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Answers.com: Wiki Q&A combined with free online dictionary, thesaurus, and encyclopedias - 0 views

www.answers.com
shared by Diana Boffa on 24 Feb 10 - Cached
  • Diana Boffa on 24 Feb 10
     
    I am not to sure if this is already bookmarked,but i think it will be useful as a starting point to answer any question.
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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.
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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.
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YouTube - eyeplorer introduction - 0 views

www.youtube.com/watch
shared by J.Randolph Radney on 20 Feb 10 - Cached
  • J.Randolph Radney on 20 Feb 10
     
    A new search engine; try it out.
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Seth's Blog: Phoning it in - 2 views

sethgodin.typepad.com/...phoning-it-in.html time life wisdom
shared by J.Randolph Radney on 20 Feb 10 - Cached
  • J.Randolph Radney on 20 Feb 10
     
    Do you have time to waste?
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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?
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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.
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Handouts: Exam Anxiety - 0 views

learning.concordia.ca/...Relaxation%20Techniques.shtml
shared by Trisha Johnny on 10 Feb 10 - Cached
  • Trisha Johnny on 10 Feb 10
     
    STRESSED? time to relax =)
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