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Tarmo Toikkanen

Christopher D. Sessums :: Blog :: Driven to Distraction: Notes on Young Adults Living a... - 0 views

  • This quote struck me on many levels. Specifically, the notion of being distracted in the "other features" seemed to be a loaded statement. Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing. Have we so stymied students that they believe if they are not formally "learning," if they become "sidetracked," that they are wasting their time? When did curiosity become a negative thing? (When it killed the proverbial cat, I suppose.) As I think about it, if young adults find new media a distraction, then perhaps "learning" has become too narrowly defined. This then led me to wonder how we can "measure" self-directed learning in this new media context? In other words, how can we show the different levels of learning that takes place in these new contexts?
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    Christopher Sessums pohtii, ovatko sosiaalisen median tarjoamat seikkailumahdollisuudet todella haitallisia oppimiselle, vai ovatko ne oppimisen ydintä.
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    Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing.
Tarmo Toikkanen

What educational question is Second Life the answer to? - 0 views

  • In another session Shailey Minocha and Rita Tingle discussed the importance of a sense of presence and a sense of place which are harder to achieve in a 2D environment. They also suggest from their research that activities in Second Life don’t actually enhance learning in themselves but by creating a sense of community and common purpose they can build motivation in learners which then leads to better learning.
  • it’s amazing how included you feel…I would never have been able to take part in the activities offered by the OU if they hadn’t been in Second Life…everyone joins in and really helps me learn
  • The avatar becomes an extension of the self and people in her Glasgow evening classes call each other by their avatar names. Kath feels that people’s identity is more real in Second Life somehow than in their Facebook presence.
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  • Maggie Savin-Baden from Coventry reports that students think play is important but perceive that staff think it’s a distraction from learning.
  • There is no doubt that virtual worlds are enhancing social contact and quickly become as real to their participants as “real” communication. If you don’t believe this think how much we believe we’re hearing someone’s voice when we pick up the telephone. It’s just a reproduction of their voice transported in multiple ways through complex communication networks but we con ourselves into thinking we’re actually hearing their voice.
  • Edward Castranova quotes Gartner’s prediction that by 2011 80% of web users will use an avatar and have a “second life”.
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    Analyysia Second Lifen hyödyistä opetuksessa.
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    Research shows that activities in Second Life don't actually enhance learning in themselves but by creating a sense of community and common purpose they can build motivation in learners which then leads to better learning.
Tero Toivanen

Open Thinking Wiki - 0 views

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    Open Thinking Wiki-Media and Tech Literacy Videos. Yli 90 videota koottuina tähän wikispaces -sivustoon liittyen mm. Wiki-mediaan, oppimiseen, tekijänoikeuksiin, median merkitykseen, teknologian historiaan jne.
Tarmo Toikkanen

The Innovative Educator: Ten Ways To Confuse a Child: Education Edition - 2 views

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    "Last week I wrote a post about how parents can confuse their children. Then I started thinking about how teachers and school administrators can do their parts as well. We can all work together to make sure no child is left thinking the world makes sense."
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    10 tapaa saada koulussa lapsi ymmälleen. Piilo-opetussuunnitelman esiinnostoa ja nykytilan kritiikkiä.
Tarmo Toikkanen

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

  • 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.
  • 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.
  • 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.
  • 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?
  • A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.
  • Students can publish links to external objects, but can’t link back in.
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    Discussion on how LMS and CMS are fading into the margins, and social media is taking the center stage.
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    Tiukkaa analyysiä LMS:ien (oppimisen hallintajärjestelmien) auttamattomista rajoituksista nykyisessä viestintäyhteiskunnassa.
Tero Toivanen

2011.11 OERu Meeting summary - WikiEducator - 0 views

  • In thinking about the next evolution of open learning, TRU Open Learning has conceptualized a new model for open education. In keeping with our outcomes based philosophy of higher education we can envision a truly open model for higher education. Judith Murray refers to this new model as "Open Education 2.0". The conceptual framework for "Open Education 2.0" requires us to think not only in terms of the "Traditional Model", but in addition to envision a parallel model where we can have Any learner, using Any material, and being supported (taught, instructed, facilitated, mentored, tutored) by Anyone, to achieve learning which is then subjected to Our assessment, in order to receive Our credit, which can be applied towards Our credential.
    • Tero Toivanen
       
