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Kristina Hoeppner

Best content in Professional Development | Diigo - Groups - 0 views

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Kristina Hoeppner

Brookfield's Questions - The Classroom Critical Incident Questionnaire - 1 views

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    "Instead of the One-Minute Paper widely championed in classroom assessment circles, each week Brookfield asks students to complete a "critical incident questionnaire." The answers provide a central part of the feedback reflective practice requires."
Kristina Hoeppner

eLearn: Feature Article - Creating Online Professional Learning Communities - 0 views

  • In the 21st century, working environments are evolving into collaborative places where knowledge is disseminated by autonomous individuals organized into more lateral and less hierarchical structures [17].
  • The key idea is that having all members working together to craft a shared understanding of what we are working toward and what our expectations are for student results will make everyone feel like they are on equal ground. When a lateral structure is encouraged, this supports knowledge groups where employees truly work together and depend on each other [1, 17]. Thus, stakeholders will be more likely to believe in the vision and mission and try to make it work and establish a community where it will work.
Kristina Hoeppner

From Training to Learning in the New Economy - 0 views

  • learning is inherent in all human activities. All of us are learning all of the time. We can't help it.
  • In the social model, learning is driven by the community of people who actually do the daily work. It is generated by the requirements of the work, rather than determined by abstract standards of what people ought to know.
  • In a fundamental way, all work is about learning: it is about learning to fit in and to collaborate, about learning to take initiative when appropriate, it is about really understanding customers, about acquiring intimate knowledge of the products and services the company sells and how they can fit into customers' lives. Acknowledged as such or not, learning has to be an integral part of work. But, somehow, integrated [work+learning] activities have become split into the separate spheres of [work] and  [training] which have come to be dominated by quite different interests.
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  • Etienne Wenger "is not to create learning, but rather to create circumstances that make learning empowering and productive."
Kristina Hoeppner

Teaching in Social and Technological Networks « Connectivism - 0 views

  • A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer
  • This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher.
  • Networks thin classroom walls. Experts are no longer “out there” or “over there”.
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  • Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs.
  • When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Instead of controlling a classroom, a teacher now influences or shapes a network.
  • The following are roles teacher play in networked learning environments:

    1. Amplifying
    2. Curating
    3. Wayfinding and socially-driven sensemaking
    4. Aggregating
    5. Filtering
    6. Modelling
    7. Persistent presence

  • we find our way through active exploration
  • “To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • People have always learned in social networks
Kristina Hoeppner

A Roadmap for Building an E-Learning Course » The Rapid eLearning Blog - 0 views

  • Templates are fine, but they’re based on practiced routines rather than solving problems.  This is OK when getting started, but practiced routines can be constricting because the focus is on conforming to the routine rather than solving the problem.
  • Ideally, the course is less about the information and more about how the learner uses the information
Kristina Hoeppner

5 Reasons Why Educators Should Network - 0 views

Kristina Hoeppner

Key Learning Trends for 2010: Are You Onboard? - CORTEX Forums - 0 views

  • Many of my expectations for 2010 are around informal learning initiated by the learner. But it's not just informal learning; formal learning will have its place for more in-depth content. Sometimes learning departments will choose face-to-face instruction because of team building or the nature of the content. Blended learning is still the favored approach making sure you choose the appropriate mode for different parts of the learning experience.
Kristina Hoeppner

Go straight to the finish line - 0 views

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    speed up progression from traditional workshops to social learning
Kristina Hoeppner

An Alternative Way to Assess the ROI of e-Learning in Training: Part I - Paul... - 0 views

  • an absorption or integration cost is the cost of change management, such as unanticipated costs associated with the technology, like the cost of providing tutoring support to learners (which is a cost that most organizations do not consider when deciding to launch an e-learning effort) or that, despite the fact that staff can access the learning anywhere at any time, if the work environment does not support transferring the learning to the job, learners will not become more productive.
Kristina Hoeppner

Instructional Mash-Up: Promoting Reflective Skill Development in a Virtual Environment ... - 0 views

  • While acknowledging the importance of Bloom’s (1956) taxonomy, Fink (2003) suggests a new taxonomy that goes beyond Bloom’s cognitive hierarchical learning levels.  The categories of Fink’s learning taxonomy are “relational and interactive” rather than mandated successive levels and address the following categories of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Fink, 2003, p. 32). Constituent categories are interrelated as “achieving any one kind of learning simultaneously enhances the possibility of achieving the other kinds of learning as well” (Fink, 2003, p. 32).  In contrast to Bloom (1956), Fink (2003) moves instruction from teacher-centered to learning-centered
Kristina Hoeppner

Social Media and Learning Environments: Shifting Perspectives on the Locus of Control |... - 0 views

  • Rarely examined in the literature are the tensions between centralised decision-making versus a highly individualized faculty culture of teaching in higher education which have direct effects on the deployment and opportunities for innovation and sustainability.
  • past efforts to incorporate more significant changes in teaching have been more focused on the technology than the appropriateness for learning
  • In rich learning environments, student choices to explore, socialize, collaborate, and contribute create a more decentralised context for course content.
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  • These new tools allow greater ability to design environments rather than content-focused containers for better and more personalized learning. These new decentralised learning paradigms are likely to have a feedback affect on organizational structures related to technology.
  • Higher education will face a challenge: when learners have been accustomed to very facilitative, usable, personalizable and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for? (Weller, 2009, p. 184)
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    "In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization."
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