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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The #TeacherSelfie project is encouraging teachers to "show off yourself, your classroom, or any of your passions in life to the rest of the teachers around the world.
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New structures of learning: The systemic impact of connective knowledge, connectivism, ... - 5 views
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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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barriers to the creation of content and information
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This timeline has enabled anyone with access to an internet connection to create and share information.
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The barriers of expense and technical expertise - such as printing presses - are now lowered to the ease of creating a blog or podcast.
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validating information accuracy
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increased ease of content creation is the ability for conversations to occur,
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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
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For many individuals, the reduced cost of information communication technologies reduces the economic barrier of participating in global conversations.
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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.
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unattainable due to cost and access
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Knowledge - the core product and source of engagement in education - has become increasingly fluid
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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)
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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)
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vital combat of lucidity
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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.
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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.
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adoption of innovation and systemic views of change.
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adoption of innovation and systemic views of change.
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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.
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New trends drive innovation
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when educators, school systems, and research groups begin to adopt new approaches for learning.
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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.
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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?
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Once spaces
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complex problem solving through collaboration, and new relationships between educational institutions and society are all possible as systems ch
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catalyst and push-back factors
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Social pressures were building that resulted in the eventual eruption of political reorganization.
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Prior Learning Assessment and Recognition
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Yet learning occurs in many places, formats, and process
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limitless dimensions exist in our learning (
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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.
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(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.
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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:
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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)
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carrier of patterns of previous reasoning
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hierarchical mindset exists with regard to educational content
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classification schemes of individuals such as Aristotle and Linnaeus
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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
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structure content and interaction into hierarchical structures.
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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.
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an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
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suggests a certain view of
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learning
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Learning is seen as bounded, structured, managed by a single expert (the teacher),
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different affordances
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ecology of learning with
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If ecologies are the spaces of learning, then networks are the structures of learning.
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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.
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A pedagogy of participation
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Davidovitch (2007) suggested, "The call for a new pedagogy to accompany new instructional technologies, however, has largely remained unanswered."
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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.
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duplicate the structure of a classroom, little innovation is seen
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pedagogy of oppression
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discussion of participatory pedagogies
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Learners are able to contribute to existing curricula.
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Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
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progressively rigid intellectual property laws or increased emphasis on learning outcomes
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an attempt to create an educational system that recognizes the fluidity of learning and knowledge,
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Questions shaping future directions
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When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around
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Content is not filtered according to the ideology of one professor.
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MIT's OpenCourseWare
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A fluid network of relationships
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Accreditation is a value statement.
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learner has sufficiently engaged with the knowledge of a domain to be worthy of a particular designation
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Some prefer a high degree of social interaction, while others prefer a more individual approach.
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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
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Existing services like Diigo[8], Amazon[9], Digg[10], and StumbleUpon[11] provide a glimpse of what a rating system might
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brokering
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funding model of universities relates to providing support for educators and i
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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.
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Why is there still large investments being made in brick and mortar and not alternative deliveries?
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e primacy of the educator and the role of the learners as receptive agents
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learning management systems
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Subscription fees to
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as a source of guidance
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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."
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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.
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Magellan Lyric Video Contest: Circumnavigation as Crowdsourcing | AmusED - 0 views
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History teacher outlining a project to crowd source video submissions for a popular song with lyrics re-written to be about Magellan. Looking to get video submissions from around the world.
Educational Technology Infographics - 1 views
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How to see Diigo annotations | An experiment in Networked & Global Learning - 2 views
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General advice on what needs to be in place before being able to see shared group annotations via Diigo.
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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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Both these examples illustrate how students are taking control of their learning with the result that many currently perceived novices are actually becoming silent experts in how, where, and by whom they want to be educated (Alexander, 2003; Schmidt et al., 2009, on the emergence of peer-to-peer interaction)
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I'm personally not sure how widespread this practice is? There is a significant rise in student created Facebook groups around courses.
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A reading I might set for week 6 - but perhaps only for a skim. Might be worth a skim anyway. But you do need to make your own call on this.
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Social Networks: What Maslow Misses | Psychology Today - 1 views
www.psychologytoday.com/...-networks-what-maslow-misses-0
maslow motivation socialmedia social media connectivism
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Networked Student - YouTube - 2 views
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One concept of how a "networked student" would work in a connectivist setting.
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Tony Bates - 0 views
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Online learning and distance education resources for post-secondary education Resources for students, faculty and academic administrators links to Open textbook 'Teaching in a digital age'
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Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable ... - 0 views
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Fundamental change in education The nature of knowledge and implications for teaching Theories of learning for a digital age Methods of teaching
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Julie Lindsay: How to go Global - Lead, Learn, League - 0 views
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Check out Julie's keynote from the Global Education Conference 2013. 'Going Global' is a mindset rather than a plane ticket
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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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Raises the question - what about those students who do not possess these skills?
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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?
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balance between structure and learner autonomy
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Recognises that particular skills are require and may need to explicitly taught.
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take an active role in the learning process by making decisions
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If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
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The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
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The students in this study are in effect, networked learners in training.
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Love this view of students working to acquire NGL skills - "networked learners in training"
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A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
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Figure 2: The Networked Student
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A model of the networked student. Like how it incorporates all aspects of a students life, not just online!
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He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
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He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
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This is a really nice line. I like the idea that through collaboration we can leverage off diversity.
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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
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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.
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A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
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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.
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To achieve depth of understanding, students still require teacher assistance and guidance.
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I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
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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).
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Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
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The personal learning environment can take the place of a traditional textbook
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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?
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Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
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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.
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I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.
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"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).
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scaffold the learning process
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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.
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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.
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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.
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It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
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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).
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The networked student follows a constructivist approach to learning.
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The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
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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.
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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.
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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).
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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).
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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).
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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.
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Learning potential exists in what the student does with the compilation of content and how it is synthesised.
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exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
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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.
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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.
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The process and tools are overwhelming to students if presented all at once.
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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
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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.
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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.
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cognitive apprenticeship model
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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.
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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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Conference Papers, Networked Learning Conference 2014 - NLC2014 - 1 views
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A range of conference papers from the Ninth International Conference on Networked Learning 2014.
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Thanks Paul, great range of papers relating to networked learning in higher education context.