      OER-yliopiston myötä syntymässä uusi käsitteellinen viitekehys oppimiselle: "Open Education 2.0"
Tarmo Toikkanen

Clay Shirky: 'Paywall will underperform - the numbers don't add up' | Technology | The ... - 0 views

  • His predictions for the fate of print media organisations have proved unnervingly accurate; 2009 would be a bloodbath for newspapers, he warned – and so it came to pass.
  • "Look, we got erotic novels, first crack out of the box, once we had printing presses. It took a century and a half for the Royal Society to start publishing the first scientific journal in English. So even with the sacred printing press, the first things you get serve the basest human urges. But the presence of the erotic novels did not prevent us from pressing the printing presses into the service of the scientific revolution. And so I think every bit of time spent fretting about the fact that people have base desires which they will use this medium to satisfy is a waste of time – because that's been true of every medium ever launched."
  • Shirky does not own a television. Americans watch, collectively, two hundred billion hours of television a year, and if online social media diverts even just a fraction of that time, he argues, that has to be a good thing. "As I say in the book, even the stupidest possible creative act is still a creative act. And I'd still take the most inane collaborative website over someone watching yet another half hour of TV."
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  • So, there's two things to this paradox. One is that those conversations were always happening. People were saying those nasty things to one another in the pub or whatever. You just couldn't hear them before. So it's a change in our awareness of truth, not a change in the truth."Then there's this second effect, that anonymity makes people behave more meanly. What I think is going to happen there is we are slowly going to set up islands of civil discourse.
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    Clay Shirky tiivistää, mistä sosiaalisessa mediassa ja avoimissa sisällöissä oikein on kyse.
Tarmo Toikkanen

Open source e-portfolio and social networking software - Mahara ePortfolio System - 2 views

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    "Mahara is an open source e-portfolio system with a flexible display framework. Mahara, meaning 'think' or 'thought' in Te Reo Māori, is user centred environment with a permissions framework that enables different views of an e-portfolio to be easily managed. Mahara also features a weblog, resume builder and social networking system, connecting users and creating online learner communities."
Tarmo Toikkanen

Cool Cat Teacher Blog: Bad Backchannel: My Take on Danah Boyd's Bad Day - 0 views

  • 1) I don't like the backchannel on the big screen.  Period.  
  • 2) All presentation backchannels should have moderators.
  • 3) Backchannels Should be Part of the Presentation from the Speaker
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  • 4) Twitter makes a poor presentation backchannel.
  • 5) Backchannels Should be Intentional
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    "When I use backchannels in presentations there are a couple of guidelines that I think are a good idea to do."
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    Pohdintaa taustakanavan käytöstä presentaatioissa.
Tero Toivanen

YouTube - Show Your Media Literacy - 2 views

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    Lyhyt (2:30) video YouTube:ssa siitä, mitä tarkoittaa "Media Literacy".
Tarmo Toikkanen

"I Don't Get It" - How to Get Your Students Thinking - 8 views

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    Luovia tapoja saada oppilaat ajattelemaan ja luomaan uutta.
Tarmo Toikkanen

TeachPaperless: Why Teachers Should Blog - 0 views

  • And so, we should teach this new generation to move beyond embarrassment and fear. This is not to condone manifestly insolent behavior online, rather in teaching the qualities -- the unique qualities -- of the globally connected public square, we should be instilling in students both a strident determination to take part in the unadulterated public debate and yet have humility.I think both are achieved through the crucial practice of critical thinking and earnest self-analysis. And no where, if sincerely met with daily conviction, can both be better employed than in the practice of blogging.
  • And so, I firmly believe that all teachers should be bloggers. Because if Descartes is wrong, then the thrust of our identity is determined not by our inalienable and essential state of being but by the differences in idea and sense that we demonstrate through our interactions with others.
Tarmo Toikkanen

