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Deep-Play.com | Creativity. Technology. Trans-disciplinary Learning. - 0 views

deep-play.com
shared by thaleia66 on 07 Nov 15 - No Cached
  • thaleia66 on 07 Nov 15
     
    "The Deep-Play Research Group at Michigan State University is an inter-disciplinary team focused on developing a better understanding of the issues related to creativity, education and technology."
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Web - An SBS documentary - 0 views

www.sbs.com.au/...web connected learning
shared by adamjosh on 18 Sep 16 - No Cached
ollie1 liked it
  • adamjosh on 18 Sep 16
     
    A relevant documentary about connected learning on SBS. Gives a good demonstration of how transformative the Internet can be to learning in isolated communities.
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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  • written exams will have been replaced by assessment through multimedia portfolios of student work.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.
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Interview with George Siemens - 1 views

www.youtube.com/watch ltngl netgl connectivism
shared by algilbey on 25 Aug 15 - No Cached
Charmian LORD liked it
  • Interview with George Siemens
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Too Big to Know: David Weinberger explains how knowledge works in the Internet age - Bo... - 1 views

boingboing.net/...too-big-to-know-davi.html
shared by djplaner on 25 Aug 15 - No Cached
  • Weinberger presents us with a long, fascinating account of how knowledge itself changes in the age of the Internet
  • That is, the kind of question whose answer depends on what you, personally, do to make the answer come true.
    • djplaner
      djplaner on 25 Aug 15
       
      Begging the question, What are the "good" things to do?
  • He explores the merits and demerits of "echo chambers" -- the fact that it's easier to get stuff done if you exclude those who question all of your axioms
  • djplaner on 25 Aug 15
     
    A reading for Week 6. Apparently not shared to the Diigo group before. Feel free to annotate and discuss
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Groups Vs Networks: The Class Struggle Continues ~ Stephen's Web - 0 views

www.downes.ca/42521
shared by thaleia66 on 26 Aug 15 - Cached
    • thaleia66
      thaleia66 on 26 Aug 15
       
      Group - melting pot; Network - salad bowl. Put in a food metaphor, and suddenly I get it!
  • Groups require coordination. They require a leadership or a leader which is why we get all of this stuff on leadership.
  • Networks, by contrast, require autonomy. That is to say each individual in a network operates independently.
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  • a radical concept. Students can learn autonomously. Who would have believed?
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What is Open Pedagogy? | Teaching and Learning Innovations at CI - 1 views

tlinnovations.cikeys.com/...what-is-open-pedagogy openpedagogy netgl asteacher
shared by djplaner on 27 Aug 15 - No Cached
  • Agency, risk, creativity, unpredictability, empowerment — these are characteristics of open pedagogy that are much tougher to cultivate in an LMS.
  • djplaner on 27 Aug 15
     
    Academic talks about adopting open pedagogy. An approach that has a lot of resonance with netgl
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Manuel Lima: A visual history of human knowledge | TED Talk | TED.com - 3 views

www.ted.com/...ual_history_of_human_knowledge network bad knowledge set dejavu
shared by djplaner on 29 Aug 15 - No Cached
Charmian LORD liked it
  • djplaner on 29 Aug 15
     
    A TED talk that highlights the transition from the traditional view of human knowledge (hierarchical) to the more modern view (networked). Makes a few points in passing on the limitations and problems with the hierarchical view. This probably would have been a good video to start the course, but I've only just listened to it. Haven't watched the video - I imagine it's even more impactful than the audio
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How Twitter Users Can Generate Better Ideas - 1 views

sloanreview.mit.edu/...sers-can-generate-better-ideas diversity networks innovation
shared by djplaner on 29 Aug 15 - No Cached
  • Jobs instructed the architect of Pixar’s new headquarters to design physical space that encouraged staff to get out of their offices and mingle, particularly with those with whom they normally wouldn’t interact. Jobs believed that serendipitous exchanges fueled innovation
  • The more diverse a person’s social network, the more likely that person is to be innovative.
    • djplaner
      djplaner on 30 Aug 15
       
      When it comes to teachers engaging with e-learning, how diverse are their networks?
  • Just exposing oneself to diverse fields, opinions and beliefs on Twitter by itself is not sufficient to enhance innovativeness. Additional capabilities are needed to ensure that the ideas triggered via Twitter can be transformed into actual innovative outcomes
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  • In particular, two activities emerged as being significantly correlated with increasing individual absorptive capacity and personal innovation: “idea scouting” and “idea connecting.” In an earlier paper that two of us coauthored, we defined an idea scout as an employee who looks outside the organization to bring in new ideas. An idea connector, meanwhile, is someone who can assimilate the external ideas and find opportunities within the organization to implement these new concepts.5
  • djplaner on 29 Aug 15
     
    Description of research exploring the impact of network participation and diversity on the quality of ideas/innovation.
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http://conference.anglicanschoolsaustralia.edu.au/files/Stage1_RufusBlack_Gen%20E%20-%2... - 0 views

conference.anglicanschoolsaustralia.edu.au/...r%20Be%20Disrupted%20World.pdf
shared by sharonngl on 30 Aug 15 - No Cached
  • sharonngl on 30 Aug 15
     
