Voices of Youth - 0 views
New structures of learning: The systemic impact of connective knowledge, connectivism, ... - 5 views
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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.
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long timeline of slow change
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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
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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."
The Characteristics of a Digitally Competent Teacher (Infographic) - 1 views
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This infographic featured on eLearning Infographics was created by Daily Genius, and shows 7 vital characteristics of the digital_savvy teacher." Being a proper digitally competent teacher is not as simple as one may think. The Characteristics of a Digitally Competent Teacher InfographicIn clarifies and explains some of the most important characteristics that a digitally competent teacher must have.
Magellan Lyric Video Contest: Circumnavigation as Crowdsourcing | AmusED - 0 views
Educational Technology Infographics - 1 views
Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 0 views
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The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint.
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“the main challenge lies in the real transition to a less tutor-led approach to learning...content will not be delivered to learners but co-constructed with them
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However, their practice is still substantially shaped by traditional teaching modes, prescriptive learning outcomes, normative expectations, and conventional hierarchies
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Social Networks: What Maslow Misses | Psychology Today - 1 views
Networked Student - YouTube - 2 views
Tony Bates - 0 views
AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views
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Students engaging in networked learning research must be more self-directed
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balance between structure and learner autonomy
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take an active role in the learning process by making decisions
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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. "
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