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laurac75

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

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

spta; student;

shared by laurac75 on 05 Sep 14 - No Cached
  • digital natives and digital immigrants as defined by Prensky (2001).
    • laurac75
      laurac75 on 05 Sep 14
       
      Using ideas and principles from other sources
  • The answer is that I have been exploring where I fit both as a student and as a teacher.
  • ...17 more annotations...
    • laurac75
      laurac75 on 05 Sep 14
       
      Reflecting on my own practice
  • In my last post, I introduced Helsper and Enyon’s (2009) idea that exposure to, and experience using, various digital technologies can have more of an influence that generation age on determining whether a person has the characteristics of a digital immigrant or a digital native. Of course, nothing is ever so clear cut. In his blog, Wesley Fryer discusses this, and expands the immigrant vs native classification into four categories, as shown below.
  • Personally, I think even this is a simplification, and that a person’s classification may vary depending on the technology referred to. For example, until recently I was a digital refugee with regards to smart phones and associated apps – and yet reading news report on-line is an integral component of my daily routine. I would probably class as a Voyeur with regards to Twitter and Flickr in that I am aware of them, and will use them to gain information but I do not follow anyone, or actively participate myself. Thus there are multiple shades of grey.
  • Goodyear, Carvalho and Dohn (2014, p 140) state that networked learning “ is no longer exotic”, however, I would argue that this very much depends on on one’s own perspective, which in turn would be shaped by personal experience and knowledge (aka the whole digital landscape debate).
  • (see Koutropoulis, 2011) Prensky’s division
  • I would generally agree that as a student, I tend to be quite focused, like an ordered approach, and work better as an individual than as part of a community. The concepts of ‘shared learning’ is quite alien to me – as is the concept of allowing the “mess” to be apparent. It is quite contradictory to my scientific researcher – the data is analysed, the results and interpretation finalised, and the presentation polished before the work is released to the world at large (typically via a published paper or article). Only those directly collaborating on the work see the mess, being asked to share this process on-line is really quite intimidating to me, and conflicts with my view of professionalism (as well as my tendency towards perfectionism).
  • So, as a student, I think I challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator.
    • laurac75
      laurac75 on 05 Sep 14
       
      Using other resources; linking concepts and ideas
    • laurac75
      laurac75 on 05 Sep 14
       
      NGL principles in a brpader context; Using other sources
  • about herself in the capacity of being a student,
  • smiss this message
    • laurac75
      laurac75 on 05 Sep 14
       
      Use of other sources
    • laurac75
      laurac75 on 05 Sep 14
       
      Use of other sources
    • laurac75
      laurac75 on 05 Sep 14
       
      Personal reflection on NGL principles
  • So, as a student, I think I face challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator
    • laurac75
      laurac75 on 05 Sep 14
       
      Reflection of future development
    • laurac75
      laurac75 on 05 Sep 14
       
      Personal reflection of involvement in NGL
  • laurac75 on 05 Sep 14
     
    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
  • laurac75 on 05 Sep 14
     
    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
thaleia66

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 1 views

www.irrodl.org/...2087

shared by thaleia66 on 30 Sep 15 - No Cached
  • Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).
  • Heutagogy is of special interest to distance education, which shares with heutagogy certain key attributes, such as learner autonomy and self-directedness, and has pedagogical roots in adult teaching and learning.
  • Distance education and heutagogy also have in common the same audience: mature adult learners.
  • ...19 more annotations...
  • Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667). In addition, Web 2.0 encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Lee & McLoughlin, 2007; McLoughlin & Lee, 2008, 2010).
  • A key attribute of andragogy is self-directed learning
  • Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur
  • The role of the educator in an andragogical approach is that of tutor and mentor, with the instructor supporting the learner in developing the capacity to become more self-directed in his or her learning. The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al., 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.
  • Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”
  • As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
  • The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2).
  • More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).
  • In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met
  • learners are self-directed to continue to learn on their own and “can personalize their learning paths in the way they desire
  • Recent research also indicates that the use of social media can support self-determined learning.
  • Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.
  • Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.
  • A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content.
  • Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit”
  • Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process
  • Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning
  • The literature review conducted here indicates that there is substantial work to be done in researching heutagogy within this research construct, for example examination of the means in which Web 2.0 and social media support a self-determined teaching and learning approach, and investigation of the effectiveness of the approach in higher education and in creating lifelong learners able to effectively and successfully translate competencies into capability in complex, real-world situations. Another area of research includes defining and testing criteria for heutagogy as a framework for teaching and learning.
  • By incorporating heutagogical practice, educators have the opportunity to better prepare students for the workplace and for becoming lifelong learners, as well as to foster student motivation by cultivating students who “are fully engaged in the topic they are studying because they are making choices that are most relevant or interesting to them” (Kenyon & Hase, 2010, p. 170).
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. "
Linda Raymond-Hagen

