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J.Randolph Radney

The Strength of Weak Ties » On Common Ground - 0 views

strengthofweakties.org/?p=331

education manifesto strengthofweakties

shared by J.Randolph Radney on 20 Feb 10 - Cached
  • J.Randolph Radney on 20 Feb 10
     
    "I make choices that help me learn and do my best work. I am aware of the needs of others and do great things for them. I learn about myself and all that I can do by trying new things. I think of new ideas and share them with others. I think about people's feelings and help take care of others. I learn from my mistakes and build on the things that I do well. I work with others to learn and complete a task. I push myself to do my personal best and keep improving. I learn about and respect different people and include everyone. I care for and learn from nature. I take time by myself to think about what I have learned."
  • J.Randolph Radney on 20 Feb 10
     
    Do these statements apply to you?
J.Randolph Radney

Blogger in Middle-earth: The Ubiquitous Question - a reflection on learning - 1 views

newmiddle-earth.blogspot.com/...us-question-reflection-on.html

questions learning

shared by J.Randolph Radney on 31 Oct 09 - Cached
  • I gained the respect of my teachers, probably because of this attribute of asking questions, for I certainly wasn’t a model student.
  • Good teachers admire learners who ask pertinent questions.
  • Asking a question offers a teacher the opportunity to fulfil that so-often-difficult-to-attain goal of the pedagogue. The goal is to teach relevantly. While it’s true that learners tend to engage more in learning when they interact during a ‘lesson’, I’m not so sure that speaking up or even asking a question is necessarily exclusive for learning to occur.
  • ...1 more annotation...
  • I’m not entirely opposed to the suggestion that questioning is a way to learn. Nor am I questioning the idea that learners will learn nothing if they don’t ask questions. My hunch is that questions are asked in the mind all the time. The trick of learning relevantly lies in asking the right questions.
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

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

"Look, Ma, No Boundaries!" Relationships in New Literacies Learning and Teaching | BCTELA - 1 views

www.bctela.ca/...ships-new-literacies-learning-

bctela standards English

shared by J.Randolph Radney on 19 Oct 09 - Cached
  • As I think about the ways in which new literacies environments offer possibilities for young people to make relationships, some clear implications for teaching arise. Adults sometimes feel inadequate in newer literacy environments and uncertain about the value of such environments; some continue to deny that there is much new or much of value. But one undeniable value is that these are the environments in which our young people are learning about literacy, and, to some degree, learning about relationships. Our place in this environment is vital-as teachers, parents, researchers, and literate citizens-and our experience gives us a role in helping young people navigate this terrain. So the first point about relationships in new literacies teaching is that we must enter into relationships as participants.
  • J.Randolph Radney on 19 Oct 09
     
    This article is a recent discussion of the need to use social media in teaching English language arts in BC.
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

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

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?
Emmy-Lou Sill

Biography: Cesare Borgia - European History - Helium - 0 views

www.helium.com/...177447-biography-cesare-borgia

borgia helium site italy

shared by Emmy-Lou Sill on 18 Jan 10 - Cached
  • Emmy-Lou Sill on 18 Jan 10
     
    I have learned of the Borgia's from my readings from Manga. I like Acedemic reading mixed with fiction/fantasy! it makes it more interesting no?
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.
J.Randolph Radney

Centre for Teaching Excellence Blog » e-learning: green learning? - 0 views

cte-blog.uwaterloo.ca/?p=928

environment ebooks

shared by J.Randolph Radney on 05 Nov 09 - Cached
  • J.Randolph Radney on 05 Nov 09
     
    Do you think it would be good for the environment if textbooks were made available using eReaders?
J.Randolph Radney

Using Wordle in the classroom (1 of 2) - ProfHacker.com - 0 views

www.profhacker.com/...wordle-in-the-classroom-1-of-2

wordle classroom technology

shared by J.Randolph Radney on 14 Nov 09 - Cached
  • it’s now standard practice, for example, to require students in a first-year-composition class to know how to use a word processor and to learn how to make good use of a database: those are not considered “computing skills” anymore. They’re just skills.
  • we’ve long assumed that students become better writers by reading a great deal; and we assume that experience at writing makes them better readers. For many generations, these 2 sides of the textual coin have been taught hand-in-hand: we don’t teach students to be consumers of words and then maybe later teach them (or teach only some of them, depending on their major or their future career) how to create words. Instead, they learn those skills simultaneously.
  • J.Randolph Radney on 14 Nov 09
     
    The site as a whole is devoted to discussing Wordle (the program that produced the word-posters displayed on the MOODLE course websites for both 050 and 060), but notice what is quoted about computer skills (the first quote) and the connection between reading ability and writing ability (the second).
J.Randolph Radney

Next Time, Fail Better - Commentary - The Chronicle of Higher Education - 0 views

chronicle.com/...131790

shared by J.Randolph Radney on 09 May 12 - No Cached
  • Humanities students are not used to failure. They want to get it right the first time. When they are new to the game, they want to get good grades on what are essentially first drafts. Once they learn how much work it is to write and edit a really good essay, their goals shift—from getting A's on papers written the night before to getting A's and making the difficult process look effortless.
  • I had a colleague who had a poster in his dining room with Samuel Beckett's "Ever tried. Ever failed. No matter. Try again. Fail again. Fail better." We may tell ourselves that, but we don't tell our students. Maybe we should post it in our classrooms, not our dining rooms.
J.Randolph Radney

18 Ways Teachers Can Use Google+ Hangouts - Online Colleges - 0 views

www.onlinecolleges.net/...-ways-teachers-google-hangouts

Google+ Hangouts Education google tools hangout google+hangouts Online

shared by J.Randolph Radney on 16 Jan 12 - No Cached
  • Google offers up some amazing tools to help you get students thinking, learning, connecting, and sharing
J.Randolph Radney

TeachPaperless: Tales of a Third Grade Blogger (or, The Year Social Tech Broke) - 0 views

teachpaperless.blogspot.com/...ird-grade-blogger-or-year.html

blogging

shared by J.Randolph Radney on 17 Sep 09 - Cached
  • Turns out their teachers (same ones I wrote this letter to) are crazy about the idea of their students blogging. And so, they've given my boys permission to do their weekly home/school connections via their blogs.
  • J.Randolph Radney on 17 Sep 09
     
    It's time to catch up to these Grade 3 students. :) radney
  • J.Randolph Radney on 20 Sep 09
     
    If Grade 3 students blog regularly, why can't we learn it?
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

Paperless Friday « Andrew B. Watt's Blog - 0 views

andrewbwatt.wordpress.com/...paperless-friday

paperless writing learning storytelling

shared by J.Randolph Radney on 28 Sep 09 - Cached
  • J.Randolph Radney on 28 Sep 09
     
    How does a labyrinth resemble oral storytelling?
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