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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.
  • ...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

English Courses - 2 views

www.diigo.com/...english-courses

English links

shared by J.Randolph Radney on 17 Sep 09 - Cached
  • J.Randolph Radney on 20 Sep 09
     
    These links are bookmarks that I want my English course students to have.
J.Randolph Radney

Zotero | Home - 0 views

www.zotero.org

research tools reference citation bibliography

shared by J.Randolph Radney on 09 Oct 09 - Cached
  • J.Randolph Radney on 09 Oct 09
     
    A friend has recommended the use of this add-on in Firefox in order to document URLs and other online research. I will install it on my systems, use it for a bit, and get back to the rest of you according to how successful I think it is. BTW, this is a tool that would only be needed for those doing research that needs to be documented in this (and other/later) courses (so probably only relevant to students in the 060 course, for now).
Emmy Sill

My ART site <3 i love drawing its a part of my dream! - 0 views

oboro-dono.deviantart.com

emmy sill

shared by Emmy Sill on 23 Nov 09 - Cached
  • Emmy Sill on 23 Nov 09
     
    I draw ANIME , Manga ect.! i love my games but i cant really play them or have a tv because i want TOO pass my Courses at TRU!!!! SO I AM taking a break from my gaming, and drawing though i do miss my art!! So i go here almost everyday!! <3 im currently trying to get up free commisions on D.A. ;p its taking forever
J.Randolph Radney

eLearn: Case Studies - Threading, Tagging, and Higher-Order Thinking - 0 views

elearnmag.org/subpage.cfm

web2.0 higher-order thinking thinking

shared by J.Randolph Radney on 28 Sep 09 - Cached
  • J.Randolph Radney on 28 Sep 09
     
    Where does English fit in as a course in terms of lower-order and higher-order thinking?
  • 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. While this particular item is much longer than the essays that will be provided, students can still attempt to outline and summarize portions as practice for the final exam.
J.Randolph Radney

Not Actually The Ultimate Question - Television Tropes & Idioms - 1 views

tvtropes.org/...NotActuallyTheUltimateQuestion

comics causal reasoning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Calvin: Why do you suppose we're here? Hobbes: Because we walked here. Calvin: No, I mean, here on Earth? Hobbes: Because Earth can support life. Calvin: No, I mean why are we anywhere? Why do we exist? Hobbes: Because we were born. Calvin: Forget it. Hobbes: I will, thank you.
  • J.Randolph Radney on 22 Feb 10
     
    This is an example to be discussed in class during week 7 of the course.
J.Randolph Radney

YouTube - lynda.com: Moodle Essential Training for Students - 1 views

www.youtube.com/watch

lynda.com moodle student training

shared by J.Randolph Radney on 13 Jan 10 - Cached
  • J.Randolph Radney on 13 Jan 10
     
    This is the introductory video from a series designed to help you better understand how MOODLE works in courses.
J.Randolph Radney

Native American History - 0 views

www.shmoop.com/native-american-history

native thinking english

shared by J.Randolph Radney on 04 Dec 09 - Cached
  • Native Americans suffered a collective tragedy over the course of the nineteenth century. But their stories cannot be simply condensed into one master narrative of defeat and decimation. To understand what happened to "The American Indian," we need to look at the lives of the many Indians––and whites––that contributed to this multi-faceted story.
    • J.Randolph Radney
      J.Randolph Radney on 04 Dec 09
       
      A major question concerns who will be allowed voices to tell these stories.
  • In 1783, the United States was a new nation of about 3 million people living, for the most part, along the Atlantic seaboard. Native Americans, perhaps numbering around 600,000, controlled most lands west of the Appalachian Mountains. By 1890, a bit more than a century later, the United States stretched from coast to coast and was home to some 66 million people. Only 250,000 Indians remained, most of them living on reservations holding just a fraction of the land they once controlled.
    • J.Randolph Radney
      J.Randolph Radney on 04 Dec 09
       
      Not only is this true, but the United States of 1783 needed the help of its indigenous people, whereas, by 1890 it tried to believe it did not.
  • J.Randolph Radney on 04 Dec 09
     
    I would like to receive two kinds of commentary on this set of web sites. First of all, could those of you with connection to First Nations communities comment in regard to the value of these pages? Secondly, could any of you comment in regard to differences you believe could be documented regarding how indigenous peoples were treated in Canada compared to what is documented here concerning the United States?
  • 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

A Red Girl's Reasoning - 3 views

www.humanities.mcmaster.ca/...5reason.html

English writing literature First Nations

shared by J.Randolph Radney on 07 Jan 10 - Cached
  • J.Randolph Radney on 07 Jan 10
     
    Students in the 062 course need to read this story and be ready to discuss it in class (before the end of week 2)
J.Randolph Radney

Wiki-style finals - 1 views

www.profhacker.com/...wiki-style-finals

wikistyle exams english

shared by J.Randolph Radney on 10 Dec 09 - Cached
  • J.Randolph Radney on 10 Dec 09
     
    What would you think if you were required to write the exam questions in a course?
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

http://wps.pearsoned.ca/ca_ph_troyka_qa3_update - 0 views

wps.pearsoned.ca/ca_ph_troyka_qa3_update

writing research education technology

shared by J.Randolph Radney on 16 Jan 10 - Cached
  • J.Randolph Radney on 16 Jan 10
     
    This site provides supplementary materials for those who are struggling with the T&H reading for the course and for those who want extra practice.
lucas brettell

the weather forecast - 1 views

groups.diigo.com/...search

shared by lucas brettell on 15 Apr 10 - Cached
  • lucas brettell on 15 Apr 10
     
    :)
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.&nbsp; Of course, it wouldn’t have happened without having been taught the basic reading skills.&nbsp; 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.&nbsp; Reading, for education, is a learning literacy.&nbsp; 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?
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