Group items tagged

For me this was an illuminating article which reinforced much of what I'd gleaned from readings and the need to look on conflict as a 'positive' which may open new perspectives. ----- New Technologies Can Keep You Connected and Help You Manage Information Overload. Learners become amplifiers as they engage in knowledge-building activities, connect what they learn, add value to existing knowledge and ideas, and re-issue them back into the network to be captured by others through their PLNs.

Does Connectivism continue to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner

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.

"PLE/PLN and learning theories" by Terry Mayes & Sara de Freitas. one o the week readings.

Originally flagged in the discussions by 'Plenker' Jim Stauffer- This "c factor" is not strongly correlated with the average or maximum individual intelligence of group members but is correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group

Graham Attwell This paper explores some of the ideas behind the Personal Learning Environment and considers why PLEs might be useful or indeed central to learning in the future. This is not so much a technical question as an educational one, although changing technologies are key drivers in educational change. (2007)