    Something my headteacher passed onto me. A great read about where we as are today regarding Globalisation and digitalisation. It also tells us what we as a country need to do to increase our interaction with other countries and digitalisation in the future. A fantastic example of why we need to introduce NGL to young people.
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The Power of the 2 x 2 Matrix: Using 2 x 2 Thinking to Solve Business ... - Alex Lowy, ... - 1 views

books.google.com.au/books Learning styles adult learners
shared by murramumma on 01 Sep 15 - No Cached
  • murramumma on 01 Sep 15
     
    Kolb's Learning styles inventory for adult learners
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Critique of Connectivism - PhD Wiki - 1 views

sites.google.com/...critique-of-connectivism issues
shared by djplaner on 01 Sep 15 - No Cached
  • djplaner on 01 Sep 15
     
    A collection of critiques of connectivism (more as a theory than anything else) written as part of a PhD thesis. One of the readings for week 7 (at least in 2015) and one of the list of "issues" links I'm (overdue in) creating.
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Watch The Next Web's Vine, "There's an app for that... 1980's vs. 2015 [created by Harv... - 1 views

vine.co/evPXEPpTYDx history future
shared by djplaner on 24 Aug 15 - No Cached
  • djplaner on 24 Aug 15
     
    A Vine that illustrates the evolution of technology on a office desk from 1980 to 2015. Two questions. What would a similar Vine of a classroom look like? This Vine shows an evolution over the last 25 years, what would a 2040 Vine look like? What would it would look like for your classroom.
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Re-imagining school | Playlist | TED.com - 1 views

www.ted.com/...re_imagining_school
shared by thaleia66 on 13 Aug 15 - No Cached
  • What we're learning from online education Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.
  • djplaner on 13 Aug 15
     
    The xMOOC approach - which is the label for Coursera and most of the "AI" driven MOOCs - is taken a very automated approach. The idea that algorithms and automation can help. Personally, I think this is an incomplete foundation for learning. For me networked learning is better based on the idea of using technologies to help/augment people, rather than remove them from the process. The cMOOC approach is more along those lines, but has only started to scratch the surface.
  • thaleia66 on 16 Aug 15
     
    I wonder whether different kinds of MOOCs are more suited to different contexts or to different disciplines, or even to different learning styles or aptitudes? For me, the more ad hoc nature of a cMOOC approach seems somewhat incomplete also. There are times when I'd rather put myself in the hands of a trusted, experienced guide, and if this guide has recognised the common pitfalls on the trail - through algorithms and automation - all the better. I wonder if there's room for a blended approach. Aren't you using algorithms and automation to grade our work for this course, David?
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The Difference: How the Power of Diversity Creates Better Groups, Firms ... - Scott E. ... - 0 views

books.google.com.au/books
shared by sharonngl on 16 Aug 15 - No Cached
  • sharonngl on 16 Aug 15
     
    Group learning
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Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 1 views

www.irrodl.org/...1103%2522 connectivism learning theory review
shared by Charmian LORD on 17 Aug 15 - No Cached
  • To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future?
  • If older theories are to be replaced by connectivism, then what are the grounds for this measure?
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...8 more annotations...
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information.  Simply put, “The capacity to know is more critical than what is actually known” (Siemens, 2008, para. 6)
  • The developmental implications of Downes’ definitions of learning and knowledge are far-reaching.  If learning transpires via connections to nodes on the network, then it follows that the maximization of learning can best be achieved through identifying the properties of effective networks, which is precisely what Downes sets out to achieve in Learning Networks and Connective Knowledge.
  • Siemens (2006b) highlights other factors that may inform the development of a new learning theory, namely “how we teach, how we design curriculum, the spaces and structures of learning, and the manner in which we foster and direct critical and creative thought in our redesign of education” (p. 6).
  • roponents of connectivism are “exploring a model of learning that reflects the network-like structure evident in online interactions,” (p. 12) but is this enough to constitute its formulation as a new learning theory, and does connectivism have anything new to offer?
  • the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education
    • Charmian LORD
      Charmian LORD on 17 Aug 15
       
      do I classify as young? :)
  • his will undoubtedly cause friction in institutions and class rooms, particularly as (adult) educators themselves do not always feel comfortable with the new developments because they have not been shown adequately, or explored for themselves, how the new and emerging technologies could enhance their working practice.
    • Charmian LORD
      Charmian LORD on 17 Aug 15
       
      This is the issue I am facing.  People need time to work it out, good questions about the use of technology and information about how it will not increase their workload or decrease it (leading to a lack of work).  Is this possible?  How possible?
  • A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right.  Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.
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Networks as Relationships - Keep Learning - 1 views

learning.instructure.com/...networks-as-relationships
shared by ozangel4 on 19 Aug 15 - No Cached
    • ozangel4
      ozangel4 on 19 Aug 15
       
      How fun this could be. Especially as an ice breaker.
  • djplaner on 19 Aug 15
     
    One explanation of networks and what they are.
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Technological, Pedagogical and Content Knowledge - ICTEvangelist - 1 views

ictevangelist.com/agogical-and-content-knowledge
shared by ozangel4 on 19 Aug 15 - No Cached
    • ozangel4
      ozangel4 on 19 Aug 15
       
      I found this wonderful to know that there has been a model to help us make sense of how we can coordinate and stimulate learning with the use of ict in the classroom
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