Group items tagged

News article from this morning which I think captures some of the common fears and implications around NGL practices. First there's the whole fear of Wikipedia - where everyone and anyone can edit - and how reputable is. Can a "network" reference resource be as "safe" as a formal/controlled/hierarchical one? Or is it really just a different type of safety? How intelligent use of technology can be used to address these concerns e.g. the @congressedits twitter account making visible what certain people are doing. etc.

The first of a collection of "people" (see the people tag associated with this link) that I (and we) are going to curate using Diigo. The idea is that these people are potentially interesting to follow in terms of NGL. More details of this will be outlined in the week 2 page on the course blog (coming RSN). Clay Shirky is an academic and writer around the Internet and society. One of his talks is mentioned in the week 2 materials.

Some thoughts about the "Reclaim Your Domain" project and its links to education and some ideas related to NGL. I'm exploring how the NGL course blog can be re-developed and extended using the Reclaim Your Domain services. There's also a bit in this post connecting with what identity means in an online/networked environment.

"21st century learner" "professional learning network"

Interesting article about reorganising Blooms taxonomy to start with creating and finish with knowledge

For adult learners - what is the balance between ensuring cognitive overload doesn't discourage learning and offering too much in the way of support so incidental learning doesn't happen?

Deb Thank you for sharing this. Working in the tertiary sector I found this article struck a few notes with me about how we do things and the culture within the organisation in which I work and how I would liek to do things considering all my new knowledge.

A teacher sharing how they use Twitter in a primary classroom with 6 and 7 year old learners. I wonder what protection issues this would raise in the schools of the teachers amongst us?

This article suggests that educators in HE can generate systemic change by engaging in open and informal professional development outside and beyond their own institutions. An interesting read for anyone in a support role in Higher Education.

I found this blog, its not really about NGL but I guess a warning to us all :) and I found it a really interesting read

Wondering if anyone has read this book?

This article provides a good overview for the future of professors, something that I considered at one stage.

Presentation from Stephen Downes - abstract follows ePortfolios and Open Badges are only the first wave in what will emerge as a wider network-based form of assessment that makes tests and reviews unnecessary. In this talk I discuss work being done in network-based automated competency development and recognition, the challenges it presents to traditional institutions, and the opportunities created for genuinely autonomous open learning.

Paper by Harold Jarche explaining his Seek Sense Share Framework.

Thanks Anne, a great paper that illustrates the learning journey that I have been on and am envision for all of us. The paper also encapsulates what we are doing on this course. Thank you!

I really liked this paper. I'm a big believer in self-education and absolutely see the future of do-it-yourself learning. There are so many choices out there and ways of learning. Facilitated training has its place but with so many mobile options PKM is going to be really important. Thanks for sharing. Paul

"This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity"

Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  

Has a map that outlines design methods. Could perhaps be something in which to place BAD/SET, but also to ponder with respect to teachers and digital technologies.

An article that develops a map of different design practices. Given that Assignment 2 is based on "design-based research" and that many of your design instruction/learning for a living (or interest) this should be useful. Where do you place your practice on the map? Where does DBR fit? Can DBR fit in multiple places? Do NGL based learning designs have a particular affinity with anywhere in particular on this map? Personally, I don't think any of these approaches is bad. They each have strengths and weaknesses and each can be done poorly, or brilliantly. But I do think that teachers and researchers tend to cluster toward the left-hand side of the map.

This animate was adapted from a talk given at the RSA by Sir Ken Robinson

There is no doubt that pedagogical practices are being swamped with new technology options. While accessibility to these new technologies and cautious uptake may be slowing integration into teaching strategies, educators in the current market would be wise to consider the following question before embracing the options presented to them: How will this new technology enhance learning in my context?

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)?

The future of networked learning

This may be useful for the second assignment...