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Tarmo Toikkanen

Online v. print reading: which one makes us smarter? : Scientific American Blog - 0 views

  • The process involves so much physical manipulation of the computer that it interferes with our ability to focus on and appreciate what we're reading
  • multimedia features, such as links to videos and animations, leave little room for imagination, limiting our ability to form our own mental pictures to illustrate what we're reading.
  • The visual happenings on the screen… and your physical interaction with the device is distracting," Mangen says. "All of these things are taxing on cognition and concentration in a way that a book is not."
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  • implications of digital technology should be considered when deciding whether to incorporate computer teaching tools into classroom instruction.
  • many older people may absorb more or learn faster by flipping through pages, because their brains have been trained to read hard copy, whereas younger readers may learn faster digitally, because they're accustomed to working online
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    Anne Mangen heittää teorian, että tietokoneen käsittely tuottaa kognitiivista kuormaa ja siten voi haitata oppimista. Uutisessa on lainattu myös muiden tutkijoiden eriäviä mielipiteitä. Joka tapauksessa kannattaa miettiä, missä tilanteissa tietokoneen käyttö on perusteltua ja milloin pitäisi voida keskittyä materiaalin sisäistämiseen ilman häiriötekijöitä.
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    Manipulating the terminal device may cause cognitive load, which interferes with the cognitive challenge of learning what you read.
Tarmo Toikkanen

paper.li - read Twitter as a daily newspaper - 2 views

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    "paper.li organizes links shared on Twitter into an easy to read newspaper-style format. Newspapers can be created for any Twitter user, list or #tag."
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    Jos twitterin seuraaminen tuntuu hankalalta, paper.li tiivistää päivän tweetit yhdeksi sanomalehdeksi. Esim. Tarmon lehti: http://paper.li/tarmotoikkanen
Eija Kalliala

Reading Wikipedia with students | Teemu Leinonen - 0 views

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    Teemu Leinosen pohdintoja Wikipediasta opetuksessa.
Tarmo Toikkanen

Christopher D. Sessums :: Blog :: A simple definition: Web 2.0 - 0 views

  • Web 1.0 = meWeb 2.0 = me + youWeb 1.0 = readWeb 2.0 = read + writeWeb 1.0 = connecting ideasWeb 2.0 = connecting ideas + connecting peopleWeb 1.0 = searchWeb 2.0 = recommendations of friends/othersWeb 1.0 = findWeb 2.0 = shareWeb 1.0 = techies ruleWeb 2.0 = everybody rules
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    Web 2.0 defined
Tarmo Toikkanen

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 1 views

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    50 opettajien blogeista kerättyä vinkkiä wikien käyttöön luokkahuoneessa.
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    Wikis are an exceptionally useful tool for getting students more involved in curriculum. They're often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom.
Tarmo Toikkanen

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

  • 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
  • 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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    The central theme of this article is that the online learning environment can be seen as the means by which higher education can explores the challenges and opportunities raised by online and digital society.
A Rongas

Book review: "Social Learning Handbook" by Jane Hart « Next Practices - 3 views

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    With the use of social media in learning by learning professionals still relatively young, there are only a handful of books written on the subject. To be honest, several of them overlap somewhat in the content provided, leaving me to ask after reading the third one in the span of a month "Do I really need another book to tell me what a wiki or a blog is about?" My answer to that is a resounding "No!" It is, therefore, with pleasure that I recommend to you Jane Hart's Social Learning Handbook (©2011, Centre for Learning & Performance Technologies).
Tero Toivanen

WikiEducator's Wayne Mackintosh: Open Education and Policy - Creative Commons - 0 views

  • 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.
    • Tero Toivanen
       
      Opettaminen on tiedon jakamista. Siksi avoimet oppimisen resurssit edustavat opettamisen puhtainta arvomaailmaa digitaalisessa maailmassa.
  • WikiEducator is a flagship project of the OER Foundation
    • Tero Toivanen
       
      WikiEducator on avoimien oppimisen resurssien liikkeen lippulaivaprojekti.
  • Cape Town Open Education Declaration
    • Tero Toivanen
       
      Allekirjoitin jo tämän julistuksen.
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  • Creative Commons is the air that the OER movement breathes.
    • Tero Toivanen
       
      Creative Commons:in merkitys avoimien oppimisen resurssien liikkeelle.
  • 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.
    • Tero Toivanen
       
      Mitä CC voisi tehdä tulevaisuudessa OER:ia tukeakseen.
  • 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.
    • Tero Toivanen
       
      Mikä on CollabOERate -projekti.
  • The uncharted territory, and arguably the biggest point of difference for OER lies in the remix.
  • At the OER Foundation we subscribe to free cultural works licensing.
  • . 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.
  • WikiEducator believes learning materials should be free (read “libre”) for all students of the world.
    • Tero Toivanen
       
      Oppimateriaalien pitäisi olla ilmaisia kaikille maailman opiskelijoille!
  • 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.
  • Sadly, in education circles the non-commercial restriction is widely used.
  • 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.
  • Most national education systems are predominantly funded through taxpayer dollars. Why should taxpayers have to pay “twice” for education materials?
    • Tero Toivanen
       
      Miksi oppimateriaaleista pitää maksaa kahdesti?
  • Capability and community development using WikiEducator’s Learning4Content training model.
  • 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.
  • “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.”
    • Tero Toivanen
       
      Tämän eteen kannattaa tehdä töitä!
  • 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.
  • 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.
  • Many education institutions perceive that the sharing of education materials will potentially erode their student base, or even worse, their “competitive advantage.”
  • Any researcher worth their salt knows that a thorough literature review of existing knowledge is the natural starting point in resolving a research question.
  • “to have reached the stage where we are technically able to share knowledge and enhance education right across the world is a wonderful thing.”
  • 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.
  • We only need a small minority of contributors to achieve the goal where learning materials will be free for all students of the world.
  • Good teaching is good teaching, irrespective of whether we are using open or closed resources.
Tero Toivanen

Free eBooks at Planet eBook - Classic Novels and Literature You're Free to Share - 0 views

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    Classic literature for download as free eBooks
Tarmo Toikkanen

Epäeettistä mainontaa Edublogs-palvelussa? - 0 views

  • 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.
  • 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.
  • 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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    Ilmeisesti Edublogs-palvelussa opiskelijoiden blogeihiinsa kirjoittamia sanoja muutetaan mainoslinkeiksi. Sessums raportoi englanniksi
Tero Toivanen

Main Page - Gutenberg - 1 views

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    There are over 28,000 free books in the Project Gutenberg Online Book Catalog.
Tero Toivanen

Find public domain books online - 3 views

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    Tässä blogi-kirjoituksessa linkkejä tekijänoikeuksista vapaisiin kirjoihin.
Tero Toivanen

Twurdy Search - Search for Readable Results - 1 views

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    Tämä vaikuttaa todella hyödylliseltä.
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