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Chris Jobling

PLENK10: Personal Learning Environments: Challenging the dominant design of educational... - 0 views

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    A discussion forum instigated by Scott Wilson, co-author of one of the Week 1 readings, and arguably (so far as I can tell from what I've read in the context of the PLENK2010 MOOC) the inventor of the term PLE. A good place to go for extra background and other readings related to "Personal Learning Environments: Challenging the dominant design of educational systems" (Wlison, et al, 2007)
Chris Jobling

How to revamp your learning model « Learning in the Corporate Sector - 0 views

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    Some more Three Letter Acronyms to guide us into week 2. Here we have ILE (Informal Learning Environment) and FLE (Formal Learning Environment). The ILE uses a wiki for knowledge aggregation, a forum (or microblogging tool like Yammer) for discussions and a set of profiles for documenting expertise or (human) points of contact for informal learning. (A commenter added Google custom search). The FLE includes a Learning Management System (LMS) for managing formal learning, assessment, etc. and a reports database for recording formally assessed competencies, compliance etc. The idea is that learning would take place in the ILE and formal assessment of competencies be recorded in the FLE. The model is aimed at corporate training but could be adapted for higher education. From "Learning in the Corporate Sector" by Ryan Tracey.
Chris Jobling

PLENK 2010: Just Like 'Watching Football' - 0 views

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    Nice summary of the first week's readings and discussion by Stefanie Pike, Educational Technology and Change Journal.  "Both the discussion and readings helped me to refine my understanding of both concepts. To me, the term personal learning network refers to processes and structures within the personal learning environment. Another personal learning outcome is my new awareness of the importance of "curation" in online classes, an issue I have not yet thought about. A great deal of discussion time was dedicated to the problem of curation, that is, how to make the results of a forum or live discussion available without having to read through all comments. Dave Cormier and the participants vented different ideas and approaches - from structuring the process of curation in a wiki and using word clouds like Wordle and visualizations like concept maps to discourse analysis and approaches from computational linguistics. "Stephen Downes encouraged participants to be selective in their attention and activities within the class. "Think of it as football.  People do not stop watching football just because they cannot watch everything!" I wonder if Stephen was talking about american football or soccer? In soccer you just watch the player with the ball.
Chris Jobling

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

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    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.
Ian Woods

PLENK10: Evaluation by Recognition - 0 views

  • 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
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  • 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'
Ian Woods

Why MOOC Engagement is So Hard « Ponderances of Steve - 0 views

  • Produce a field guide to the area and make it freely available to others
  • Your blog can serve as a public repository for notes to yourself. Those notes will document the insights and conclusions of all your travels through the field, and perhaps even your frustrations
  • Blog because you learn better with it. By reporting your struggles to learn the material, you learn better. By summarizing, reviewing and debating the ideas of the course, you learn better. By writing for an audience, you write better and thereby learn better. By making your journey open through the use of blogs and forum comments, you not only serve others, but you also do the extra work of sense making that leads to deeper integration of the materials.
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  • We teach best what we most need to learn. — Fritz Perls
  • So why is a MOOC so hard? Because it breaks all of our expectations about what is supposed to happen in a class. We are asked to transform from the passive role of student to the more active role of self-directed learner. Our new role makes us ever more responsible for our own learning, in a way that might just expose us and make us appear silly. That is a daunting undertaking, even for the most web-savvy students. The good news is that you can’t really fail, unless you apply the old rules to the new situation. Survive a MOOC and you’ll come out of it a better person. Thrive in it and you’ll come out a better leader.
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    Steve LeBlanc on the importance of exposing ourselves and risking feeling silly
Chris Jobling

PLENK10: Competency levels for building and managing a PLE - 0 views

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    Interesting discussion, started by Emma Stodel of "competencies" in building and managing a PLE. Still not sure that I've seen a good description of just what is a PLE and why you need to be competent.
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