Skip to main content

Home/ Networked and Global Learning/ Group items tagged skills

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
djplaner

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

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

ltngl

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

The Other 21st Century Skills | User Generated Education - 0 views

usergeneratededucation.wordpress.com/...the-other-21st-century-skills

skills education 21st century learners

shared by debliriges on 29 Aug 14 - No Cached
  • debliriges on 29 Aug 14
     
    Skills and attributes of today's learners
djplaner

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

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

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

FuturistSpeaker.com - A Study of Future Trends and Predictions by Futurist Th... - 0 views

www.futuristspeaker.com/...ro-college-model-for-education

future education learning predictions

shared by anonymous on 31 Aug 14 - No Cached
  • how much training should be required prior to taking a job, and whether the investment of time and money spent on training should be optimized around the company or the employee, knowing there will always be some in-house training required.
  • When we look at the bigger picture of retraining for this and many other professions, knowing that people will be rebooting their careers far more often in the future, with time being such a precious commodity, how do we create the leanest possible educational model for jobs in the future?
  • On the other side of the equation are people who go through all the work of getting bachelor and master degrees and still not having the skills necessary to gain employment. Traditional colleges, for the most part, do a great job, but they are all oriented around seat time. They also come with the overarching philosophy that nothing of value can be learned in less than four years, a timeframe woefully out of sync with someone needing to change career paths. So at what point is education “too lean,” and conversely, when is it “too fat?”
  • ...7 more annotations...
  • Micro-Colleges are any form of concentrated post-secondary education oriented around the minimum entry point into a particular profession. With literally millions of people needing to shift careers every year, and the long drawn out cycles of traditional colleges being a poor solution for time-crunched rank-and-file displaced workers, we are seeing a massive new opportunity arising for short-term, pre-apprenticeship training.  Many Micro-Colleges will fall into the category we often refer to as vocational training, a term poorly suited for the professional craftsmen, artisans, and technicians they will be producing. Since status and credentialing are critical elements of every career choice, any training producing specialized experts will need to come with industry-recognized certifications and titles.
    • anonymous
      anonymous on 31 Aug 14
       
      We will always need some kind of industry-recognised certifications and titles. I think so as it would be ridiculous if someone could label themself as an engineer without showing that they have completed some kind of certificate outlining their skills. An individual could claim anything but would need social validation that they do indeed have the skills.
  • The Micro-College approach to training brewmasters would be an intense 2-4 month training program with a designated apprenticeship period learning on the job.
  • Since my coursework happened in the pre-computer era, most of the skills I needed after computers were introduced were primarily self-taught.
    • anonymous
      anonymous on 31 Aug 14
       
      This is an example of situational learning. He is learning in other contexts, not just formally.
  • Perhaps the most valuable courses with long-term relevance were classes in writing, English, speech, art, design, and the special research projects that forced me to find my own answers and write a final report. The art helped me understand that engineering was a form of creative expression.
    • anonymous
      anonymous on 31 Aug 14
       
      Creative expression is essential for understanding.
  • If the school were tied to an industry-specific apprenticeship program with a near-perfect handoff between academia and real-world work happening inside the industry, what would a super-lean engineering program like this look like?
    • anonymous
      anonymous on 31 Aug 14
       
      I remember in my first year of teaching saying to myself "this is what I have spent four years training for." I though something is seriously wrong when I was trained to be more of an academic than someone to manage a classroom.
  • It’s easy to imagine that as traditional colleges see their student base decline, many will begin to partner, merge, and purchase fledgling Micro-Colleges and begin incorporating these new areas of study into their own catalog of course offerings. 
  • Since existing colleges bring with them credit-granting accreditation, along with status, credibility, and the ability to offer student loans, in-house Micro-Colleges will likely become a rapidly growing part of campus life. Many colleges will find the Micro-College niche they take on to be the key differentiator between them and other schools.  Using the school-within-a-school approach, core Micro-College programs will become feeder mechanisms for additional types of credentialing.
    • anonymous
      anonymous on 31 Aug 14
       
      Very interesting idea. Judging by what I have heard from students this would be preferable. 
  • anonymous on 31 Aug 14
     
    The concept of "micro colleges" - colleges that offer qualifications at a fraction of the time and cost. What do others think about this? I'm certainly interested as I think the teaching degree of four years is way to long.
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

NASA ADS: Developing 21st century skills through the use of student personal learning n... - 1 views

adsabs.harvard.edu/...2009PhDT.......170M

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • djplaner on 28 Aug 14
     
    Another PhD thesis that "supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills" within a high school setting
djplaner

