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Cris Crissman

Designing for commitment in online communities | Heli on Connectivism - 0 views

helistudies.edublogs.org/...comment-page-1

commitment designing online Kraut

shared by Cris Crissman on 26 Nov 10 - No Cached
  • Cris Crissman on 26 Nov 10
     
    Heil shares Krauts theory on identity vs. bond (concepts vs. people) and how this can affect the building of online communities.
Chris Jobling

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

edtech.boisestate.edu/...SNKC_pdf.pdf

plenk2010 second life social network level of social engagement paper

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    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.
Vahid Masrour

Learning Objects Community - Objects of Interest - 0 views

community.learningobjects.com/...Blogging_and_Blooms_Taxonomy

ticseducacion blogging learning education #plenk2010

shared by Vahid Masrour on 22 Sep 10 - Cached
  • Chris Jobling on 22 Sep 10
     
    From Nancy Rubin: Objects of Interest. "I have spent a lot of time designing lessons and curriculum using Bloom's taxonomy. If you look at the different levels of Bloom's model, both the original and the revised version, blogging seems to be one of the best ways for student's to attain higher order thinking skills."
  • Vahid Masrour on 22 Sep 10
     
    Bloom's taxonomy and blogging. Every educator should read this.
Ian Woods

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

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 24 Sep 10 - Cached
  • 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.
  • ...1 more annotation...
  • 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

5 C's of Building a PLE? | E-flections - 6 views

eflections.edublogs.org/...5-cs-of-building-a-ple

ple PLN plenk2010 eflections lowe digital_literacy

shared by paul lowe on 13 Sep 10 - No Cached
  • paul lowe on 13 Sep 10
     
    "A UAL graduate should be digitally mature learner, equipped with the critical faculties to create their own Personal Learning Environment (PLE) that will assist them to take advantage of the affordances of technology in their professional, personal and creative lives after UAL. The best way to develop this is through a culture of collaborative inquiry that explores the potential of digital scholarship through a range of authentic situated learning experiences that are relevant to the individuals' area of practice. They should be able to engage in 5 core competencies of curation, critique, creation, collaboration, and communication"
Chris Jobling

Participating in a MOOC is like dining at a banquet | Sean's Emerging… - 0 views

seanfitzgerald.wordpress.com/...oc-is-like-dining-at-a-banquet

plenk2010 smorgasboard buffet MOOC participation

shared by Chris Jobling on 19 Sep 10 - No Cached
  • Chris Jobling on 19 Sep 10
     
    A wonderful analogy to the experience of being in a MOOC (or any other on-line community really). Sean might be missing out on some useful discussions if he's avoiding the Moodle forums. There's a lot going on there too.
Chris Jobling

PLE and PLN = Personal Learning Ecologies « For the Love of Teaching - 0 views

lkidder.wordpress.com/...ln-personal-learning-ecologies

plenk2010 ple pln ecology

shared by Chris Jobling on 19 Sep 10 - No Cached
  • Chris Jobling on 19 Sep 10
     
    One of the several thoughtful summaries of the Week 1 topic PLEs versus PLNS, The author summarises the PLE/PLN conversation as: # People being accountable in their own learning # People connecting and forming communities # People using online tools, as well as others # Personal knowledge and learning growing and expanding # A life-long portfolio of learning Apart from the need for on-line tools (I think we could and did have a PLE/PLN using traditional human contact and pre-web technology), I can largely accept these definitions.
paul lowe

MW98: PAPERS - 0 views

www.archimuse.com/...dietz_curatingtheweb.html

plenk2010 curating museum audience web

shared by paul lowe on 19 Sep 10 - Cached
  • paul lowe on 19 Sep 10
     
    Writing in 1992 about technology in museums, Bearman neatly summarizes a profound shift in museums' perception of their mission, which has only accelerated since then with the explosion of the Internet and the World Wide Web . This shift has inevitably placed stress on the curator's central role in the museum. Not that they weren't already under fire on many fronts, from issues of omniscient authority in a postmodern age of multiple meanings to accusations of parsimonious gatekeeping to the challenges of communicating difficult ideas and complex research to a "general audience" (which usually means a lot of very different audiences with specific needs and often-entrenched points of view). Regardless of how the curatorial role is defined, however, the Net in particular and interface culture in general introduce interesting and perhaps profound opportunities, which might also be perceived as competitive pressures in the culture arena quite old but stil interesting
Niklas Karlsson

The state of learning in the workplace today - 0 views

c4lpt.co.uk/state.html

lms commynities of learners online learning community plenk2010 personal learning environment

shared by Niklas Karlsson on 27 Sep 10 - Cached
  • The emergence of social media, has, recently begun to be used as a way of  further engaging online and classroom learners, and developing communities of learners (Stage 4).  We have also seen the emergence of social learning systems focused on supporting (and managing) the use of social and collaboration activities in the formal learning.
  • Niklas Karlsson on 27 Sep 10
     
