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Kristina Hoeppner

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

ineducation.ca/...ing-perspectives-locus-control

higher_ed change literature_review lms vle dle

shared by Kristina Hoeppner on 01 Jan 10 - Cached
  • 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.
  • ...2 more annotations...
  • 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and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for?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)
  • Kristina Hoeppner on 01 Jan 10
     
    "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."
Kristina Hoeppner

Harold Jarche » The Future of the Training Department - 0 views

www.jarche.com/...e-of-the-training-department-2

training learning prof_development wirearchy hierarchy

shared by Kristina Hoeppner on 01 Nov 09 - Cached
  • Change is continuous, so learning must be continuous.
  • Embracing complexity and adaptation to uncertainty Inverting the structural pyramid Adopting new models of learning
  • Probe – Sense – Respond
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  • In complex environments it no longer works to sit back and see what will happen. By the time we realize what’s happening, it will be too late to take action. Here are some practical examples for learning professionals: PROBE: Prototype; Field test; Accept Life in Beta; Welcome small failures SENSE: Listen; Enable conversations; Look for patterns; Learn together RESPOND: Support the work; Connect people; Share experiences; Develop tools
  • The main objective of the new training department is to enable knowledge to flow in the organization.
  • The primary function of learning professionals within this new work model is connecting and communicating, based on three core processes: 1.Facilitating collaborative work and learning amongst workers, especially as peers. 2.Sensing patterns and helping to develop emergent work and learning practices. 3.Working with management to fund and develop appropriate tools and processes for workers.
  • instructional designers no longer have time to develop formal courses. Survival requires people who can navigate a rapidly-changing maze at high speed. They need to find their own curriculum, figure out an appropriate way to learn it, and get on with it.
  • Workers will also have to be their own instructional designers, selecting the best methods of learning.
Kristina Hoeppner

Engaging Students with Engaging Tools (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...192954

educause education web2.0 bestpractice socialmedia article

shared by Kristina Hoeppner on 31 Dec 09 - Cached
  • My aim, though, was to put the students in conversation with many voices, not only mine.
Kristina Hoeppner

Teaching in Social and Technological Networks « Connectivism - 0 views

www.connectivism.ca/?p=220

teaching socialnetwork teacherrole

shared by Kristina Hoeppner on 08 Mar 10 - Cached
  • 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”.
  • ...7 more annotations...
  • 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

"Training" faculty to teach online « Lisa's (Online) Teaching Blog - 0 views

lisahistory.net/wordpress

prof_development training online_teaching

shared by Kristina Hoeppner on 07 Nov 09 - Cached
  • Many other programs drill the technology and have faculty fit their pedagogy to it, as opposed to the other way around.
  • Such professional development for effective online teaching should be faculty-led.
  • The misconceptions about the validity of online teaching are only encouraged by using the word “training”. It implies a false proposition: that instructors need to learn the tools first, and that once they have done so they will develop good online classes. Neither of these is true. Instead, instructors should be encouraged to examine their pedagogy as they begin to teach online, and be provided with extensive technical support as they develop courses based on their chosen pedagogy.
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