New structures of learning: The systemic impact of connective knowledge, connectivism, ... - 5 views

elearnspace.org/...systemic_impact.htm

shared by Linda Raymond-Hagen on 27 Aug 14 - Cached
  • The limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.
    • paul_size
      paul_size on 04 Sep 14
       
      I like this line about physical structures delaying innovation.  
  • long timeline of slow change
  • almost all technological advancements related to information and communication have influenced three dimensions: 1.      Our ability to create and share information and content 2.      Our ability to connect and dialogue with others, a progressive minimization of the tyranny of space and time 3.      Our ability to experience a simulated reality
  • ...75 more annotations...
  • barriers to the creation of content and information
  • This timeline has enabled anyone with access to an internet connection to create and share information.
  • The barriers of expense and technical expertise - such as printing presses - are now lowered to the ease of creating a blog or podcast.
  • validating information accuracy
  • increased ease of content creation is the ability for conversations to occur,
  • in both real and delayed time, on a global level. Through tools such as mobile phones, Skype[2], video conferencing, instant message, and microblogging tools such as Twitter[3], conversations are no longer confined by space and time
  • For many individuals, the reduced cost of information communication technologies reduces the economic barrier of participating in global conversations.
  • While technology is the undercurrent that has influenced much of the development in society and our ability to communicate, share, and create content, technology creates a different dimension not fully reflected in those advancements.
  • unattainable due to cost and access
  • Knowledge - the core product and source of engagement in education - has become increasingly fluid
  • What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual. (p. 207)
    • paul_size
      paul_size on 04 Sep 14
       
