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J.Randolph Radney

Social Bookmarking in Education with Diigo - 0 views

www.brighthub.com/...62228.aspx

diigo education bookmarking socialbookmarking web2.0 social technology resources

shared by J.Randolph Radney on 16 Jan 12 - Cached
  • Social bookmarking in education is a new and exciting opportunity for teachers and students to connect and collaborate online.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 0 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning writing english

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • 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”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
  • 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
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    Here are some additional concepts that are a part of my approach to teaching.
J.Randolph Radney

Big Conversations For Schools - 1 views

spreadsheets.google.com/viewform

web 2.0 education change teaching english writing

shared by J.Randolph Radney on 11 Feb 10 - No Cached
  • J.Randolph Radney on 11 Feb 10
     
    Will Richardson is asking for us to identify our top 10 choices of questions that need to be addressed in education as technological changes affect our society. Please help.
J.Randolph Radney

Monitor: The net generation, unplugged | The Economist - 0 views

www.economist.com/...displaystory.cfm

education writing web2.0 digitalnatives technology

shared by J.Randolph Radney on 08 Mar 10 - Cached
  • THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people—roughly, those born between 1980 and 2000—there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way. Growing up with the internet, it is argued, has transformed their approach to education, work and politics.
  • But does it really make sense to generalise about a whole generation in this way? Not everyone thinks it does. “This is essentially a wrong-headed argument that assumes that our kids have some special path to the witchcraft of ‘digital awareness’ and that they understand something that we, teachers, don’t—and we have to catch up with them,” says Siva Vaidhyanathan, who teaches media studies at University of Virginia.
  • Any teenager can choose to join a Facebook group supporting the opposition in Iran or the liberation of Tibet, but such engagement is likely to be shallow. A recent study by the Pew Research Center, an American think-tank, found that internet users aged 18-24 were the least likely of all age groups to e-mail a public official or make an online political donation. But when it came to using the web to share political news or join political causes on social networks, they were far ahead of everyone else. Rather than genuinely being more politically engaged, they may simply wish to broadcast their activism to their peers. As with the idea that digital natives learn and work in new ways, there may be less going on here than meets the eye.
  • J.Randolph Radney on 08 Mar 10
     
    While it is impossible to classify an entire generation of people regarding characteristics and accurately apply features to an entire population, this article makes some interesting observations with regard to discrepancies between experience and expertise in using the Web. What could you write about such a topic? What does it mean to be a "digital native"?
J.Randolph Radney

2¢ Worth » Can Literacy be Taught? - 0 views

davidwarlick.com/2cents

shared by J.Randolph Radney on 07 Nov 09 - Cached
  • Students who become fluent in reading, do so because they read, not because they were taught the basic reading skills.  Of course, it wouldn’t have happened without having been taught the basic reading skills.  But they become fluent because they are required to read for the rest of their formal education and beyond.
  • If we expect students to become fluent in the broader and equally critical information and technology skills of being literate in a networked, digital, and abundant (contemporary) information environment, then they should be required to use those skills in all of their formal education, just like reading.  Reading, for education, is a learning literacy.  Reading, processing, and expressing knowledge in a networked, digital, and abundant information landscape are equally important learning skills — learning literacies.
  • J.Randolph Radney on 07 Nov 09
     
    Are you reading, or just able to read?
J.Randolph Radney

Web 2.0 For Rookies: Social Bookmarking - Articles - Educational Technology -... - 0 views

www.ictineducation.org/...ookies-social-bookmarking.html

shared by J.Randolph Radney on 06 Jan 10 - Cached
  • J.Randolph Radney on 06 Jan 10
     
    This site explains some of the benefits of social bookmarking.
J.Randolph Radney

Web 2.0 For Rookies: Appearances Can Be Deceiving - Articles - Educational Te... - 0 views

www.ictineducation.org/...earances-can-be-deceiving.html

web 2.0 dialog

shared by J.Randolph Radney on 06 Jan 10 - Cached
  • J.Randolph Radney on 06 Jan 10
     
    The value of Web 2.0 technology is not just an increase of information available; it is the opportunity to dialog with the original authors of material and to interact without time-space restrictions.
Emmy-Lou Sill

