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Joh Fra03

chi2003-privacy.pdf (application/pdf Object) - 0 views

www.ics.uci.edu/...chi2003-privacy.pdf

privacy network web

shared by Joh Fra03 on 10 Dec 08 - No Cached
  • Joh Fra03 on 10 Dec 08
     
    alen, L., & Dourish, P. (2003). Unpacking "privacy" for a networked world Retrieved Dec. 2007 from http://www.ics.uci.edu/~jpd/publications/2003/chi2003-privacy.pdf.
Joh Fra03

Web Learning about Web Learning for teachers | Virtual Canuck - 0 views

terrya.edublogs.org/...108

anderson example

shared by Joh Fra03 on 10 Dec 08 - Cached
  • The process began three weeks ago with the course authors drafting and sharing for comment,  a proposed syllabus (using Google docs). In order to maintain consistency each ‘module’ consists of an introduction, 12-15 ‘screens’ of content, a summary, a multiple choice quiz and a list of resources for further exploration. The design model also insists that modules are not cross linked to allow for modular use as learning objects. The Google docs spreadsheet module was employed so the content, and especially the learning outcome of each ‘screen’ is articulated by the author and vetted by the ‘ expert consultant and other members of the development team. Each module is designed to take 60-90 minutes of end user time to complete. Fortunately, Epigeum technicians and media experts will actually create the screens which  (I understand) will make liberal use of video, animation and other multimedia resources. The modules are formatted to meet IMS content packaging standard so that they can ‘eaten up’ and delivered by a variety of LMS (OK make that VLEs, in the UK) delivery systems.
    • Joh Fra03
      Joh Fra03 on 10 Dec 08
       
      Example of an excercise
Joh Fra03

The Theory and Practice of Online Learning - 0 views

www.aupress.ca/...120146

anderson book scholarly

shared by Joh Fra03 on 10 Dec 08 - Cached
  • Joh Fra03 on 10 Dec 08
     
    A must read!!
Joh Fra03

IPT 692R: Introduction to Open Education - 0 views

open.byu.edu/ipt692r-wiley

course openaccess thesis open education

shared by Joh Fra03 on 05 Jan 09 - Cached
  • Joh Fra03 on 05 Jan 09
     
    Must take this course!!
Joh Fra03

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/?view=article&id=539

research journal academic socialsoftware

shared by Joh Fra03 on 05 Jan 09 - Cached
  • Joh Fra03 on 05 Jan 09
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software by: Catherine Mcloughlin, Mark JW Lee Innovate Journal of Online Education, Vol. 4, No. 5. (2008)
Joh Fra03

Edublogers as a Network of Practice | Virtual Canuck - 0 views

terrya.edublogs.org/...ogers-as-a-network-of-practice

NOPs anderson blog

shared by Joh Fra03 on 05 Mar 09 - Cached
  • 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
Joh Fra03

Concept map - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Concept_map

6772 theory conceptmap mindmap

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    "A concept map is a way of representing relations between ideas, images or words, in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping students see how individual ideas form a larger whole.[2] Concept maps were developed to enhance meaningful learning in the sciences. A well made concept map grows within a context frame defined by an explicit "focus question," while a mind map often has only branches radiating out from a central picture. There is research evidence that knowledge is stored in the brain in the form of productions that act on declarative memory content which is also referred to as chunks or propositions [3][4]. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them."
Joh Fra03

Social Networks, the Next Educational Tool? :: Inside Higher Ed :: Higher Education's S... - 0 views

www.insidehighered.com/...social

facebook

shared by Joh Fra03 on 28 Jan 09 - Cached
  • Yet students also recognized social networks’ potential to distract them and possibly even encourage cheating among classmates.
Joh Fra03

On Open, distance, e-learning and other name confusion | Virtual Canuck - 0 views

terrya.edublogs.org/...rning-and-other-name-confusion

open_learning anderson thesis

shared by Joh Fra03 on 16 Jan 09 - Cached
  • 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
Joh Fra03

Kapp Notes: Teens, Tweens and Social Networking - 0 views

karlkapp.blogspot.com/...ens-and-social-networking.html

facebook socialnetworking

shared by Joh Fra03 on 28 Jan 09 - Cached
  • Online social networking is now so deeply embedded in the lifestyles of tweens and teens that it rivals television for their attention...Nine- to 17-year-olds report spending almost as much time using social networking services and Web sites as they spend watching television. Among teens, that amounts to about 9 hours a week on social networking activities,compared to about 10 hours a week watching TV.
  • any students engage in highly creative activities on social networking sites...Overall, an astonishing 96 percent of students with online access report that they have ever used any social networking technologies, such as chatting, text messaging, blogging and visiting online communities
  • Eighty-one percent say they have visited a social networking Web site within the past three months and 71 percent say they use social networking tools at least weekly.
  • ...1 more annotation...
  • Students report that one of the most common topics of conversation on the social networking scene is education. Almost 60 percent of students who use social networking talk about education topics online and, surprisingly, more than 50 percent talk specifically about schoolwork.
Joh Fra03

