Group items tagged

he survey found Facebook has become a really important social ‘glue’ to help build student communities, but that it’s role for teaching purposes is limited.

he also talked about how Facebook brings together different groups of people from different aspects of someone’s life. This theme came up later in the day, when we talked about a private or personal self as opposed to a more professional face.

Yet students also recognized social networks’ potential to distract them and possibly even encourage cheating among classmates.

If nothing else, these reactions by users should end the notions, first, that there is no privacy on the Internet and, second, that youth have no interest in it. What remains fascinating is our ability to observe the re-creation of cultural norms whose existence in the physical world is largely assumed, repressed, or forgotten.

et’s “face” it: Facebook has built the site, and students use it; we in higher education should come to recognize that this universal commercial site is here to stay.

those of us in higher education should be thoughtful about the degree to which outsourcing restricts our control over our products and services in higher education. IT professionals—vice presidents and chief information officers especially—have a responsibility to raise critical questions and perhaps even to teach or coach their administrations about the long-term, and possibly unintended, deleterious consequences of decisions that seem so obvious from a business and financial perspective today. Surrounded by commercialism and its almost irresistible temptations, we must be careful not to sell our souls.

The background to the paper overviews the importance of the creation of an adaptable context that the learner creates to support and retain their own learning. They note ” It is not about learning design it is all about learning environment design”. By letting learning emerge from rich inquiry, collaboration and publication tools, learners are able to play active roles in the creation and sustenance of their own learning contexts. These skills, the contexts and the products of course do not end when the course LMS site is closed, but rather become life long learning attributes and capacity. Thus the creation of a rich learning environment that the student creates, owns and continuous to build with is the major learning outcome, the specific knowledge domain outcomes are useful but less important outcomes in a life long learning context.

The background to the paper overviews the importance of the creation of an adaptable context that the learner creates to support and retain their own learning. They note ” It is not about learning design it is all about learning environment design”. By letting learning emerge from rich inquiry, collaboration and publication tools, learners are able to play active roles in the creation and sustenance of their own learning contexts. These skills, the contexts and the products of course do not end when the course LMS site is closed, but rather become life long learning attributes and capacity. Thus the creation of a rich learning environment that the student creates, owns and continuous to build with is the major learning outcome, the specific knowledge domain outcomes are useful but less important outcomes in a life long learning context.