Group items tagged

I agree with Sarah that using social networking tools for a course increases the amount of interaction and probably encourages more assessment of how people interact together. I

I wonder for people who already use these tools if the community of a course would really feel any different than the community of their friends.

f we’re trying to create lifelong learners, then using social networking tools for learning might be more effective. It has a stronger intrinsic context for interacting with others than a more artificial classroom environment. Practice that is as close to real life as possible is more effective, so practicing using tools for learning in the real world should make it easier for students to transition out of the course and continue using the tools.

Learner input into the place, strategies and content of the instructional program The system recognizes that its instructional program is not the same as the learnign that happens to the students no prerequisite learning requirements learners know and can influence the expected learning outcomes the system is scalable providing cost effective learning opportunity the system uses communications and information processing technologies effectively the system uses testing and evaluation to diagnose and help learners the system employs ‘distance’ in the positive development of learner autonomy the system works within the learners context and concentrates on enriching that context, not on bringing the student to specialized institutional learning contexts the system works with other community institutions and resources to enrich the “learning society”

access related criteria (finance,  age and prerequisite requirements etc) Place and pace of study Means - referring to choice of media to be used Structure of the program - defining learning objectives, what content to skip etc. Support services

Had a core group of either paid or highly motivated contributors • Members workplaces shared much common structural characteristics – similar job requirements, organization etc. • Strong norms of collective behaviour: Members shared common social codes and ‘best practices’ • Trust, affiliation and other affective characteristics were nourished • The network had means to collectively censure inappropriate behaviour • The NOP used an appropriate set of distributed tools to effectively accomplish these goals.

ou just start to blog, read blogs and comment on blogs with content related to education and/or learning. But it can be a lonely world if nobody reads your posts. Thus, an aspiring edublogger needs to develop the set of network relationships such that their posts are read and responded to – in essence becoming a full member of the NoP. This is perhaps best accomplished by reading the blogs of others, commenting on them, noting the Blog role listings of other edubloggers that favorite authors are following, reading and responding to and gradually moving into the existing flow. Then, through immersion into the network (caused mostly by allocating  time to read, and  talent to originate and respond) the Edublogger  learns what content is appreciated, commented on and that leads to ongoing discourse

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.

63.6% for the 2002-2003 period. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12).

Nor do we know how to create and structure collaborative activities within independent study courses so that desirable characteristics of both collaboration and learner pacing can be retained. Further, we know little about demographics, learning styles, attitudes, or lifestyles of students who are more likely to appreciate and participate in collaborative activities at a distance.

Face-to-face interviews

ARUN JAITLEY: We must follow the example of what United States did after 9/11. We are more vulnerable them and we must be a tough state and not a soft state. Out intelligence network, our security response, our legal framework all need an overhaul and all need a strengthening. When all of them see the political establishment is weak on terrorism, each one of them collapses. That’s where the basic change is required.

Right when this was occurring, the relationship between 9/11 and Mumbai began to be made by the media.

It means the state has to then follow the playbook laid out by the Bush Administration right after it experienced of course its 9/11. Which is to say you then go and start a war against an adversary that you claim did the attack and simultaneously, you begin to create a security apparatus inside your state to restrict the civil liberties of all people who live within that country.