Purdue OWL: Paragraphs and Paragraphing - 0 views

owl.english.purdue.edu/...01

skills writing

shared by djplaner on 20 Jul 14 - No Cached
  • djplaner on 20 Jul 14
     
    Recommended wanting to brush up on their writing skills.
djplaner

USQ's - Learning centre - 0 views

www.usq.edu.au/...alsonline

skills writing

shared by djplaner on 20 Jul 14 - No Cached
  • djplaner on 20 Jul 14
     
    Various resources that may be useful for those wishing to brush up on skills.
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.
djplaner

The effect of blogging and electronic journaling on writing skills development in high ... - 1 views

search.proquest.com/...751278604

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • djplaner on 28 Aug 14
     
    PhD thesis reporting on the impact of blogs on student writing and seeking to offer advice to help "teachers understand the potential benefits of blogging and journaling to increase the content and voice writing skills of their students"
mari marincowitz

Can a test measure your imagination skills? | ideas.ted.com - 0 views

ideas.ted.com/...-test-measure-your-imagination

shared by mari marincowitz on 16 Aug 14 - No Cached
  • there is growing evidence that the capacity for imagination is tied to something called the “default mode network,
  • the default mode network
  • springs to life
  • ...6 more annotations...
  • whenever you’re thinking about nothing in particular
  • Universities, businesses and government agencies all compete for cognitive “talent,” and they frequently rely on intelligence testing to help them find it. Meanwhile, the evidence that intelligence testing may not work as advertised has been growing
  • you have to think of intelligence — when defined as problem-solving ability — not as a singular quality but as a spectrum. On one end is deductive, rules-based reasoning and on the other is imaginative, possibilities-based improvisation
  • our apparently mindless moments are actually humming with cognitive activity. Instead of letting moments of free time slip away, they say, our brains “capitalize on them to consolidate past experience in ways that are adaptive for our future needs.”
  • Like any human performance metric — IQ, LSAT scores, batting averages — the imagination quotient is intended to predict a competitive advantage
  • “If you have an imaginative capability to envision future possibilities, alternatives and scenarios — that’s going to be predictive [of success] across the board,” he says.
  • mari marincowitz on 16 Aug 14
     
    Albert Einstein said: "Imagination is more important than knowledge." Hopefully there would be more scope in future educational systems to measure those skills. Can imagination be measured in all subjects? In the visual arts, I certainly think it could. Even just from observation in my art classes, it doesn't take much to see which students can "think for themselves" and come up with intelligent solutions to creative problems.
thaleia66

Learning by Design: TPACK in Action - EdITLib Digital Library - 0 views

www.editlib.org/37022

shared by thaleia66 on 03 Nov 15 - No Cached
  • To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning environment, addressing the situated nature and complex interplay of technology, pedagogy and content.
  • thaleia66 on 03 Nov 15
     
    "One criticism of skill-focused technology training, a common practice in teacher preparation, is that these experiences develop teachers' technological knowledge and skills, but fail to challenge their underlying beliefs about teaching and learning, which are more fundamental barriers to technology integration (Ertmer 1999). This criticism stems from the argument that technology knowledge and skills alone are insufficient for teachers to utilize technology and initiate educational change."
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

The Challenges (and Future) of Networked Learning ~ Stephen's Web - 2 views

www.downes.ca/346

networked learning nglpeople connectivism

shared by paul_size on 05 Sep 14 - No Cached
  • djplaner on 05 Sep 14
     
    Presentation from Stephen Downes (slides and audio) - the abstract A conversation about challenges (and future?) of networked learning. A broad understanding of the meaning and potential of networked learning can help educational institutions to rethink their role beyond the provision of LMS and centralized information systems. What skills are needed? What happens if we don't develop them? What kind of technology supports the development of said skills? What's the relation between this and issues of information property and citizenship in a digital context (POSSE models, Indie web movement)?
  • paul_size on 11 Sep 14
     
    The future of networked learning
mari marincowitz

The GEDB Online Learning Platform - 0 views

www.gedb.org/courses

MOOCs edtech

shared by mari marincowitz on 20 Jul 14 - No Cached
  • mari marincowitz on 20 Jul 14
     
    "a free, simple, and quick way to learn new skills, find new education resources, and figure out how to do just about anything a modern teacher or student needs. " For those teaching in a 1:1 iPad learning environment, check out Adam Webster on "Integrating the iPad in the classroom."
thaleia66

The 10 Most Important Work Skills in 2020 - 0 views

www.top10onlinecolleges.org/work-skills-2020

shared by thaleia66 on 19 Sep 15 - No Cached
  • thaleia66 on 19 Sep 15
     
    Followed this link from Jarche's Seek, Sense, Share site and thought it might be pertinent to the digital literacy discussions on the blogs.
sharonngl