      Is this not concerning?  Knowledge produced to create a world of instability?
  • Border-less education - such as is evident by global universities like Open University (UK) and Athabasca University (Canada) Private for-profit - as defined by organizations such as University of Phoenix and Laureate Education Corporate universities - such as Defense Acquisition University. (Scott, 2002, pp. 4 - 5)
  • vital combat of lucidity
  • his era of complexity, or as defined by Barnett (2004) - supercomplexity - requires a transition from an epistemological to an ontological emphasis. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge.
  • The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
  • adoption of innovation and systemic views of change.
  • adoption of innovation and systemic views of change.
  • A view of change is required that moves beyond Christensen's (1997), Moore's (1999), and Senge et al.'s (1999) models and begins to addresses the impact of trends and innovations on the spaces and structures of learning.
  • New trends drive innovation
  • when educators, school systems, and research groups begin to adopt new approaches for learning.
  • Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning. As noted by David (1990), new innovations are adopted in the context of existing physical spaces.
  • Given the opportunities of technology to extend access to content, experts, and peer learners, does an existing classroom model still make sense? Do one-instructor classrooms need to give way to more diverse approaches of many instructors and many peer learners? How should curriculum be developed? How much structure needs to be applied to this type of model in the development of curricula and in the planning of instruction? Does instructional design similarly need to be rethought?
  • Once spaces
  • complex problem solving through collaboration, and new relationships between educational institutions and society are all possible as systems ch
  • catalyst and push-back factors
  • Social pressures were building that resulted in the eventual eruption of political reorganization.
  • Prior Learning Assessment and Recognition
  • Yet learning occurs in many places, formats, and process
  • limitless dimensions exist in our learning (
  • n addition to formal education, learning occurs through games and simulations, mentoring and apprenticing, performance support at the point of a learning need, self-learning that arises through critical and creative thinking, communities of practice and personal learning networks, as well as the many informal learning situations that arise through conferences, reading, volunteering, and hobbies.
  • (a) long-term trends influencing information creation, interaction, and technological change; (b) the nature of systemic change; and (c) the multi-faceted, dimension-less nature of learning. Consideration can now be given to a creative exploration of what educational structures might look like if created on the premises presented thus far.
  • Many of the assumptions that influence current school design are challenged when learners and educators have the ability to form global learning networks outside of the realm of traditional education. As we create "space and place, we create ourselves" (Cannatella, 2007, p. 632). Our ability to learn, grow, and adapt to change pressures is directly linked to the nature of our learning environments. Oblinger (2006) addressed the link between space design and opportunities for learning:
  • Space - whether physical or virtual - can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities. (para 1)
  • carrier of patterns of previous reasoning
  • hierarchical mindset exists with regard to educational content
  • classification schemes of individuals such as Aristotle and Linnaeus
  • The multi-faceted aspects of learning - the criticality of context, the importance of social interaction and negotiation, the need for active "doing" - are all of such nebulous character that they fail to avail themselves to classification
  • structure content and interaction into hierarchical structures.
  • The limitations of hierarchy in capturing interconnectedness of information and the failure of classrooms to reflect technological developments permitting multi-perspective interactions and networked learning establish a need for different metaphors to guide learning design.
  • an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
  • suggests a certain view of
  • learning
  • Learning is seen as bounded, structured, managed by a single expert (the teacher),
  • different affordances
  • ecology of learning with
  • If ecologies are the spaces of learning, then networks are the structures of learning.
  • They arise in a space that both supports and confines their creation. The last decade has generated much thought on networks. A range of researchers from physics, mathematics, and sociology (Barabasi, 2002; Watts, 2003; Wellman, 1999) have explored the nature of networks and how they are a central component in all aspects of society, biology, and physics. The centrality of networks as an organizing scheme is also reflected in education, teaching, and learning (Siemens, 2006) under the concept of connectivism. Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks. The distributed nature of knowledge and the growing complexification of all aspects of society require increased utilization of technology to assist our ability to stay current, manage information abundance, and solve highly complex problems.
  • A pedagogy of participation
  • Davidovitch (2007) suggested, "The call for a new pedagogy to accompany new instructional technologies, however, has largely remained unanswered."
  • The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms.
  • duplicate the structure of a classroom, little innovation is seen
  • pedagogy of oppression
  • discussion of participatory pedagogies
  • Learners are able to contribute to existing curricula.
  • Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
  • progressively rigid intellectual property laws or increased emphasis on learning outcomes
  • an attempt to create an educational system that recognizes the fluidity of learning and knowledge,
  • Questions shaping future directions
  • When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around
  • Content is not filtered according to the ideology of one professor.
  • MIT's OpenCourseWare
  • A fluid network of relationships
  • Accreditation is a value statement.
  • learner has sufficiently engaged with the knowledge of a domain to be worthy of a particular designation
  • Some prefer a high degree of social interaction, while others prefer a more individual approach.
  • The motivation of peer-contact and schedule of learning activities and events may provide critical support to ensure learners do not drop out of their
  • Existing services like Diigo[8], Amazon[9], Digg[10], and StumbleUpon[11] provide a glimpse of what a rating system might
  • brokering
  • funding model of universities relates to providing support for educators and i
  • societies to participate in the information and knowledge age. The critical challenges facing humanity are many. A highly connected and well educated populace appears to hold the greatest prospect for meeting these challenges.
    • Linda Raymond-Hagen
      Linda Raymond-Hagen on 28 Sep 15
       
      Why is there still large investments being made in brick and mortar and not alternative deliveries?
  • e primacy of the educator and the role of the learners as receptive agents
  • learning management systems
  • Subscription fees to
  • as a source of guidance
  • djplaner on 27 Aug 14
     
    Paper/presentation by Siemens talks about the difficulty of change and tries to develop a new view of teaching, learning and research. The abstract of the presentation is... "Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning."
djplaner

Rhizome | Laurel Felt - 0 views

www.laurelfelt.org/rhizome

theory learningtheory

shared by djplaner on 17 Jul 12 - No Cached
  • djplaner on 17 Jul 12
     
    Reflection about some of the 21st century learning theories connected with networked learning. Rhizomatic learning in particular.
anonymous

A Principal's Reflections: Learning Artifacts - 0 views

esheninger.blogspot.com.au/...learning-artifacts.html

knowledge-creation reflections education

shared by anonymous on 05 Oct 14 - No Cached
  • anonymous on 05 Oct 14
     
    I found this article in my search for networked and global learning examples. I think it is a great demonstration of the principles.
djplaner

