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anonymous

Embracing Ambiguity and Dewey | My Open Online Self - 0 views

  • We chose to use a collaborative constructivist approach to designing our open online seminar because it is consistent with our beliefs about teaching people how to “learn how to learn,” and it is an approach that can take advantage of online collaboration, dialogue, connections and inquiry.
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    "We chose to use a collaborative constructivist approach to designing our open online seminar because it is consistent with our beliefs about teaching people how to "learn how to learn," and it is an approach that can take advantage of online collaboration, dialogue, connections and inquiry."
anonymous

Google Story Builder - 0 views

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    Collaborative story writing app
Brendan Murphy

Introduction - 4 views

networked learning collaboration

started by Brendan Murphy on 11 Apr 13 no follow-up yet
Brendan Murphy

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world,
  • the likelihood that a concept of learning will be linked depends on how well it is currently linked.
  • “the simple notion that some domains of knowledge contain vast numbers of weak interrelations that, if properly exploited, can greatly amplify learning by a process of inference
Brendan Murphy

The challenges to connectivist learning on open online networks: Learning experiences d... - 0 views

  • aggregation
  • relation
  • creation
  • ...17 more annotations...
  • sharing
  • People learning on an informal network will choose the subject they want to learn about or the activity they want to engage in, but in a connectivist environment they have to make other choices as well.
  • For instance, they have to manage time, set their own learning goals, find resources, and try out new tools and make them work.
  • Research shows that the Internet and the Web are not value-free and do not act as non-hierarchical networks
  • These free agents do not have a responsibility or an obligation to provide a critical point of view.
  • need for critical literacies
  • level of presence.
  • critical literacies, such as collaboration, creativity, and a flexible mindset, that are prerequisites for active learning
  • Other benefits were seen in the form of the extension of personal networks and in new blogs and Twitter participants to follow. Participants highlighted the need for a sense of trust and feeling comfortable and confident to be able to participate, a sense of presence and community that some participants found on the PLENK Second Life site.
  • it is impossible to sustain the high level of reading, thinking, and engaging with materials and people that happened at the beginning of the course.
  • building identity and reputation is being developed over time
  • critical ability to not only use network resources, but also to look at them critically in order to “appropriate them and redesign them,
  • for networked learning to be successful, people need to have the ability to direct their own learning and to have a level of critical literacies that will ensure they are confident at negotiating the Web in order to engage, participate, and get involved with learning activities.
  • confident and competent in using the different tools in order to engage in meaningful interaction.
  • takes time for people to feel competent and comfortable
  • level of learner autonomy
  • four major types of activity:
anonymous

Chrome in the Classroom - Great Plains 2013 GAFE Summit - 0 views

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    Wow! Check out WeVideo collaborative video editing app, TabCloud, and Video Call Launch for Hangouts.
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