Education Planner - 0 views

www.educationplanner.bc.ca/index.cfm

education planner

shared by Emmy-Lou Sill on 22 Jan 10 - Cached
Danika Bush liked it
  • Emmy-Lou Sill on 22 Jan 10
     
    here is what the academic advisor uses :)
  • Danika Bush on 28 Jan 10
     
    This is what I used and it helped me like 50 million times better then the school counselors.. after the fact that it was too late to take any of the other courses.
J.Randolph Radney

Weblogg-ed » No Choice - 0 views

weblogg-ed.com/no-choice

education writing Technology web2.0 weblogg willrichardson

shared by J.Randolph Radney on 02 Feb 10 - Cached
  • One of my favorite things that Sheryl says when she talks about the challenges that schools face right now is that this generation of kids in our schools is the first not to have a choice about technology. Most of us grew up in a time when technology was an add on, and for many of us, we still see it as a choice, especially in education. (Just the other day I was at a meeting of about 25 school leaders and teachers to discuss how social learning tools can be infused into an inquiry based curriculum and only one person was using technology to take notes…me.) I look at my own kids and I know that technology will be a huge part of their learning lives because a) they want it to be and b) they’ll be expected to be savvy users of the devices of their day to communicate, create and collaborate (among other things.) They’re not going to be able to “opt out.”
  • J.Randolph Radney on 02 Feb 10
     
    What do you think? Will you be able to make a living at a regular job during your career without the technological skills involved in computer and mobile media operation?
J.Randolph Radney

What Did They Tweet? Oct. Wk 2 | Teacher Reboot Camp - 1 views

teacherbootcamp.edublogs.org/...what-did-they-tweet-oct-wk-2

student education English youtube

shared by J.Randolph Radney on 15 Oct 09 - Cached
  • Can we change students’ behaviors by making learning fun? Ed Webb shared this video and started a great discussion on his website about the pedagogy of fun. I would like to continue the discussion here, because I do think that the educational system is programmed to make learning tedious. Exploration, discovery, problem-solving, and collaboration should be fun, but often this part of learning is lacking in curricula. I believe it is the best part of learning, which is why I hope this video inspires you and maybe your staff!
  • J.Randolph Radney on 15 Oct 09
     
    Watch the video and answer the question(s): (Why d/D)oes learning have to be boring?
J.Randolph Radney

Making Education Fun - 6 views

There are also more videos at http://thefuntheory.com/

education youtube learning fun

started by J.Randolph Radney on 16 Oct 09 2 follow-ups, last by J.Randolph Radney on 19 Oct 09
J.Randolph Radney

Websites and IMs and Blogs, Oh My! : A Response to Dr. Jill McClay's BCTELA Presentatio... - 0 views

www.bctela.ca/...e-dr-jill-mcclay%E2%80%99s-bct

bctela standards English

shared by J.Randolph Radney on 19 Oct 09 - Cached
  • Jill began by talking about the "new literacies" of technology, including blogs, instant messaging, sharing videos online, and many other kinds of literacy that go well beyond "print on paper." One of the most interesting and potentially alarming things Jill told us was the fact that eight- to ten-year-olds are the fastest-growing group of users on the internet.
  • According to research done by media-awareness.ca, a non-profit organization that develops media literacy programs, kids can be exposed to inappropriate content and risky situations online, including bullying and sexual harassment. On the other hand, the same survey makes it clear that most young people have positive experiences online, and they use the Internet to foster existing social relationships and create new ones. How can we help keep kids' online literacy experiences positive?
  • Jill gave us some examples that made us realize that, regardless of the fears (and often, regardless of the rules) of parents and educators, kids are using the web and joining online communities; they are sharing their writing and secrets, reading those of others, and creating relationships. The Internet is not going away; in fact, access to the web is nearly universal in Canada, either at home, at school, or at public libraries and Internet cafes.
  • ...2 more annotations...
  • we need to participate in web-based communities and literacy and respect, not dismiss, kids' online relationships. We need to learn the conventions of online literacy. Young people are not going to learn about online safety and security from us unless they see that we know what we're talking about, and that we are also part of that community.
  • Jill's presentation made me realize how much more was out there, and that a lot of it could be very useful in the English classroom and beyond.
  • J.Randolph Radney on 19 Oct 09
     
    This is another recent article written on the use of social media in education, particularly by younger students.
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