Through Blogging | EdTech Magazine - 0 views
www.edtechmagazine.com/...ring-students-through-blogging
blogging edtech students learning education
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