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The Design Studio / Developing digital literacies - 2 views

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    JISC funded programme (2011-2013) to promote the development of coherent, inclusive approaches to digital capability across institutions of further and higher education. Links to infoKit and case studies.
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Peer Review of my Proposal - Instructions on How-To Provide Feedback in Edmodo | Dreams... - 2 views

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    Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  
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The Singular Mind of Terry Tao - The New York Times - 1 views

  • ‘Terry is what a great 21st-­century mathematician looks like,’’ Jordan Ellenberg, a mathematician at the University of Wisconsin, Madison, who has collaborated with Tao, told me. He is ‘‘part of a network, always communicating, always connecting what he is doing with what other people are doing.’
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    The greatest mathematician of his generation is characteristed by his participation in a network
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Find your people - Meetup - 2 views

shared by djplaner on 29 Jul 15 - Cached
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    Meetups are one way of using technology to enable connections to be made between people around common interests.
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MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC - Hybrid Pedagogy - 1 views

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    "Building Community in a MOOC"
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    "Building Community in a MOOC"
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    "Building Community in a MOOC"
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    "Building Community in a MOOC"
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Henry Jenkins - Participatory Culture - 1 views

shared by thaleia66 on 10 Aug 15 - No Cached
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    Not exactly connectivism, but I think has many synergies and parallels.
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NGL - 0 views

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    ...why the many can be smarter than the few.
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Social Media and the 'Spiral of Silence' | Pew Research Center's Internet & American Li... - 2 views

  • A major insight into human behavior from pre-internet era studies of communication is the tendency of people not to speak up about policy issues in public—or among their family, friends, and work colleagues—when they believe their own point of view is not widely shared. This tendency is called the “spiral of silence.
  • Not only were social media sites not an alternative forum for discussion, social media users were less willing to share their opinions in face-to-face settings.
  • The traditional view of the spiral of silence is that people choose not to speak out for fear of isolation
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  • People also say they would speak up, or stay silent, under specific conditions.
  • Their confidence in how much they know.
  • The intensity of their opinions.
  • Their level of interest.
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    Social media (network learning) doesn't always change everything. Again perhaps the fear of being "wrong" in public is factor? Being different is hard
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    I found this article really interesting - particularly the hierarchy of relationships in which people were comfortable sharing their views - family, then friends, then colleagues and then facebook or twitter. To me, this suggests that discussions are most likely to occur in situations where people are confident of being accepted regardless of their views on an individual topic. This has interesting implications for teaching - and links in with some of the literature on creating "safe" learning environments. However, I wonder whether we need more of an emphasis on building/strengthening relationships between students - and what implications this has for group sizes, and how we manage learners.
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23things - home - 0 views

shared by djplaner on 05 Sep 14 - No Cached
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    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
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The Challenges (and Future) of Networked Learning ~ Stephen's Web - 2 views

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    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)?
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    The future of networked learning
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Andrew Blum: Discover the physical side of the internet | Talk Video | TED.com - 0 views

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    A TED talk about the physical side of the internet and the pipes that connect us.
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Seeing Like a Network - The Message - Medium - 3 views

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    Article that gives some insights into all of the networks that contribute to modern life and then moves onto to talking about security/threats and some of the digital literacy required to work in computer-based networks
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shelflife records - 0 views

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    Shelflife, the tool Harvard's Library Lab has created to allow users to browse the vast set of information in Harvard's library systems.
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David Weinberger: Too Big To Know | ... My heart's in Accra - 1 views

  • David warns, we still tend to think of knowledge in the ways we did when books had to sit on a single place on the shelf, when knowledge had a single, possible, right form, rather than multiple forms.
    • paul_size
       
      Interesting to see how the perceived information overload may be attributed to the way we tend to think of knowledge.
  • This doesn’t mean there are no facts – but it does mean that people are going to insist on being wrong.”
  • David is actually quite concerned about difference, and just how much difference we can tolerate and still interact and function.
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  • He acknowledges that there’s a human tendency towards homophily, flocking together in groups united by race, gender, belief, socioeconomic status, etc.
  • This can lead to a serious challenge to public discourse – echo chambers that can solidify beliefs, making them more extreme and
  • polarized.
  • ooking for solutions and common ground by trying to get to the facts.
  • To have a good conversation, you need to have 99% similarity and 1% difference.
  • When data.gov released sets of government information, they didn’t clean or normalize it ahead of time – they released raw data. They concluded that it was better to put the data out there than to constrain themselves to information that was consistent and known, for the simple reason that this constraint would have slowed them down badly. Darwin would not have agreed – he spent seven years on one fact.
  • It may be the one approach that’s scaleable
  • why were old knowledge systems so fragile?
  • hese systems assumed knowledge was bounded, settled, orderly and proceeded step by step. But that’s not what knowledge feels like in the age of the internet. It feels unbounded, overwhelming, unsettled, messy, linked and governed by our interests. And those properties are the properties of what it means to be human in the world.
  • raditionally, we’ve handled this by breaking off a brain-sized chunk of the world and getting an expert to understand it. Once we’ve got that expert, we can stop asking questions: we simply ask the expert. Experts, and the credentials that create them, are stopping points. They’re points beyond which we don’t need to look any further.
    • Anne Trethewey
       
