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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.
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  • 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.
Diana Boffa

First Nation firm makes recycling inroads - Business Edge News Magazine Archives - 1 views

www.businessedge.ca/...-makes-recycling-inroads-10081

shared by Diana Boffa on 02 Mar 10 - Cached
  • Diana Boffa on 02 Mar 10
     
    i thought this was an interesting read..
  • J.Randolph Radney on 03 Mar 10
     
    Nice link, Diana! For more on this topic, check out Calvin Helin Dances with Dependency at:http://en.wikipedia.org/wiki/Calvin_Helin
J.Randolph Radney

Organic Education | approaching learning from the ground up. - 0 views

www.organicedu.org

textbook rental english

shared by J.Randolph Radney on 04 Dec 09 - Cached
  • Originally an Iowa State University classifieds site, Chegg.com soon realized big saving could be had by students as a textbook rental company. Now, going into it’s sixth year as a company, Chegg is seeing returns over $10m – most likely due to students’ wising up toward traditional textbook price gouging tactics and a push for more environmentally friendly business practices.
  • J.Randolph Radney on 04 Dec 09
     
    In part two of the English final examination, students will be required to outline, summarize, and/or evaluate an essay. The discussion on this linked web page is the sort of essay that will be provided on the day of the exam for students to respond to.
J.Randolph Radney

Seth's Blog - 0 views

sethgodin.typepad.com

business

shared by J.Randolph Radney on 03 Dec 09 - Cached
  • The problem is no longer budget. The problem is no longer access to tools.The problem is the will to get good at it.
  • Use gmail to give every person in the organization that can read English an email address.
  • Start a book group for your top executives and every person who answers the phone, designs a product or interacts with customers. Read a great online media book a week and discuss. It'll take you about a year to catch up.
  • J.Randolph Radney on 03 Dec 09
     
    "The problem is no longer budget. The problem is no longer access to tools. The problem is the will to get good at it."
  • J.Randolph Radney on 03 Dec 09
     
    Daryl, take a look!
Alison French

Canada 411.ca: Free People Search & Business Telephone Directory - 0 views

www.canada411.ca

shared by Alison French on 02 Feb 10 - Cached
  • Alison French on 02 Feb 10
     
    Randy showed me this, pretty handy to have.
Chris Ash

advertising - 1 views

www.enagic.com

ads

shared by Chris Ash on 07 Apr 10 - Cached
  • Chris Ash on 07 Apr 10
     
    The Enagic Corporation feels that the personal nature of a direct sales marketing business model, utilizing hard-working, independent distributors is the best way to get the word out about Kangen Water®. The reason this method works so well is because only those that have used Kangen Water® and enjoyed its benefits can truly and honestly share the product with others.
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