    Workplace learning
Heli Nurmi

Platform: Journal of Media and Communication - 0 views

www.culture-communication.unimelb.edu.au/...v2i2_tkacz.html

mass collaboration journal

shared by Heli Nurmi on 15 Oct 10 - No Cached
  • Heli Nurmi on 15 Oct 10
     
    wikipedia and the politics of mass collaboration
Chris Jobling

Communications & Society: Complexity and Personal Learning Environments - 0 views

idst-2215.blogspot.com/...ity-and-personal-learning.html

plenk2010 personal ple learning communications society complexity

shared by Chris Jobling on 10 Oct 10 - No Cached
  • Chris Jobling on 10 Oct 10
     
    Post of the week! Posted by Keith Hamon and shared by Dave Cormier via Twitter and picked up serendipitously via a Feedly suggestion of good sources for PLENK2010 in Swansea on a Sunday. A neat critique of what the word "personal" in PLE should mean. I wish that I could write like this!
Cris Crissman

http://xkcd.com/802_large - 0 views

xkcd.com/802_large

PLENK2010 #plenk2010

shared by Cris Crissman on 08 Oct 10 - No Cached
  • Cris Crissman on 08 Oct 10
     
    Fun map of online communities
Cris Crissman

Global Voices in English - 0 views

globalvoicesonline.org

#plenk2010 plenk2010

shared by Cris Crissman on 16 Oct 10 - Cached
  • Cris Crissman on 16 Oct 10
     
    International community of bloggers reporting on blogs and citizen media
Ian Woods

PLENK10: Evaluation by Recognition - 0 views

ple.elg.ca/...discuss.php

assessment evaluation

shared by Ian Woods on 25 Oct 10 - No Cached
  • Evaluation by Recognition, Evaluation diferential by expansion
  • One is naturally good a math and wrote down all the right answers. The other put in some extra work, wrote down mostly right answers, and got some special dispensation from the teacher (extensions, hints, offers of extra credit, etc.) 30 years later, I'll bet the student who was less good at math will be the more successful one.
  • Learning is recognized, not measured
  • ...4 more annotations...
  • Thus, experts recognize performance in the discipline-wide community, rather than performance in specially designed tests and evaluations
  • Recognition is global, not particular
  • 'Experts' are defined as being already qualified in the field and making performance observations and testimony based on their qualifications. 
  • 'specially designed tests and evaluations' (that test competency and components) were used by the 'experts' to gain internship inclusion into the 'discipline-wide community'
Chris Jobling

Personal Learning Environments - 0 views

www.microbiologybytes.com/...index.html

plenk2010 ple vle slideshare ajcann week2

shared by Chris Jobling on 17 Sep 10 - Cached
  • A PLE (personal learning environment) is: a system that helps learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, manage both content and process, and communicate with others in the process of learning. In contrast, a virtual learning environment (VLE) or learning management system (LMS), such as Blackboard or Moodle, is: a software system designed to help teachers by facilitating the management of educational courses for their students, especially by helping teachers and learners with course administration. The system can often track the learners' progress, which can be monitored by both teachers and learners. Notice the difference? A VLE/LMS is all about controlling how you learn. A PLE is about giving you control over how you learn.
  • Chris Jobling on 17 Sep 10
     
    'What the heck is a PLE and why would I want one?" -- mircobiologybytes.com. @AJCann attempts to define a PLE and contrast it with VLE. Includes a SlideShare presentation. A topic likely to come up again in week 2.
Chris Jobling

Networks, Ecologies, and Curatorial Teaching « Connectivism - 4 views

www.connectivism.ca/?p=93

plenk2010 curation george siemens connectivism teaching ecologies networks learning

shared by Chris Jobling on 17 Sep 10 - Cached
  • paul lowe on 17 Sep 10
     
    "About four years ago, I wrote an article on Learning Ecology, Communities, and Networks. In many ways, it was the start for me of what has become a somewhat sustained dialogue on teaching, learning, knowledge change, connectivism, and so on. Connectivism represents the act of learning as a network formation process (at an external, conceptual, and neural level …and, as I've stated previously, finds it's epistemological basis in part on Stephen's work with connective knowledge). Others have tackled the changes of technology with a specific emphasis on networked learning - Leigh Blackall, for example). And some have explored network learning from a standards perspective (Rob Koper). While not always obvious, there is a significant amount of work occurring on the subject of networked learning. What used to be the side show activity of only a few edubloggers now has the attention of researchers, academics, and conferences worldwide. Networked learning is popping up in all sorts of conference and book chapter requests - it's largely the heart of what's currently called web 2.0, and I fully expect it [networked learning] will outlive the temporary buzz and hype of all thing 2.0."
  • Chris Jobling on 19 Sep 10
     
    A (relatively) early discussion of the role of educator as curator published by George Siemens back in August 2007. I wonder if his perspective has changed since?
Vahid Masrour

Learning theories and technology | Heli on Connectivism - 0 views

helistudies.edublogs.org/...arning-theories-and-technology

#plenk2010 learning

shared by Vahid Masrour on 10 Oct 10 - No Cached
    • Vahid Masrour
      Vahid Masrour on 10 Oct 10
       
      interpretative practices and communities... what are the implications for education? Which skills foster those practices?
  • objects of activity
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