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Chris Jobling

Social network knowledge construction: emerging virtual world pedagogy - 0 views

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    Citation: Lisa Dawley, (2009) "Social network knowledge construction: emerging virtual world pedagogy", On the Horizon, Vol. 17 Iss: 2, pp.109 - 121. Abstract: the purpose of this paper is to identify and explore the dynamics of an emerging form of teaching and learning - social network knowledge construction - associated with the use of social networks, particularly 3D virtual world environments such as Second Life. As social network technologies not only frame the way individuals interact and learn, but actually impact on a learner's thinking process and development of future consciousness, new pedagogies are needed to effectively integrate these communication mechanisms into the learning environment.
paul lowe

The PLE Growth Model « Mollybob Goes To School - 2 views

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    "The Personal Learning Environment concept is relatively new and is often used interchangeably with Personal Learning Network. The earliest reference is attributed to George Siemens in his 2004 paper, Connectivism: A Learning Theory for the Digital Age. Downes and Attwell have also popularised the concept with Downes describing the PLE as "a tool that allows for a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources" (2006, p23). Semantically, a personal learning environment and a personal learning network differ, with a network referring to connections and the interaction between them, and an environment referring to a broader definition that includes more passive tools and settings. The network and its broader socially constructed environment are interdependent, constantly shaping each other and unable to be separated."
Chris Jobling

Center4Edupunx » Personal Learning Environment - 0 views

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    Interesting blog post that uses Dawley's social network engagement levels (identify network, lurk, contribute, create, lead) (Dawley, 2009) to annotate a PLE diagram.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

  • Networked Student Model
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
paul lowe

Connectivism - 0 views

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    george siemens blog on connectivism, social and networked learning
Chris Jobling

YouTube - Web 2.0 Expo NY: Clay Shirky (shirky.com) It's Not Information Overload. It's... - 0 views

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    "It's Not Information Overload. It's Filter Failure." Clay Shirky speaking and Web2.0 Expo in 2008 between "Here comes everybody" and "Cognitive surplus". There was an interesting, somewhat negative, reaction from George Siemens when this video was mentioned in the Friday discussion ... Shared with PLENK2010 by Kimberly in the "Adventurous Learning" blog (http://learningpirate.blogspot.com)
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    I think this video was selected by Kimberly because the title chimed with the problems of coping with the amount of information that is being generated by the PLENK2010 MOOC. But it contains other interesting messages as well. For example the issue of privacy in social networks and issues around group work in social networks and the problems that may have for educational institutions.
Chris Jobling

What is a PLN? Or, PLE vs. PLN? : open thinking - 0 views

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    An interesting post, summarizing a twitter conversion seeking a definition of PLN v PLE, that was the background to Alec Couros' definition of PLN on Page 124 of his paper (used as a Week 1 Reading): "personal learning networks are the sum of all the social capital and connections that result in the development and facilitation of a personal learning environment." (Couros, 2010)
Vahid Masrour

The Three C's of Social Content: Consumption, Curation, Creation - 0 views

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    hmm... close enough to my own thoughts on the subject.
Susan OGrady

Are You Collaboration Savvy? - Rawn Shah - Connected Business - Forbes - 0 views

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    An interesting post for all those that try to facilitate the adoption of ICTs, Web2.0 and the social media.
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    What types of skills are necessary for true collaboration. It's much more than personal agendas
Susan OGrady

'Leaving Digital Footprints That Count' Wiki - 0 views

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    Explores a multitude of social networking sites and discusses implications for privacy, security and digital reputation.
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