Improvisation Blog: Some Reflections on the #pleconf and 'cool technology' : What Softw... - 0 views

dailyimprovisation.blogspot.com.au/...tions-on-pleconf-and-cool.html

edu8117

shared by djplaner on 20 Jul 14 - No Cached
  • Now social software is rather old, everyone knows about (even if they don’t use it), and not particularly exciting
    • djplaner
      djplaner on 20 Jul 14
       
      Much of what we're doing "as students" in this course with technology is around social media. Hence it is increasingly "uncool". A pointer to me and my practice and the need to evolve
  • ignore the new ‘cool stuff’ as somehow not ‘personal’ seems short-sighted.
  • ignore the new ‘cool stuff’ as somehow not ‘personal’ seems short-sighted.
  • ...1 more annotation...
  • ignore the new ‘cool stuff’ as somehow not ‘personal’ seems short-sighted
    • djplaner
      djplaner on 20 Jul 14
       
      Finding out what this "cool" stuff is and what it means for our practice around NGL is something to explore
  • djplaner on 20 Jul 14
     
    Ruminations on the origins and evolution of the PLE concept with a pointer to the "cooler"/more interesting trend that "network learning" is taking.
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).
Kath Gregory

Pushing the Boundaries with Networked Learning | Boldly going where I haven't... - 0 views

pushingtheboundarieswithnetworkedlearning.wordpress.com

spta acceptable teacher blog

shared by Kath Gregory on 20 Aug 14 - No Cached
  • I was just reviewing GG’s Blog and came across a post where GG posted a  personal teaching philosophy mind map. The philosophy matched very closely with my approach to teaching and also my aims through this course. One aspect of GGs philosophy which I had not really considered in my own context however, was the idea of Life Long learning.
    • Kath Gregory
      Kath Gregory on 20 Aug 14
       
      this passage to me describes and gives a good details as to what the assessment is about. annonoted blogs etc. 
  • Edit: 17 August – Oops, I just revised my first ‘As teacher’ post and realised I did in fact allude to life long learning as one of my teaching objectives here, although I did not consider the idea in depth at all. I am surprised that this was part of my thinking in week one and that I had forgotten this 2 weeks later. As a student of NGL, this has shown me what an excellent idea blogging is for tracking my learning, and also how valuable it is to be able to reflect and edit/build on previous posts. It has also demonstrated to me what a ‘messy’ pathway my learning follows – a concept which has been identified by Bigum and Rowan (2013) “Learning new material, developing new skills or making new discoveries can be complicated, lengthy
    • Kath Gregory
      Kath Gregory on 20 Aug 14
       
      a reflection and revised with links within all worked well
  • Kath Gregory on 20 Aug 14
     
    I was just reviewing GG's Blog and came across a post where GG posted a  personal teaching philosophy mind map. The philosophy matched very closely with my approach to teaching and also my aims through this course. One aspect of GGs philosophy which I had not really considered in my own context however, was the idea of Life Long learning.
Anne Trethewey

Reflecting of the 'Threshold concept framework' - 2 views

astrethewey.wordpress.com/...he-threshold-concept-framework

spta learner acceptable

shared by Anne Trethewey on 23 Aug 14 - No Cached
  • laurac75 on 05 Sep 14
     
    Hi Anne Just wanted to let you know that I can't see any highlights or annotations on your page. I can for others within the group (Katarena, GG, Annelise), so thought I should it mention it. It may well be something I am doing wrong, but you might want to check if others are having the same issue or not.... Cheers Laura
djplaner

Me as a teacher | The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...me-as-a-teacher

spta teacher

shared by djplaner on 06 Aug 14 - No Cached
  • Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
    • djplaner
      djplaner on 06 Aug 14
       
      Using ideas/principles from other sources
  • rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
    • djplaner
      djplaner on 06 Aug 14
       
      MOre from other resources
  • you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
    • djplaner
      djplaner on 06 Aug 14
       
      Some evidence of using principles/literature to understand what is going on (i.e. my reflections on my own approach)
  • ...7 more annotations...
  • . For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
    • djplaner
      djplaner on 06 Aug 14
       
      Some identification of future plans. Arguably fairly light on and not fleshed out in details, but probably appropriate for this post's purpose
  • is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
    • djplaner
      djplaner on 06 Aug 14
       
      More NGL principals.
  • Just how much is needed?
    • djplaner
      djplaner on 06 Aug 14
       
      A question to consider into the future - future planning
  • n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
    • djplaner
      djplaner on 06 Aug 14
       