20 Tips for Creating a Professional Learning Network - InformED : - 2 views

www.opencolleges.edu.au/...-professional-learning-network

Itngl

shared by sharonngl on 16 Aug 14 - No Cached
  • anonymous on 16 Aug 14
     
    An article providing some useful tips for setting up network for professionals.
  • sharonngl on 06 Sep 15
     
    A way forward for educators who want to develop their skill and incorporate networks into their teaching
Anne Trethewey

Connected Learning: Reimagining the Experience of Education in the Information Age - 1 views

henryjenkins.org/...cted_learning_a_new_parad.html

shared by Anne Trethewey on 30 Aug 14 - No Cached
  • the idea of a learning ecology, within which learning occurs everywhere, and with their goal to remove some of the obstacles which block the flow of information, knowledge, skills, and wisdom between different sectors.
  • ocus here on participation — in the learning process, in the governance of society — since the struggle to achieve a more participatory culture remains one of the central battles of our times.
  • the focus is on valuing the kinds of learning that children and youth value, the kind that is deeply motivating and tied in meaningful ways to their construction of their identity, recognizing that the goal of education in the 21st century should be in allowing young people to discover and refine their own expertise as they follow their passions and inform their interests
  • ...8 more annotations...
  • he concept of “connected learning” remains a “work in progress,” and the best way to make progress is for thoughtful people, across a range of fields, to read, debate, and respond to their provocation and for those of us who find something here to value, to try to put its core principles into play through our work.
  • Connected learning is not, however, distinguished by a particular technology or platform, but is inspired by an initial set of three educational values, three learning principles, and three design principles
  • Equity — when educational opportunity is available and accessible to all young people, it elevates the world we all live in. Full Participation — learning environments, communities, and civic life thrive when all members actively engage and contribute. Social connection — learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity.
  • Interest-powered – Interests power the drive to acquire knowledge and expertise. Research shows that learners who are interested in what they are learning, achieve higher order learning outcomes. Connected learning does not just rely on the innate interests of the individual learner, but views interests and passions as something to be actively developed in the context of personalized learning pathways that allow for specialized and diverse identities and interests. Peer-supported – Learning in the context of peer interaction is engaging and participatory. Research shows that among friends and peers, young people fluidly contribute, share, and give feedback to one another, producing powerful learning. Connected learning research demonstrates that peer learning need not be peer-isolated. In the context of interest-driven activity, adult participation is welcomed by young people. Although expertise and roles in peer learning can differ based on age and experience, everyone gives feedback to one another and can contribute and share their knowledge and views. Academically oriented – Educational institutions are centered on the principle that intellectual growth thrives when learning is directed towards academic achievement and excellence. Connected learning recognizes the importance of academic success for intellectual growth and as an avenue towards economic and political opportunity. Peer culture and interest-driven activity needs to be connected to academic subjects, institutions, and credentials for diverse young people to realize these opportunities. Connected learning mines and translates popular peer culture and community-based knowledge for academic relevance.
  • Shared purpose — Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Today’s social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialized areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals. Production-centered — Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today’s rapidly changing work and political conditions. Openly networked – Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popular culture, educational institutions, home, and interest communities. Learning resources, tools, and materials are abundant, accessible and visible across these settings and available through open, networked platforms and public-interest policies that protect our collective rights to circulate and access knowledge and culture. Learning is most resilient when it is linked and reinforced across settings of home, school, peer culture and community.
  • The urgent need to reimagine education grows clearer by the day. Research has shown that too many students are disengaged and alienated from school, and see little or no purpose to their education
  • The principles of connected learning weren’t born in the digital age, but they are extraordinarily well-suited to it. Connected learning seeks to tie together the respected historical body of research on how youth best learn with the opportunities made available through today’s networked and digital media
  • Connected learning is real-world. It’s social. It’s hands-on. It’s active. It’s networked. It’s personal. It’s effective
  • djplaner on 30 Aug 14
     
    A description of some American academics getting together on the idea of connected learning. The post describes the values and principles underpinning their conception of connected learning.
djplaner

23things - home - 0 views

23things.acfe.vic.edu.au

shared by djplaner on 05 Sep 14 - No Cached
  • djplaner on 05 Sep 14
     
    23things is a "course" used and modified by libraries throughout the world to introduce folk to social media. A way of an organisation helping staff develop some of the skills necessary to recognise some of the potential benefits of NGL
1 - 20 of 34 Next ›
Showing 20▼ items per page