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[Dickinson College] Teaching & Learning - 0 views

lis.dickinson.edu/...Fellows prof_development socialmedia bestpractice training
shared by Kristina Hoeppner on 31 Dec 09 - Cached
  • Kristina Hoeppner on 31 Dec 09
     
    example of fellowship program to encourage use of social media in the classroom at university level (via edwebb)
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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.
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gl·am - Link Group Service - 0 views

gl.am url-shortening productivity presenter_tool for:bob.reuter for:gilbert.busana
shared by Kristina Hoeppner on 19 Dec 09 - Cached
  • Kristina Hoeppner on 19 Dec 09
     
    create groups of URLs, e.g. for presentations so that people only need to type one URL to get to all sites mentioned in the presentation; via moderators of Alec Couros' session in Classroom 2.0 on December 19, 2009
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Knowledge Games » Blog Archive » Meeting games - 0 views

www.knowledgegames.net/?p=103 game productivity collaboration
shared by Kristina Hoeppner on 15 Dec 09 - Cached
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Edusafe - 0 views

wpmu.bionicteaching.com/edusafe future education fun humor parody satire information_literacy spoof
shared by Kristina Hoeppner on 26 Nov 09 - Cached
  • Kristina Hoeppner on 26 Nov 09
  • Kristina Hoeppner on 26 Nov 09
     
    good for detecting spoof sites
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You're No One If You're Not On Twitter - the Twitter song | I Hate Mornings - 0 views

ihatemornings.com/twittersong twitter music song facebook blogging internet
shared by Kristina Hoeppner on 15 Nov 09 - Cached
  • Kristina Hoeppner on 15 Nov 09
     
    by Ben Walker
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City Brights: Howard Rheingold : Crap Detection 101 - 0 views

www.sfgate.com/...detail information_literacy tips trust multi-learn-tra
shared by Kristina Hoeppner on 14 Nov 09 - Cached
  • Kristina Hoeppner on 14 Nov 09
     
    the trusted information litearcy categories revisited
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YouTube - SMART Board Interactive Whiteboard - 0 views

www.youtube.com/watch smartboard youtube video education
shared by Kristina Hoeppner on 12 Nov 09 - Cached
  • Kristina Hoeppner on 12 Nov 09
     
    via Bob
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Plus ça change | Punya Mishra's Web - 0 views

punya.educ.msu.edu/...plus-ca-change change education lecture video youtube
shared by Kristina Hoeppner on 11 Nov 09 - Cached
  • Kristina Hoeppner on 11 Nov 09
     
    deeper thinking about the Kaplan ad about "It's sabout you" - lecture in the modern age
  • Kristina Hoeppner on 11 Nov 09
     
    technology does not mean that things change necessarily
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Social Media in Learning examples - 0 views

c4lpt.co.uk/...examples.html socialmedia learning examples
shared by Kristina Hoeppner on 10 Nov 09 - Cached
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Ruben R. Puentedura's Weblog: Grow Your Own Horizon Report - 0 views

www.hippasus.com/...000042.html emergingtechnologies workshop idea report
shared by Kristina Hoeppner on 08 Nov 09 - Cached
  • Kristina Hoeppner on 08 Nov 09
     
    workshop by Ruben Puentedura and Wayne Brent on how to create your own Horizon Report
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Cloudworks - Homepage - 0 views

cloudworks.ac.uk education collaboration pedagogy learning resources project openeducation
shared by Kristina Hoeppner on 07 Nov 09 - Cached
  • Kristina Hoeppner on 07 Nov 09
     
    "a place to share, find and discuss learning and teaching ideas and experiences"
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Introduction to the Special Issue on Distributed Learning Environments - 0 views

mfeldstein.com/tributed-learning-environments dle vle research ple
shared by Kristina Hoeppner on 07 Nov 09 - Cached
  • In this issue, however, the expression “distributed learning environments” means something entirely different. Here we mean that the learning environments are distributed.
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"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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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
  • ...5 more annotations...
  • 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.
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