In examining the current physical space Wesch (2008) asked students what a lecture hall ‘said’ about learning, in essence what were the affordances (Gibson 1979; Norman 1988) of the standard learning environment. They listed the following:
To learn is to acquire information
Information is scare and hard to find
Trust authority for good information
Authorized information is beyond discussion
Obey the authority
Follow along
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» A pupil, a blog and a PLN! Mr. Mitchell's Blog - asksir.co.uk - 3 views
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WinFF - Free Video Converter - 0 views
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WinFF is a GUI for the command line video converter, FFMPEG. It will convert most any video file that FFmpeg will convert. WinFF does multiple files in multiple formats at one time. You can for example convert mpeg's, flv's, and mov's, all into avi's all at once. WinFF is open source and cross platform written in Free Pascal and Lazarus. WinFF is published under the GNU public license. WinFF is published without any warranty or suitability for any purpose.
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Enterprise: List of 40 Social Media Staff Guidelines | Laurel Papworth- Social Network ... - 0 views
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shared by Tarmo Toikkanen on 23 Oct 09
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The Ed Techie: Using learning environments as a metaphor for educational change - 0 views
nogoodreason.typepad.co.uk/...or-for-educational-change.html
LMS PLE research analysis in english education pohdintaa
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These are obviously at odds with what most educators regard as key components in learning, such as dialogue, reflection, critical analysis, etc. They are also at distinct odds with the type of experience students have in the online world they inhabit regularly, particularly the social network, read/write web. These environments are characterised by User-generated content Power of the crowd Data on an epic scale Architecture of participation Network effects Openness
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When it was necessary for education to be performed face to face, a number of services were bundled together. When it becomes digital and online, this may no longer be the case, as we have seen in most content industries, such as music and newspapers (education has some similarities with content and also some significant differences). The first round of learning tools replicated the centralised model, but as the tools have become easier to use, and the methods for integrating them simpler, so this centralised approach seems less applicable. Clay Shirky (2008) argues that the ‘cost’ of organising people has collapsed, which makes informal groupings more likely to occur and often more successful:"By making it easier for groups to self-assemble and for individuals to contribute to group effort without requiring formal management, these tools have radically altered the old limits on the size, sophistication, and scope of unsupervised effort"Part of the function of universities is to provide this organisation, for example by grouping individuals together to form a student cohort who are interested in the same subject. But as this grouping becomes easier to do online, it becomes less of a valued function of the university - ie you don’t need to go to a university to find like minded people. Education then faces the same challenges regarding the cost of organisation that, say, the Encyclopedia Brittanica faced from wikipedia. Returning to the theme of this paper, Shirky’s argument can also be applied to technology, namely that the ‘cost’ of integrating technology has drastically reduced, meaning it is now feasible for individuals to do this, thus alleviating the need for centrally provided pre-integrated solutions. For example, we could reword the above quote to read:By making it easier for tools to (self) assemble and for applications to contribute to the environment without requiring integration, these approaches have radically altered the old limits on the size, sophistication, and scope of any individual to create their own environmentProjects such as SocialLearn, illustrate that the conceptualisation of a learning environment goes beyond technical, or even pedagogical considerations. In a digital society it comes to represent the institutional response to changes in the nature of knowledge creation, sharing, and participation, in short to the nature of education itself. Shirky argues that ‘when we change the way we communicate, we change society’, and the new socially based technologies we have today are doing this in fundamental ways. It is only by exploring their potential that universities can remain relevant to the society they are helping to shape.
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shared by Tero Toivanen on 24 Jun 10
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WikiEducator's Wayne Mackintosh: Open Education and Policy - Creative Commons - 0 views
creativecommons.org/...22470
WikiEducator OER Open Educational Resources Creative Commons CC Wayne Mackintosh
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The act of teaching is fundamentally about sharing knowledge. OER embodies the purpose of teaching and is today’s most compelling manifestation of the core values of education in a digital world, that is, to share knowledge freely.
