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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

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

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

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
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
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
chris saeger

Personal Learning Environments - the future of eLearning? - 0 views

www.elearningeuropa.info/...media11561.pdf

#plenk2010 ple

shared by chris saeger on 13 Nov 10 - No Cached
  • chris saeger on 13 Nov 10
     
    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)
Chris Jobling

The PLE as Operating System / Where's my PRL (Personal Reference Librarian)? ... - 0 views

connecteded.wordpress.com/...l-personal-reference-librarian

plenk2010 learning operating system ple definition recall

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    Post that adopts Viplax Baxi's description of a PLE as Learning Operating System (LearnOS) and attempts to align Downes' PLE functions with traditional OS functions. Also discusses the problem of recall ... which is an issue for me too, and one that I try to tackle by bookmarking everything.
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.
Vahid Masrour

EC&I 831 - 0 views

eci831.wikispaces.com

#plenk2010 online e-learning education technology social media

shared by Vahid Masrour on 20 Sep 10 - No Cached
  • Vahid Masrour on 20 Sep 10
     
    a course i'd like to take... but not at the same time as #plenk2010 (time limitations, you see)
Chris Jobling

ZaidLearn: A Free Learning Tool for Every Learning Problem? - 1 views

zaidlearn.blogspot.com/...g-tool-for-every-learning.html

for:swansealearninglab for:trinitytel plenk2010 tools web2.0 free resources elearning education technology e-Learning zaidlearn learning teaching

shared by Chris Jobling on 18 Sep 10 - Cached
  • Chris Jobling on 18 Sep 10
     
    Another curated collection of Free Learning Tools that you can use to build your own PLE or recommend to students building theirs. From Zaid Ali Alsagoff, @zaidlearn.
Chris Jobling

Paul's E-Learning Resources - 0 views

sites.google.com/...technologyenhancedlearning

for:swansealearninglab for:trinitytel plenk2010 tools web2.0 resources elearning education technology e-Learning

shared by Chris Jobling on 18 Sep 10 - Cached
  • Chris Jobling on 18 Sep 10
     
    If you visit this site you'll see on the home page the famous Web2.0 tools image that has become a cliche in e-Learning presentations. Nonetheless, this comprehensive collection of free to use tools, curated by Paul, is a useful resource for people wishing to build a PLE or inform students what tools they might want to use in their own PLEs. Thanks to PLENK2010 link gopher @pgsimoes for tweeting this. It was new to me, but looking at the likes page not new to my colleagues at Swansea!
Chris Jobling

YouTube - Sketchy Explanation: Starting a PLN - 0 views

www.youtube.com/watch

plenk2010 howto video youtube technology sketchy PLN explanation free week1

shared by Chris Jobling on 19 Sep 10 - No Cached
  • Chris Jobling on 19 Sep 10
     
    "A short description of how to start a PLN" OurSocialVoice on YouTube. Shared by Kyle Pace (www.kylepace.com) and Richard Byrne of www.freetech4teachers.com.
  • Chris Jobling on 19 Sep 10
     
    One to add to the inevitable follow-up course materials.
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?
Susan OGrady

Grow Your Personal Learning Network - 0 views

eric.ed.gov/EJ831435.pdf

PDF plenk2010 #PLENK2010 PLN learning tools collaboration theory article

shared by Susan OGrady on 21 Oct 10 - No Cached
  • Susan OGrady on 21 Oct 10
     
    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.
Cris Crissman

What Marshall McLuhan Knew About Social Media | SuzeMuse - Personal blog of Susan Murph... - 0 views

www.suzemuse.com/...cluhan-knew-about-social-media

#plenk2010 plenk2010

shared by Cris Crissman on 17 Oct 10 - Cached
  • Cris Crissman on 17 Oct 10
     
    Commentary on the McLuhan video
Susan OGrady

Accidental Pedagogy - 3 views

accidentalpedagogy.typepad.com/...social_aspects_of_technology

plenk2010 #PLENK2010 critique Prensky McKenzie

shared by Susan OGrady on 22 Oct 10 - No Cached
  • Susan OGrady on 22 Oct 10
     
    Glenda Morgan's 'Research and practice in academic technology in higher education' - Of particupar interest is the link to an article by Jaime McKenzie in From Now On that critiques Marc Prensky and his concept of digital nativism
Susan OGrady

My Kids Are Illiterate- Most Probably Yours Are Too - 0 views

www.huffingtonpost.com/...re-illiterate-mo_b_750177.html

#PLENK2010 plenk2010 education critical_literacy technology

shared by Susan OGrady on 21 Oct 10 - No Cached
  • Susan OGrady on 21 Oct 10
     
    Will Richardson raises the bar for educators to start doing some educating and equip students with critical literacy skills as in 'The Definition of 21st Century Literacies Adopted by the NCTE Executive Committee February 15, 2008.
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