Social Software, libraries & e-learning » Blog Archive » More about Facebook - 0 views

elearning.lse.ac.uk/...more-about-facebook

facebook

shared by Joh Fra03 on 28 Jan 09 - Cached
  • 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.
Joh Fra03

Facebook as LMS? « Experiencing E-Learning - 0 views

christytucker.wordpress.com/...facebook-as-lms

facebook

shared by Joh Fra03 on 28 Jan 09 - Cached
  • 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.
  • ...1 more annotation...
  • The field test for one of the courses I developed recently finished, and I got the initial feedback today. This is the first course where I have used blogs, wikis, and other tools. A lot of what students do for this course is outside of the LMS, but they also come back in for the discussion boards. One point in the feedback was that students had a hard time jumping back and forth between the blogs and the discussion boards. The conversations didn’t seem connected to each other, and the discussions “didn’t have a home.” It is one of the problems with all of these tools that everything is so scattered. RSS can aggregate a lot of content into one place, but you still have to be able to bounce back and forth between resources and connect it all. Using these tools creates a much less centralized experience than a traditional LMS.
Joh Fra03

Bounded Learning Communities - 0 views

carbon.cudenver.edu/...BLCs.html

otl4 coummunity building ELearning

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    Shared Goals Students in this class are focused on certain goals we have in common. Projects and activities give us a sense of working together for something worthwhile. Safe and Supportive Conditions People feel comfortable expressing their thoughts
Joh Fra03

TheRecord.com - Life - Teachers use Facebook to reach students - 0 views

news.therecord.com/...404479

facebook

shared by Joh Fra03 on 31 Jan 09 - Cached
  • MacNeil was already using his own website to post assignments, useful links and samples of work in his communications-technology class, so Facebook seemed a logical next step.
  • Looking through Vaughan's class Facebook page, there are several discussion topics being debated daily and students -- old and new -- posting messages by the hour.
  • "It wasn't that it was any better than sending an e-mail or anything like that, it was that they seemed more willing to accept that media over the other ones,'' says MacNeil.
  • ...2 more annotations...
  • Vaughan says it was his students' idea to use Facebook and he has introduced it for the past three semesters with growing success."The students wanted to use it because it's a tool they already use and they (student teachers) also wanted to see if it was a tool they could use with their students in the future.''
  • eachers "are able to leverage a tool students already use instead of asking them to learn how to use a separate application,'' she says.
Joh Fra03

Social Care Online: A fine balance: instructor self-disclosure in the classroom. - 0 views

www.scie-socialcareonline.org.uk/profile.asp

shared by Joh Fra03 on 23 Jun 09 - Cached
  • Joh Fra03 on 23 Jun 09
     
    A fine balance: instructor self-disclosure in the classroom.
Joh Fra03

Presentation by Anderson - 0 views

admin.na3.acrobat.com/...p34475613

social_software

shared by Joh Fra03 on 08 Feb 09 - No Cached
  • Joh Fra03 on 08 Feb 09
     
    Social software
Joh Fra03

Theory and Practice of Online Learning - 0 views

epe.lac-bac.gc.ca/...intro.html

anderson terry book theory elearning

shared by Joh Fra03 on 09 Dec 08 - Cached
  • Taylor, J. (2001). The future of learning—learning for the future: Shaping the transition. Proceedings of the 20th ICDE World Congress. Retrieved April 22, 2004, from http://www.fernuni-hagen.de/ICDE/D-2001/final/keynote_speeches/wednesday/taylor_keynote.pdf
  • Joh Fra03 on 09 Dec 08
     
    great resource
Joh Fra03

http://newmediaworkshops.com/telblog/?p=33 - 0 views

newmediaworkshops.com/telblog

shared by Joh Fra03 on 17 Oct 09 - Cached
  • group of students who are currently frustrated by the time-paced OMDP online delivery mode.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      Students who are dissatisfied with e-learning
  • does one encourage the development and synthesis of a student’s ideas without relying the need for other students to ‘converse’ with that student in a timely fashion?
Joh Fra03

Connectivism Outline - LTCWiki - 0 views

ltc.umanitoba.ca/...Connectivism_Outline

connectivism course open do-this

shared by Joh Fra03 on 01 Feb 09 - Cached
  • Joh Fra03 on 01 Feb 09
     
    You must use this!!! take this course by your self.
Joh Fra03

Paulo Freire, Pedagogy of the Oppressed - 0 views

www.marxists.org/...pedagogy

resources Friere

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    Paulo Friere Pedagogy of the Opressed
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