I am currently writing a chapter regarding open and networked learning. I have used the term Personal Learning Network (PLN) dozens of times over the last few years, and have seen it mentioned countless times in blog and microblog posts, and other forms of media. However, I cannot seem to find a solid reference or definition for the concept of PLN. I sent out several email messages asking people if knew of an existing article or reference for the PLN definition, and I have yet to receive a response. About the best lead I could find was a post from Stephen Downes that mentioned “Dave Warlick has taken the concept of the Personal Learning Environment, renamed it (to Personal Learning Network).”
Harnessing Innovation to Support Student Success: Using Technology to Personalize Educa... - 0 views
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Harnessing Innovation to Support Student Success: Using Technology to Personalize Education
The Innovative Educator: Provide Students with a Personalized Newspaper Everyday for Free! - 2 views
BTW, teen writing may cause teachers to :( - CNN.com - 0 views
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It's a teachable moment," said Amanda Lenhart, senior research specialist at Pew. "If you find that in a child's or student's writing, that's an opportunity to address the differences between formal and informal writing. They learn to make the distinction ... just as they learn not to use slang terms in formal writing.
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It's also a great opportunity for teachers who use blogging in their classes. At the same time, I don't think discouraging informal writing is the right thing to do. Students should have the freedom to use the kind of language they feel is most appropriate given their audience and content. Teaching to adjust one's voice based on audience is therefore crucial.
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Teens who consider electronic communications with friends as "writing" are more likely to carry the informal elements into school assignments than those who distinguish the two.
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I'd be interested to learn how many teachers use emoticons or other informal elements when writing on blogs or communicating with students outside of formal class assignments. For example, do teachers use informal elements when leaving comments on student blogs. Shouldn't they if they want to be seen as readers rather than evaluators?
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Teens who keep blogs are more likely to engage in personal writing. They also tend to believe that writing will prove crucial to their eventual success in life. Parents are more likely than teenagers to believe that Internet-based writing such as e-mail and instant messaging affects writing overall, though both groups are split on whether the electronic communications help or hurt. Nonetheless, 73 percent of teens and 40 percent of parents said they believe Internet writing makes no difference either way.
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If the teacher models informal and formal writing well then this kind of informal writing is not likely to affect students' grasp of formal writing. However, the freedom to use informal, expressive writing might help students develop a stronger sense of voice in all kinds of written work, leading to improved confidence.
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open thinking » Visualizing Open/Networked Teaching - 0 views
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Open teaching is described as the facilitation of learning experiences that are open, transparent, collaborative, and social. Open teachers are advocates of a free and open knowledge society, and support their students in the critical consumption, production, connection, and synthesis of knowledge through the shared development of learning networks.
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Through the guiding principles of open teaching, students are able to gain requisite skills, self-efficacy, and knowledge as they develop their own personal learning networks (PLNs). Educators guide the process using their own PLNs, with a variety of teaching/learning experiences, and via (distributed) scaffolding.
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This metaphor projects the role of teacher as one who “knows the terrain”, helps to guide students around obstacles, but who is also led by student interests, objectives, and knowledge. The terrain in this case consists of the development of media literacy (critique & awareness), social networks (connections), and connected/connective knowledge
middleclassgirl.com » The concept - 0 views
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One of the reasons I think I became a little disengaged at the end of last year with Second Life was because I had reached a ‘now what?’ stage. Having been part of the community of learners on the Islands of Jokaydia was great, but personally I felt I had plateaued in what I could offer or do.
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ut what I began to obsess over was this: if anyone came to my plot .. why would they? Why would they come into Second Life merely to click on a few urls that would take them to the internet? To me, that wasn;t a good use of the platform.
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How could Second Life compliment some of the traditional practices that exist at the moment? These are characteristics of the space I would like to create: Low skill level required for a new user or visitor to the space. Basic knowledge of moving, collecting and navigation required. One of the biggest obstacles is *time* - I don’t want visitors first experiences to be one of frustration or pitched at a level that they won’t be able to enjoy the experience. I want it to be ‘interactive’ by which, of course, I don’t want it to be merely a space where someone clicks on a scripted board merely to be taken to a 2D URL. Documents may be a feature, not necessarily the primary feature of the build. I would hope the space could interactive for whomever visited it. Invite collaboration, strategizing and provide points for debate.
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The School Leader as Bricoleur: Developing Scholarly Practitioners for Our Schools - 0 views
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Bricoleur, as presented herein, is used metaphorically and in a postmodern or post-formal (Kincheloe & Steinberg, 1999) sense to represent methods, practices and cultural materials that the scholar-practitioner uses as s/he interacts in the complex web of relationships among knowledge, inquiry, practice, and learning
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The result of the bricoleur’s methods of practice is a bricolage (Denzin & Lincoln, 2000), a construction that arises from the reflexive interactions of different types of knowledge, mediating artifacts, and methods in relation to the social contexts, cultural patterns, and social actions and activities that comprise the daily events of the school.
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First, the construct of scholar-practitioner leadership is examined, providing a background for exploring the intricacies of scholarly practice through the metaphor of bricoleur.
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