Web 2.0 Teaching Tools - 0 views

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    Sivustolla web2.0-opetusvälineet jaetaan neljään kategoriaan: viestintä, yhteistyö, luovuus ja kriittinen ajattelu. Luettelot ovat ainakin tätä kirjoittaessa vielä rakentumassa, mutta kannattaa silti tutustua sivuston ajatuksiin.
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    Instructions on using web2.0 tools to enhance communication, collaboration, creativity and critical thinking.
Tarmo Toikkanen

Why PBworks - 0 views

  • As we've added additional functionality, such as Access Controls, Document Management, Mobile support, and now our new Legal Edition, we've gone well beyond traditional wiki functionality.  As a result, the name "PBwiki" no longer reflected how we think of ourselves, and even more importantly, how our users think of us. 
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    PBWiki kulkee nykyään nimellä PBWorks. Samat wikitoiminnot ovat käytössä, mutta lisäksi on tarjolla monia muita toiminnallisuuksia, kuten dokumenttienhallinta.
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    PBWiki renamed itself to PBWorks as they added new features to their wiki engine, such as document management.
Tarmo Toikkanen

What is the Future of Teaching? - 0 views

  • According to the New York Times Bits blog, a recent study funded by the US Department of Education (PDF) found that on the whole, online learning environments actually led to higher tested performance than face-to-face learning environments.
  • “In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages,” writes the authors of the report (emphasis theirs). “At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
  • We can conclude that those in online learning environments tested better, but not necessarily why.
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  • Researchers warned that “various online learning implementation practices may have differing effectiveness for K–12 learners than they do for older students,” which seems plausible.
  • The word education, after all, comes from the Latin educare, which means, “to lead out.” I.e., think Socrates. Anyone can absorb information from a book or video, but good teachers will always be necessary to draw out that knowledge and help students develop the skills needed to think critically about the information they consume. In other words, online learning tools are just like any other tools in a teacher’s bag of tricks: what matters is how they’re applied. The instruction of good teachers will be made better by the proper application of web tools, while bad teachers won’t necessarily be made better by utilizing online education methods.
  • It comes down to knowing how to best use the tools at your disposal to maximize the impact of education for students, which has always been what separates good teachers from bad ones. The major difference between teachers of today and teachers of the future is that in the future educators will have better online tools and will require better specialized training to learn how to utilize them properly.
    • Tarmo Toikkanen
       
      Exactly. The tools are not the point, it's the learning results that matter. And they stem from the learning activities, which in turn are supported by the tools that are employed.
  • Teachers will certainly need to adapt in order to use new tools and methods, but that’s nothing new. Online education may never completely replace face-to-face learning, though as the Department of Education study shows, with enough time and under the guidance of a good teacher, online learning environments can produce results that are just as good or better than classroom learning. Online learning is likely to be used more often to enhance face-to-face learning in the future, however, and in communities where classroom learning is infeasible due to lack of funds, online learning is an adequate stand-in.
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    Hyvin tiivistettyä ajatusta opetuksen tulevaisuudesta.
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    Good analysis on the impact of new tools, and the need for great teachers.
Tero Toivanen

NetFamilyNews - 0 views

  • Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term,"
  • What Ofsted seems to be saying is that teaching students the critical thinking skills of media literacy ultimately lowers risk.
  • "Who wrote the material on this site?" "Is the information on it likely to be accurate or could it be altered by anybody?" "If others click onto the site, can I be sure that they are who they saythey are?", and "What information about myself should I not give out on the site?"
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    Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term,"
Tero Toivanen

Languages smarten up your brain - Guardian Weekly - 1 views

  • Now a study published by the European Commission reveals that learning an additional language such as English may bring benefits that go beyond the ability to use the language itself. This report has implications for why, when and how we teach and learn English as a second or foreign ­language.
  • One of the significant findings for English language teaching is that changes in the brain’s electrical activity may occur much earlier than previously thought.
  • this study suggests that changes in the brain may start even in the earlier stages of language learning.
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  • Another cluster concerns enhanced mental flexibility.
  • The benefits reported include enhanced capacity for learning whereby knowledge of languages can lead to superior memory function, especially short-term “working” memory.
  • Most of the advantages ­described support overall competence-building for life and work in modern, information-rich, internet environments.
  • Enhanced problem-solving capability is also reported.
  • Greater understanding of how language functions and is used to achieve specific goals in life acts as the fourth cluster.
  • Finally the study reports on research that links knowledge of languages to a slowdown of age-related mental diminishment such as certain forms of dementia.
  • The cognitive neurosciences stress the need for powerful learning environments, and yet not enough of our language education is spent encouraging learners to engage in higher-order thinking about meaningful content that fires up the brain.
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    Most people learn languages to help them communicate. Now a study of recent research into brain function reveals that students could be gaining a lot more from their pursuit of linguistic skills, says David Marsh
Tero Toivanen