      Gatekeeping
  • it challenges our notion of what knowledge is, and introduces the uncomfortable question of how we navigate this new space
  • We tend to assume that knowledge gives us an accurate picture of the world, built up bit by bit, fact by fact. In acquiring knowledge, we nail down each piece with certainty. And we see knowledge as a product of filtering and winnowing – we move from perception to true perception, from a mob of opinion to true belief. Knowledge is about finding gold within the flux.
  • The manifestations of knowledge are at risk, and all it took was the touch of a hyperlink.
  • Links are a new form of punctuation
  • The internet is an environment that’s all about connection and our knowledge is picking up properties of the medium. Knowledge in this space is characterized by the fact that it’s “too much, messy, unsettled, and unstructured”.
  • We don’t just have a lot of information – the information is very messy
  • In a digital age, we simply make playlists. We end up with a mess of information, but it’s a rich and fertile mess.
  • Messiness is an essential feature of how we scale meaning.
  • Moynihan said “everyone is entitled to his own opinion, not his own facts”
  • releasing raw data and letting individuals and groups clean, analyze and share what they find
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May « 2014 « Too Big to Know - 0 views

shared by paul_size on 07 Sep 14 - No Cached
  • And one thing I’ve learned is that everything is interesting if looked at at the appropriate level of detail. Now, it used to be that you’d have to seek out places to plunge in over your head. But now, in the age of the Internets, all we have to do is stand still and the flood waters rise over our heads. We usually call this “information overload,” and we’re told to fear it. But I think that’s based on an old idea we need to get rid of. Here’s what I mean. So, you know Flickr, the photo sharing site? If you go there and search for photos tagged “vista,” you’ll get two million photos, more vistas than you could look at if you made it your full time job. If you go to Google and search for apple pie recipes, you’ll get over 1.3 million of them. Want to try them all out to find the best one. Not gonna happen. If you go to Google Images and search for “cute cats,” you’ll get over seven million photos of the most adorable kittens ever, as well as some ads and porn, of course, because Internet. So that’s two million vista photos. 1.3 million apple pie recipes. 7.6 million cute cat photos. We’re constantly warned about information overload, yet we never hear one word single word about the dangers of Vista Overload, Apple Pie Overload, or Cute Kitten overload. How have the media missed these overloads! It’s a scandal!
    • paul_size
       
      How's this for information overload.
  • For example, in the old days if you watched the daily half hour broadcast news or spent twenty minutes with a newspaper, you had done your civic duty: you had kept up with The News. Now we can see before our eyes what an illusion that sense of mastery was. There’s too much happening on our diverse and too-interesting planet to master it, and we can see it all happening within our browsers
  • t Wikipedia, the articles are often relatively short, but they typically have dozens or even hundreds of links. So rather than trying to get everything about, say, Shakespeare into a couple of thousand words, Wikipedia lets you click on links to other articles about what it mention — to Stratford-on-Avon, or iambic pentameter, or about the history of women in the theater.
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  • And it’s not just the quantity of information that makes true mastery impossible in the Age of the I
  • And just one more thing about these messy webs. They’re full of disagreement, contradiction, argument, differences in perspective. Just a few minutes on the Web reveals a fundamental truth: We don’t agree about anything. And we never will. My proof of that broad statement is all of human history. How do you master a field, even if you could define its edges, when the field doesn’t agree with itself?
    • traceymcgrath
       
      Maybe this means we need to be teaching totally different things - critical thinking, flexibility, the ability to evaluate and tolerate different ideas and influencing skills.
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OpenKnowledge Course Info | Stanford Online - 0 views

shared by djplaner on 08 Sep 14 - No Cached
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    Stanford University open course "OpenKnowledge - Changing the Global Course of Learning".
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Surveying Social Media Art: 2004-2008 (Part 1 of 3) - 0 views

    • mari marincowitz
       
      Always Social is a three-part series that explores the evolving character of social media Art. It contains links to very interesting examples of new forms of Art that grew out of social media and networks.
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The Pedagogy of Play and the Role of Technology in Learning | Mediashift | PBS - 0 views

    • mari marincowitz
       
      Play, according to Levasseur has become a relevant pedagogical tool for education in the twenty first century as it allows learners to continually redirect their paths through experimentation, pattern recognition and making mistakes.
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