      Building on Brendon's post. Pointing to some insights which suggest some limitations of an aspect of what he was talking about.
  • Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
    • djplaner
      djplaner on 06 Aug 14
       
      Making a connection to another participants post. Agreeing with it, linking it to what I'm doing
  • What do I want to do?
    • djplaner
      djplaner on 06 Aug 14
       
      All of the following really starting to talk about what I'd like to do.
  • Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
    • djplaner
      djplaner on 06 Aug 14
       
      Using the literature as part of my planning
  • djplaner on 06 Aug 14
     
    My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
  • laurac75 on 05 Sep 14
     
    Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
Kath Gregory

Reflection | katarena's safeplace - 2 views

katarenasafeplace.wordpress.com/...reflection

spta inadequate student

shared by Kath Gregory on 19 Aug 14 - No Cached
  • Goodyear (2014) states that connections always existed for the purpose of peoples businesses and trade prosperities to make thier livelihoods, if people or companies did not they never made a profit.
    • Kath Gregory
      Kath Gregory on 19 Aug 14
       
      yes this might be a reference but there was no link or anything within this post
    • anonymous
      anonymous on 19 Aug 14
       
      Hi Kate, Let me know if you receive this as I'm wondering if it works. And yes, a link would be good :)
    • djplaner
      djplaner on 21 Aug 14
       
      Good to see this working. Wonder if it comes via email notification and if it appears in the feed? (Probably not the feed)
  • I guess with all the text book readings I did not meld my knowledge into understanding connectedness. As I know humans are social creatures, and can not live without interaction, but I did not really understand the why to it all, I believe I wasnt really needing to know the answer yet or did not care till now.
    • Kath Gregory
      Kath Gregory on 19 Aug 14
       
      really no information or link so it is missing, but it was a learning process as this was the last week before the understanding of how to link an add things had becoe about
Brendon Willocks

iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views

willocksb.wordpress.com

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • previous Blog post
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Reference to previous thinking in relation to NGL. Not 100% sure here how to add the spta tage. #spta
  • r 8 Humanities class and also my Yr 12 ITS classes
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Turn to face-to-face network for information first. Perhaps this is just a comfort zone. I need to a more PCP approach. #spta
  • Flappy Golf
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Multiple links to external sites. I wonder if this link opens in a new browser window, or if it is the same. ??? Dont want it to be the same window becasue we always want to keep the user on the original blog. #spta
  • ...41 more annotations...
  • poll.
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
    • djplaner
      djplaner on 18 Aug 14
       
      I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
  • “Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
  • learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
  • it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
  • We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
  • “transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
  • Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
  • Learning is a process of connecting specialized nodes or information sources
  • The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
  • When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
  • ‘As Student’
  • “It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
  • Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
  • ‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
  • feeding forward’, as identified by Downes (2011).
  • “We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • ‘As Student’
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • feeding forward’, as id
  • We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • d social bookmarking in t
  • “Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
  • ‘The past always looks easy and the future always looks challenging’.
  • Our information overload is a filtering issue and we are having filter failure.
  • lexibility is the greatest strength.
  • online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
  • Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.
  • “Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
  • Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
djplaner

A Design-Based Approach To Teachers' Professional Learning | Canadian Education Associa... - 1 views

www.cea-ace.ca/...ers%E2%80%99-professional-lear

dbr

shared by djplaner on 11 Jul 16 - No Cached
  • Yet school leaders and classroom teachers often fail to see a connection between educational theory and research conducted in universities and the real-world, complex and contextually rich teaching, learning and leading contexts in schools.
  • “Best practice, evidence-based practice, and reflective practice all refer to ways of making optimum use of know-how”[3]; however, while necessary, these are insufficient for creating new insights into practice, or “know-why” directed towards advancing practice
  • Design-based professional learning, which builds upon design-based research findings and theories, provides the bridge for teachers to advance practice in a principled, practical way.
  • djplaner on 11 Jul 16
     
    Article arguing/explaining the value of design-based research to classroom teachers. The link with NGL is that the course uses DBR as the method by which you consider how to apply NGL principles to interventions in your role "as Teacher".
djplaner

