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anonymous

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

mooskscott.wordpress.com/...embracing-ambiguity-and-dewey

shared by anonymous on 22 Sep 13 - No Cached
  • 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 on 22 Sep 13
     
    "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."
Rhonda Jessen

Why the Internet is Like the Mall - Discussing Online Safety With Students | Blogging T... - 0 views

pernillesripp.com/...ng-online-safety-with-students

digital citizenship digital literacy online safety

shared by Rhonda Jessen on 06 Sep 13 - No Cached
  • Rhonda Jessen on 06 Sep 13
     
    Good post about asking students what they would do to be safe at mall, comparing that to internet safety
Brendan Murphy

Connected Learning - 0 views

pedagogy online blended design instruction learning

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

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

www.irrodl.org/...1689

MOOC networked learning research etmooc MOOCs learning connectivism

shared by Brendan Murphy on 09 May 13 - No Cached
  • 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:
Brendan Murphy

Our privacy matters! | Youth, Identity and Online Sociability - 0 views

ourprivacymatters.ca

privacy online digital citizenship digital footprint digital literacy security teaching

shared by Brendan Murphy on 23 Jan 14 - No Cached
  • Brendan Murphy on 23 Jan 14
     
    documentary on privacy as well as other rsources
Brendan Murphy

Easy ways to protect your online privacy and educate others | The Webmaker Blog - 0 views

blog.webmaker.org/privacy

privacy online digital citizenship digital footprint digital literacy

shared by Brendan Murphy on 23 Jan 14 - No Cached
  • Brendan Murphy on 23 Jan 14
     
    Mozilla webmaker privacy. How to secure your firefox browser. Why it's important
Rhonda Jessen

Manners Matter Netiquette Infographic | Knowthenet - 0 views

www.knowthenet.org.uk/...ful-trolling-can-happen-anyone

digital citizenship digital literacy infographic

shared by Rhonda Jessen on 19 Aug 13 - No Cached
  • Rhonda Jessen on 19 Aug 13
     
    Long infographic that outlines dos and don't of online manners from knowthenet.org.ok
Rhonda Jessen

Tools for the Trade - 0 views

ds106.us/tools

ctf open learning resources learning digital storytelling web2.0 media

shared by Rhonda Jessen on 19 Aug 13 - No Cached
  • Rhonda Jessen on 19 Aug 13
     
    A comprehensive list of Digital Storytelling tools from the DS106 Mooc, includes free, commercial and online tools.
Rhonda Jessen

http://www.commonsensemedia.org/sites/default/files/postaphoto-ms-hs-poster.pdf - 0 views

www.commonsensemedia.org/...postaphoto-ms-hs-poster.pdf

digital citizenship digital literacy infographic cybersafety photos MediaLiteracy

shared by Rhonda Jessen on 30 Sep 13 - No Cached
  • Rhonda Jessen on 30 Sep 13
     
    Infographic (flow chart style) about questions to ask before posting a photo online.
Brendan Murphy

Lisa Nielsen: The Innovative Educator: 6 reasons #ConnectEdeducators should not censor ... - 0 views

theinnovativeeducator.blogspot.com/...ectededucators-should-not.html

lisa nielsen educator group rule connected

shared by Brendan Murphy on 01 Oct 13 - No Cached
  • Brendan Murphy on 01 Oct 13
     
    6 good rules for creating and maintaining an online group
Brendan Murphy

http://t.co/pOVoYQIPmm https://t.co/9DvbqYETH6 studying learning networks is like predi... - 0 views

itforum.coe.uga.edu/...paper92.html

via:packrati.us

shared by Brendan Murphy on 28 May 13 - No Cached
  • present the learner with different phenomena and they will learn different things.
    • Brendan Murphy
      Brendan Murphy on 28 May 13
       
      present two learners with the same content and they will still know the same thing but in different ways. 
  • What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created?”
  • The objective of a theory of learning networks is to describe the manner in which resources and services are organized in order to offer learning opportunities in a network environment.
  • ...7 more annotations...
  • The message is coded in a common ‘language’ where the code is open, not proprietary. So no particular software or device is needed to receive the code
  • Learning is instead thought of as a part of living,
  • Learning therefore evolves from being a transfer of content and knowledge to the production of content and knowledge.
  • This is a very important point, because it shows that traditional research methodology, and for that matter, traditional methods of testing and evaluation, as employed widely in the field of e-learning, will not be successful
  • Virtually all networks are chaotic systems.
  • science based on modeling and simulation, pattern recognition and interpretation, projection and uncertainty.
  • theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in anygiven place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community.
Brendan Murphy

Introduction - 4 views

networked learning collaboration

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