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WikiEducator is a flagship project of the OER Foundation
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Cape Town Open Education Declaration
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Creative Commons is the air that the OER movement breathes.
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Creative Commons could, for instance, leverage its networks to establish a global network of pro bono legal counseling services, or develop an array of draft intellectual property policies published as OER that can be reused and remixed by education institutions around the world. In this way, all projects benefit from the core expertise and tacit knowledge of our respective organisations.
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In responding to these needs, the OER Foundation has launched the CollabOERate project. CollabOERate is the OER equivalent of research and development (R & D) for new “product” design in open content and open education. CollabOERate is an “OER remix” of industry’s “co-opetition” model where individual OER projects agree to collaborate on areas that allow them to “compete” better for their own sustainability and attainment of their own strategic objectives.
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. At the OER Foundation we believe in radical transparency and all our planning documents, projects and funding proposals are developed openly in WikiEducator, using Creative Commons licences.
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WikiEducator believes learning materials should be free (read “libre”) for all students of the world.
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By free digital resources, we mean educational materials which meet the requirements of the free cultural works definition that I mentioned before. That is, the freedom to reuse, revise, remix and redistribute education materials without restriction. This includes the freedom to use free software, and the freedom to earn a living. Consequently, we do not consider OER using the Non Commercial (NC) or No Derivatives (ND) restrictions to be free in all material aspects.
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We believe that the restriction of commercial activity around OER is a material restriction of the freedom to earn a living, especially when the ShareAlike provision, if used in conjunction with free file formats, is sufficiently adequate to protect the future freedoms of digital materials against commercial exploitation.
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Most national education systems are predominantly funded through taxpayer dollars. Why should taxpayers have to pay “twice” for education materials?
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In Sub-Saharan Africa, 76% of the children of the school-going age for the last 3-years of the K-12 system will NOT have the privilege of attending school. The conventional education system that has evolved in the industrial world is unaffordable to the majority of our planet. Consider for example, that in many African countries, the cost of sending a child to secondary school is typically more than 20% of the per capita income.
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“Access to learning and acquisition of knowledge should be freely available to all humanity. Any and every effort to realise this vision must be welcomed and enthusiastically supported by all.”
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We can make a difference in widening access to learning. While the skeptics and educational purists may argue that such systems may not meet the “quality” requirements of teaching provision compared with traditional face-to-face provision, these approaches have got to be better than no education at all. Our industrialised nations can help if they release materials as OER.
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To paraphrase Mahatma Gandhi: “We can be the change we want to see in the OER world!” This is what we are doing and I hope that your readers can help us.
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Many education institutions perceive that the sharing of education materials will potentially erode their student base, or even worse, their “competitive advantage.”
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Any researcher worth their salt knows that a thorough literature review of existing knowledge is the natural starting point in resolving a research question.
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“to have reached the stage where we are technically able to share knowledge and enhance education right across the world is a wonderful thing.”
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OER is not a binary question of whether or not it is going to happen, it’s simply a question of how long it will take to have free digital resources in support of all national curricula in the world.
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We only need a small minority of contributors to achieve the goal where learning materials will be free for all students of the world.
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Epäeettistä mainontaa Edublogs-palvelussa? - 0 views
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I checked my other student learning logs in Edublogs and found a similar pattern. It then dawned on me that these links were being added to their content without their notice.
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For example one student mentioned the word "energy" in her blog entry and I found a pop-up link directing me to Exxon/Mobile. Hmmm? I thought and I read on. This same student also mentioned "college" in her entry wherein a hyperlink associated with the University of Phoenix popped up. I found this rather odd, since the student was currently enrolled here at the University of Florida.
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While Mr. Farmer offers a cogent explanation for the need for revenue to support free, online hosting of Edublogs, he never says anything about embedding advertisements in user created content. I am not opposed to advertisements on free online applications. However, there is a big difference between placing an advertisement on a free site and placing an advertisement in the user's content.
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Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views
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Hence the title of my talk. CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
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Moreover, unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
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Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
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And so we can think of the CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
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Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
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A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.