Ethics of teaching with social media - 0 views

bit.ly/1uqKVXX

ngl ethics socialmedia

shared by djplaner on 06 Oct 14 - No Cached
  • djplaner on 06 Oct 14
     
    PDF of paper presented at ACEC 2014 which appears to be of relevance to some of you. Abstract follows. This paper goes beyond the commonly held concerns of Internet safety, such as cyberbullying. Instead, it explores the ethical dilemmas we face as teachers when using social media, in particular social networks, in the classroom. We believe old ideas of respect and culture of care for children and young people need to be reconstructed around new media. This paper draws on the authors' experience in teaching with, and researching students' use of, social media in the classroom. In this paper we explore the ethical issues of consent, traceability, and public/private boundaries. We tackle the complex issue of the rights around virtual identities of the students followed by a discussion on the ethics of engaging students in public performance of curriculum and their lives. Finally we discuss the ethical dilemma involved in recognising and responding to illicit activity. While we reflect on our own response to these dilemmas and propose a dialogic process as the way forward, we also return to the argument that these ethical choices are dilemmas in which most, if not all, options are unpalatable or impracticable
laurac75

Guest Post : It's Not About Technology! The Digital Challenge is Institutiona... - 3 views

ukwebfocus.wordpress.com/...tal-challenge-is-institutional

shared by laurac75 on 13 Sep 14 - No Cached
  • laurac75 on 13 Sep 14
     
    Interesting reflections on the challenges of digital technology within higher education.
anonymous

Blogging as a Tool for Reflection and Learning - 1 views

www.virclass.net/...17842056574abc85cdf304e.pdf

shared by anonymous on 12 Sep 14 - No Cached
  • anonymous on 12 Sep 14
     
    Associate Professor Jill Walker Rettberg talks about why blogging is useful for learning.
Charmian LORD

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 1 views

www.irrodl.org/...1103%2522

connectivism learning theory review

shared by Charmian LORD on 17 Aug 15 - No Cached
  • To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future?
  • If older theories are to be replaced by connectivism, then what are the grounds for this measure?
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...8 more annotations...
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information.  Simply put, “The capacity to know is more critical than what is actually known” (Siemens, 2008, para. 6)
  • The developmental implications of Downes’ definitions of learning and knowledge are far-reaching.  If learning transpires via connections to nodes on the network, then it follows that the maximization of learning can best be achieved through identifying the properties of effective networks, which is precisely what Downes sets out to achieve in Learning Networks and Connective Knowledge.
  • Siemens (2006b) highlights other factors that may inform the development of a new learning theory, namely “how we teach, how we design curriculum, the spaces and structures of learning, and the manner in which we foster and direct critical and creative thought in our redesign of education” (p. 6).
  • roponents of connectivism are “exploring a model of learning that reflects the network-like structure evident in online interactions,” (p. 12) but is this enough to constitute its formulation as a new learning theory, and does connectivism have anything new to offer?
  • the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education
    • Charmian LORD
      Charmian LORD on 17 Aug 15
       
      do I classify as young? :)
  • his will undoubtedly cause friction in institutions and class rooms, particularly as (adult) educators themselves do not always feel comfortable with the new developments because they have not been shown adequately, or explored for themselves, how the new and emerging technologies could enhance their working practice.
    • Charmian LORD
      Charmian LORD on 17 Aug 15
       
      This is the issue I am facing.  People need time to work it out, good questions about the use of technology and information about how it will not increase their workload or decrease it (leading to a lack of work).  Is this possible?  How possible?
  • A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right.  Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.
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
djplaner

Do I Own My Domain If You Grade It? | EdSurge News - 2 views

www.edsurge.com/...-own-my-domain-if-you-grade-it

issues

shared by djplaner on 01 Sep 15 - No Cached
  • “In developing this ‘personal cyberinfrastructure’ through the Domain of One’s Own initiative, UMW gives students agency and control; they are the subjects of their learning, not the objects of education technology software.
    • djplaner
      djplaner on 01 Sep 15
       
      Reasons for a NGL type approach - promoting agency and control. The flipside of which is that those involved need to be and feel that they are capable of this.
  • Gaining ownership over the data is vital—but until students see this domain as a space that rewards rigor and experimentation, it will not promote student agency
  • Traditional assignments don’t necessarily empower students when they have to post them in a public space
  • ...3 more annotations...
  • Promoting digital ownership is different than assigning work in publicly accessible spaces.
  • For instance, public assignments tap into fears of public embarrassment
  • ut the assignments must be framed by a conversation about audience and the way the ‘domain’ represents the author to that audience.
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