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djplaner

Trouble at the Koolaid Point - Serious Pony - 2 views

seriouspony.com/trouble-at-the-koolaid-point

problems

shared by djplaner on 09 Oct 14 - No Cached
  • djplaner on 09 Oct 14
     
    Kathy Sierra was very well known in the software development community and online. Her experience - a number of years ago and with ramifications now - of the networked world clearly illustrates some of the negatives of that world, especially when it is misused. Beyond the experience, this post also provides an insight into the community of trollers, their practices and the terminology.
debliriges

elearnspace › Innovation in open online courses - 0 views

www.elearnspace.org/...ovation-in-open-online-courses

innovation online courses connectivism mooc

shared by debliriges on 08 Oct 14 - No Cached
  • debliriges on 08 Oct 14
     
    Focus on improving the social experience of learners. Approaches to address the problems of limited social contact between learners; limited timely support; limited engagement in developing knowledge together; persistence of MOOC courses; limited search functions; adaptivity of courses.
djplaner

News for High Schools: Digital Media Plus Teaching Equals Support for Freedom | Mediash... - 0 views

www.pbs.org/...ing-equals-support-for-freedom

mobile

shared by djplaner on 07 Oct 14 - No Cached
  • Student news diets are increasingly digital, social and mobile. In 2007, for example, only 8 percent of students surveyed reported consuming news and information daily through mobile devices. This time around, 62 percent do – an all-time high.
  • djplaner on 07 Oct 14
     
    Reports on some survey findings etc - 62% of students reported consuming news and information daily through mobile devices
djplaner

Ethics of teaching with social media - 0 views

bit.ly/1uqKVXX

ngl ethics socialmedia

shared by djplaner on 06 Oct 14 - No Cached
  • djplaner on 06 Oct 14
     
    PDF of paper presented at ACEC 2014 which appears to be of relevance to some of you. Abstract follows. This paper goes beyond the commonly held concerns of Internet safety, such as cyberbullying. Instead, it explores the ethical dilemmas we face as teachers when using social media, in particular social networks, in the classroom. We believe old ideas of respect and culture of care for children and young people need to be reconstructed around new media. This paper draws on the authors' experience in teaching with, and researching students' use of, social media in the classroom. In this paper we explore the ethical issues of consent, traceability, and public/private boundaries. We tackle the complex issue of the rights around virtual identities of the students followed by a discussion on the ethics of engaging students in public performance of curriculum and their lives. Finally we discuss the ethical dilemma involved in recognising and responding to illicit activity. While we reflect on our own response to these dilemmas and propose a dialogic process as the way forward, we also return to the argument that these ethical choices are dilemmas in which most, if not all, options are unpalatable or impracticable
anonymous

A Principal's Reflections: Learning Artifacts - 0 views

esheninger.blogspot.com.au/...learning-artifacts.html

knowledge-creation reflections education

shared by anonymous on 05 Oct 14 - No Cached
  • anonymous on 05 Oct 14
     
    I found this article in my search for networked and global learning examples. I think it is a great demonstration of the principles.
anonymous

http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2012)16&do... - 0 views

www.oecd.org/...publicdisplaydocumentpdf

learning education connectivism knowledge-building

shared by anonymous on 02 Oct 14 - No Cached
  • anonymous on 02 Oct 14
     
    INNOVATIVE RESEARCH-BASED APPROACHES TO LEARNING AND TEACHING
Anne Trethewey

The Computer Delusion by Todd Oppenheimer - 2 views

www.theatlantic.com/...computer.htm

shared by Anne Trethewey on 20 Sep 14 - Cached
  • Anne Trethewey on 20 Sep 14
     
    And article written in July 1997 about computers in education. An interest walk down memory lane...though a number of the points raised are still heard in the ed-tech debate today!
anonymous

http://www.fi.uu.nl/publicaties/literatuur/EducationalDesignResearch.pdf - 0 views