Open isn't so open anymore « Connectivism - 1 views

  • We need some good ol’ radicals in open education. You know, the types that have a vision and an ideological orientation that defies the pragmatics of reality. Stubborn, irritating, aggravating visionaries.
  • People are trying to make a living off of being open – i.e. openness as a utility to advance a career, gain recognition from peers, or make money.
  • Ideological purity in open education had a very short existence. Instead of building a future foundation, we see instead a foundation to serve for career advancement.
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  • Let me start by stating that “open” is a term that is now essentially meaningless. Apparently Twitter is open. So is Blackboard. And Facebook.
  • Richard Stallman has been somewhat replaced by, or even written out of, the open source movement. Stallman was (and still is) an uncompromising radical. Or at least that is how the well established proprietary software field sees him. The open source movement developed in response to what others perceived as Stallman’s unpalatable views for mainstreaming openness.
  • (If you’re interested, I explored this in a bit more detail in Free and Open Source Movements, part 1 and part 2 (somewhat related: Why we should share learning resources).)
  • But we first need a Stallman in open education before we can even begin to marginalize him. We need an idealist that sets the stage for thinking and debate around openness.
  • By not criticizing gradient views of openness, by failing to establish a solid foundation on which to discuss openness, we are providing an ideology for our generation, not one that serves as a future-focused movement. Openness is a hard topic to discuss ideologically because it’s important. Yes, pragmatics are easier. But pragmatics have a short life span.
  • Openness is an ideology along the lines of democracy. It is worthy of theoretical discussion. And various modes of implementation should be subject to debate and criticism.
  • Just like the “green movement”. I’m sick of commercials with new cars driving through lush forests, suggesting that if only I buy their vehicle the world will be greener. Green is treated as a utility to sell vehicles. For many companies in the educational field, open is the new green: use it to sell your product.
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    Onko avoimuus vaarassa tai muuttumassa?
Tero Toivanen

A Million People Riding Google Wave. Most Of Them On Their Stomachs. - 0 views

  • I think Google Wave is something I’d like to have open all the time, as I see it as a new potential variety of communication for the web. And if I have it open, I don’t need another service, like email, to notify me about new messages. But I don’t have it open all the time now because usage among people I know is too sporadic.
  • “Although we are opening up access a bit, do remember that Google Wave is still only in its early preview phase,” the team notes today
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    Google Wave on vasta kokeiluvaiheessa ja silti se on lähettänyt jo miljoona kutsua. Kirjoissa kuvataan Wave:a mahdolliseksi uudeksi kommunikaation muodoksi web:ssä.
Tarmo Toikkanen

Enemy Lurks in Briefings on Afghan War - PowerPoint - NYTimes.com - 0 views

  • The amount of time expended on PowerPoint, the Microsoft presentation program of computer-generated charts, graphs and bullet points, has made it a running joke
  • “It’s dangerous because it can create the illusion of understanding and the illusion of control,” General McMaster said in a telephone interview afterward. “Some problems in the world are not bullet-izable.”
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  • Commanders say that behind all the PowerPoint jokes are serious concerns that the program stifles discussion, critical thinking and thoughtful decision-making.
  • Senior officers say the program does come in handy when the goal is not imparting information, as in briefings for reporters.
  • The news media sessions often last 25 minutes, with 5 minutes left at the end for questions from anyone still awake. Those types of PowerPoint presentations, Dr. Hammes said, are known as “hypnotizing chickens.”
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    Raportaasi USAn sotavoimien Powerpoint-käytöstä. Pelottavaa.
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