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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.
paul lowe

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

mollybob.wordpress.com/the-ple-growth-model

education mollybob growth learning collaboration web2.0 e_learning webtools online tools twitter blog PLE PLN PLC

shared by paul lowe on 13 Sep 10 - Cached
  • paul lowe on 13 Sep 10
     
    "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

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?
paul lowe

#PLENK2010 Curation and Balance « Jenny Connected - 1 views

jennymackness.wordpress.com/...plenk2010-curation-and-balance

plenk2010 curation collaboration socialnetworking PLE PLN LMS VLE makness

shared by paul lowe on 19 Sep 10 - No Cached
  • paul lowe on 19 Sep 10
     
    "There has been lots of discussion this week about whether Personal Learning Environment (PLE) and/or Personal Learning Network (PLN) are the right terms to describe what this is all about and some recognition that this a semantics issue. According to Rita Kop PLE is a UK term and PLN an American term. Dave Cormier questions whether the term personal should be used at all. Stephen Downes points out that personal is an OK term if you think about [Personal Learning] Network as opposed to [Personal] Learning Network - and similarly for PLE. I like that - but for me, the words are not as important as the process - although I can see that the process needs nominalising for ease of reference. If I am going to think about introducing the idea of PLEs/PLNs to my colleagues or students then I will be talking about the process and the implications of this process for learning rather than what we should call it, i.e. why it might be preferable for students to learn in environments/spaces of their own choice rather than be confined to an institutions VLE/LMS."
Carmen Tschofen

Innovation as an Emergent Property of a Value Network | ValueNetworks.com - 1 views

valuenetworks.com/...260114

networks change personal

shared by Carmen Tschofen on 16 Sep 10 - No Cached
  • Carmen Tschofen on 16 Sep 10
     
    Network patterns/structures change/need to change depending on phase of innovation/development. Does this apply to personal learning networks as well?
Chris Jobling

Center4Edupunx » Personal Learning Environment - 0 views

center4edupunx.com/...personal-learning-environment

plenk2010 center4edupunx ple diagram social network engagement

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

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.
Niklas Karlsson

The eXtended Web and the Personal Learning Environment « Plearn Blog - 0 views

ple.elg.ca/blog

plenk2010 week 3 eXtended web web 3.0 web X web eXtended

shared by Niklas Karlsson on 27 Sep 10 - Cached
  • while Web 3.0 connects data streams in a supposedly intelligent way.
  • Why would anybody need some researchers and developers to work on a PLE for them? After all, we all know how easy it is for conglomerates to take over the development of tools and applications and transform them into a moneymaking machine, rather than the powerful and promising tools that they could be for the learner.
    • Niklas Karlsson
      Niklas Karlsson on 01 Oct 10
       
      This is important! 
  • 1. Intelligent data connections are one exciting option for PLE development and networked learning
  • ...2 more annotations...
  • 2. That brings me to the challenges of an open online networked environment for learning.
  • There is also research available to show how difficult it is for anybody to reach and access a deep level of information by using search engines. Self-directed networked learning stops with a commercial search engine or highly visible node on the network, whose interests might not be served by providing the learner with information far removed from its top search results or choice of displayed resources.
Chris Jobling

AUSpace: Managing and Learning in MOOCs (massive open online courses) - 0 views

auspace.athabascau.ca/...2838

plenk2010 mooc open.education

shared by Chris Jobling on 31 Oct 10 - No Cached
  • Chris Jobling on 31 Oct 10
     
    "George Siemens, with Athabasca's Technology Enhanced Knowledge Research Institute, is best known for his development of the pedagogical model of networked learning known as Connectivism. He and Steven Downes have pioneered the development of massive open courses, in which many hundreds of students study and learn in open and networked contexts." - It's all about MOOCs like PLENK2010
paul lowe

Connectivism - 0 views

www.connectivism.ca

connectivism education web2.0 learning elearning e-learning wiki blog siemens networks

shared by paul lowe on 13 Sep 10 - Cached
  • paul lowe on 13 Sep 10
     
    george siemens blog on connectivism, social and networked learning
Lindsay Jordan

YouTube - Massive Open Online Courses for Network Creation - 0 views

www.youtube.com/watch

#plenk2010 videos

shared by Lindsay Jordan on 28 Sep 10 - No Cached
  • Lindsay Jordan on 28 Sep 10
     
    Dave Cormier - MOOCs for network creation
Chris Jobling

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

etcjournal.com/...e-watching-football-plenk-2010

plenk2010 ple vle week1 readings summary curation mooc analogy football

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

It's Personal: Learning Spaces, Learning Webs - 0 views

www.slideshare.net/...-learning-spaces-learning-webs

slideshare timbuckteeth steve wheeler week1 plenk2010 ple personal learning spaces personal learning webs

shared by Chris Jobling on 21 Sep 10 - Cached
  • Chris Jobling on 21 Sep 10
     
    t's Personal: Learning Spaces, Learning Webs Steve Wheeler University of Plymouth cc Steve Wheeler, University of Plymouth, 2009. Agenda * Concept of personalized learning * Personal learning environments * Personal learning networks * Personal webs * Mash-ups and aggregators in the creation and management of personal webs.
Ian Woods

PLENK2010 - Twitter Clusters « OUseful.Info, the blog… - 0 views

blog.ouseful.info/...plenk2010-twitter-clusters

assessment evaluation PLENK PLE PLN

shared by Ian Woods on 25 Sep 10 - No Cached
  • Heli Nurmi on 25 Sep 10
     
    tony hirst
  • Ian Woods on 25 Oct 10
     
    applying GELPHI networking diagnostic to measure influences within a PLN
Chris Jobling

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

www.youtube.com/watch

plenk2010 video information overload clay shirky web2.0 filter failure

shared by Chris Jobling on 19 Sep 10 - No Cached
  • Chris Jobling on 19 Sep 10
     
    "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)
  • Chris Jobling on 19 Sep 10
     
    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

Search PLENK 2010 Feeds - 0 views

www.google.com/...home

plenk2010 cse google tools search custom feeds aggregation

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    A Google Custom Search Engine (CSE) for the Personal Environments, Networks and Knowledge (PLENK) 2010 Massively Open Online Course (MOOC). Created by @cpjobling from a dynamic OPML file provided by Stephen Downes, at the suggestion of @psychemedia by following the instructions provided by @cogdog.
Chris Jobling

PLENK2010 Google Custom Instant Search - 0 views

www.rsc-ne-scotland.org.uk/...plenk2010.html

plenk2010 cse google instant search tools collaboration custom mashup

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    @mhawksey takes my custom search engine (CSE) and gives it Google instant magic. An example of the power of the network effect.
Chris Jobling

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

educationaltechnology.ca/...1156

plenk2010 ple pln definition couros readings

shared by Chris Jobling on 17 Sep 10 - Cached
  • Chris Jobling on 17 Sep 10
     
    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)
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