www.fi.uu.nl/...EducationalDesignResearch.pdf

shared by anonymous on 20 Sep 14 - No Cached
  • anonymous on 20 Sep 14
     
    Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2014). Introducing Educational Design Research.   Retrieved Sept 20, 2014, from http://www.fi.uu.nl/publicaties/literatuur/EducationalDesignResearch.pdf
anonymous

mattering in education - Google Search - 2 views

scholar.google.com.au/scholar_url

education

shared by anonymous on 17 Sep 14 - No Cached
paul_size

Personal Learning Networks: Using the Power of Connections to Transform Education: Will... - 3 views

www.amazon.com/...ref=as_li_ss_til

nglpeople learning

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    Review Will Richardson and Rob Mancabelli have created an essential book for educators, students, and anyone concerned about the future of education. Personal Learning Networks provides the perspectives and the processes we need to use personal learning networks to become educated, empowered and ready for the global economy. --Jason Ohler, Professor Emeritus, Educational Technology, University of Alaska, Juneau This book presents an innovative, comprehensive strategy for reinventing education to meet the needs of 21st century students and society. Much more than familiar rhetoric on what is wrong with education, the authors provide a compelling vision for education as it could and should be and a road map to help get us there. Mancabelli & Will Richardson have provided us with a step-by-step guide to create globally-connected classrooms, implement powerful project-based curriculum, and introduce our students to tools and technologies with transformative potential. --Angela Maiers, President of Maiers Educational Services, Clive, Iowa This book is chock-full of useful information and highlights numerous practitioners who are walking the walk. A fantastic resource for administrators, teachers, policymakers, and others who are trying to lead their organizations into the digital, global world in which we now live. --Scott McLeod, Director at UCEA Center for Advanced Study of Technical Leadership in Education, Ames, Iowa
paul_size

NGL - 0 views

curriculum.org/...TLCPEarlKatz.pdf

learning nglpeople connectivism

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    ...why the many can be smarter than the few.
paul_size

http://www.csus.edu/indiv/s/stonerm/blogging_to_learn.pdf - 3 views

www.csus.edu/...blogging_to_learn.pdf

blogging

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    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?
Brendon Willocks

iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views

willocksb.wordpress.com

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • previous Blog post
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Reference to previous thinking in relation to NGL. Not 100% sure here how to add the spta tage. #spta
  • r 8 Humanities class and also my Yr 12 ITS classes
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Turn to face-to-face network for information first. Perhaps this is just a comfort zone. I need to a more PCP approach. #spta
  • Flappy Golf
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Multiple links to external sites. I wonder if this link opens in a new browser window, or if it is the same. ??? Dont want it to be the same window becasue we always want to keep the user on the original blog. #spta
  • ...41 more annotations...
  • poll.
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
    • djplaner
      djplaner on 18 Aug 14
       
      I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
  • “Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
  • learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
  • it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
  • We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
  • “transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
  • Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
  • Learning is a process of connecting specialized nodes or information sources
  • The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
  • When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
  • ‘As Student’
  • “It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
  • Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
  • ‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
  • feeding forward’, as identified by Downes (2011).
  • “We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • ‘As Student’
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • feeding forward’, as id
  • We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • d social bookmarking in t
  • “Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
  • ‘The past always looks easy and the future always looks challenging’.
  • Our information overload is a filtering issue and we are having filter failure.
  • lexibility is the greatest strength.
  • online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
  • Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.
  • “Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
  • Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
anonymous

Webpage of Jill Walker Rettberg - 1 views

jilltxt.net/

shared by anonymous on 12 Sep 14 - Cached
  • anonymous on 12 Sep 14
     
    Jill Walker Rettberg is a professor of digital culture at the University of Bergen and posts regular articles on online learning.
anonymous

Blogging as a Tool for Reflection and Learning - 1 views

www.virclass.net/...17842056574abc85cdf304e.pdf

shared by anonymous on 12 Sep 14 - No Cached
  • anonymous on 12 Sep 14
     
    Associate Professor Jill Walker Rettberg talks about why blogging is useful for learning.
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