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Paula Shaw

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

www.elearnspace.org/...connectivism.htm

H817 E-Learning connectivism technology collaboration

shared by Paula Shaw on 02 Feb 14 - Cached
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
  • Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
  • ome questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning: How are learning theories impacted when knowledge is no longer acquired in the linear manner? What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval). How can we continue to stay current in a rapidly evolving information ecology? How do learning theories address moments where performance is needed in the absence of complete understanding? What is the impact of networks and complexity theories on learning? What is the impact of chaos as a complex pattern recognition process on learning? With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?
Paula Shaw

IFETS - Discussions - 0 views

ifets.ieee.org/...discuss_march2003.html

H817 E-Learning online

shared by Paula Shaw on 02 Feb 14 - Cached
  • typically presented in a descriptive format
  • few common terms used consistently
  • Online learning – this term describes education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students or actual face to face contact. Purely online learning is essentially the use of eLearning tools in a distance education mode using the Web as the sole medium for all student learning and contact.
  • ...24 more annotations...
  • meets with students (either in a face to face mode or through a technological means) and a resource-base of content materials and learning activities is made available to students
  • Web-based, Web-distributed or Web-capable for the purposes of education.
  • eLearning tools available through a shared administrative interface
  • Interactive
    • Paula Shaw
      Paula Shaw on 03 Feb 14
       
      Interactivity has gone way beyond this now, since this paper was written. We understand interactivity in more social ways now that more clearly replicate the face to face experience
  • sound education practice (which encompasses so-called ‘androgogy’)
  • fundamental principles for eLearning
  • there are two types of interactivity, indicative and simulative. Indicative interactivity is typified by the use of button rollovers and site navigation. Clicking a button to start an animation or turn the page is indicative interactivity. Simulative interactivity is interactivity that enables students to learn from their own choices in a way that provides some form of feedback. The ability to select between different Web pages is indicative interactivity; the ability to fly a virtual plane in a realistic virtual environment is simulative interactivity.
  • eLearning as a means of education as opposed to a mode of education
  • cannot be compared with face to face delivery or distance education because it can be used within either of these models.
  • emphasis is on the constructivist use of technologies which provide students with opportunities to construct their own understandings
  • eLearning changes the role of the instructor, particularly in online environments (Coppola et al 2002) and in blended modes
  • more developed form of existing instructional methodologies
  • Weller (2002) provides a helpful framework for categorization of such courses based on the extent to which they are didactic/constructivist and make use of high/low levels of technology. It is clear that the distinction between purely online and partly online is an important one, and that the philosophical framework of a course is also; Weller’s framework is to be preferred when categorizing such courses.  
    • Paula Shaw
      Paula Shaw on 03 Feb 14
       
      This is a very contentious issue that we are still struggling with today - when is blended learning really online learning? When is blended learning passed-off as online learning and not challenged when it provides a sub-standard service?
  • Technology is pedagogically neutral
    • Paula Shaw
      Paula Shaw on 03 Feb 14
       
      I wouldn't agree that technology is pedagogically neutral. As it is absorbed into every day life it changes educators expectations about what it can do, their practices and behaviours. 
  • instructional designers should drive eLearning, not technologists
  • “E-learning doesn’t change anything about how human beings learn.”
    • Paula Shaw
      Paula Shaw on 03 Feb 14
       
      This takes some thinking about - what do you think?
  • eLearning can be used in two major ways; the presentation of education content, and the facilitation of education processes.
    • Paula Shaw
      Paula Shaw on 03 Feb 14
       
      What about Turnitin? neither content or facilitation; it is a means of enhancing the assessment process.
  • attention must be given to the contribution eLearning can make to learning so that any use of eLearning becomes a seamless component of the overall course design and delivery package.
  • Clear design is a feature of successful online learning (Swan 2001), and a responsive instructor who facilitates learning and encourages students to explore their learning at a conceptual level is a must for effective conceptual change (Ramsden, 1992).
  • There is general agreement across existing education literature that collaborative dialogue and communication with instructors are major contributors toward successful learning;
  • This is a very important step that ensures that file sizes are appropriate, students are able to continue their studies if they are away from a computer, the family phone line is not continuously tied up for dial-up Web access, etc. It may be more appropriate to provide certain materials on paper or CD-ROM rather than over the Web in many cases.
    • Paula Shaw
      Paula Shaw on 03 Feb 14
       
      It is amazing that we thought that way less than 10 years ago!!
  • . For many students who do not like to read from a screen or cannot take their desktop computers away on holiday with them for the weekend, such a move requires them to print the materials out.
  • Overall it is how the students measure against the learning objectives, not whether or not they can use the technology that will determine their success in the workplace.
  • There must also be a conviction that technological tools improve teaching and learning to ensure long-term commitment to their use, and to ensure appropriate implementation. 
  • Paula Shaw on 02 Feb 14
     
    A Theory for eLearning. Defining different types of TEL from F2F to full online and associated hypothesis
Paula Shaw

Downloads - LDSE - 0 views

sites.google.com/...downloads

H817 E-Learning connectivism technology design Learning

shared by Paula Shaw on 03 Feb 14 - No Cached
  • Paula Shaw on 03 Feb 14
     
    Prototype software to support lesson and learning design. Also the Pedagogic Patterns tool
Paula Shaw

How To Play - Urgent Evoke - 2 views

www.urgentevoke.com/...how-to-play

H817 evoke gaming

shared by Paula Shaw on 05 Feb 14 - Cached
  • Paula Shaw on 05 Feb 14
     
    Gamification
Paula Shaw

MIT stats and information - 1 views

ocw.mit.edu/about

MIT opencourseware H817

shared by Paula Shaw on 07 Feb 14 - No Cached
  • Paula Shaw on 07 Feb 14
     
    MIT - View the most visited sites, a full list of courses available and how their materials are making a difference.
  • Paula Shaw on 07 Feb 14
     
    MIT - View the most visited sites, a full list of courses available and how their materials are making a difference.
Paula Shaw

Flexible Pedagogies: technology-enhanced learning - 1 views

www.heacademy.ac.uk/...main_report

MOOCs H817 HEA future flexible

shared by Paula Shaw on 14 Feb 14 - No Cached
  • Paula Shaw on 14 Feb 14
     
    "This report has been developed as part of our research project Flexible Pedagogies: preparing for the future. Technology-enhanced learning is one of five main focus strands embedded within the theme of flexible learning. It offers a summary and analysis of the current state of play, as well as recommendations for developing robust and appropriate flexible pedagogies with a view to influencing policy, future thinking and change within the rapidly-shifting landscape of learning and teaching in HE."
Paula Shaw

The Case for a Campus Makerspace - 0 views

hackeducation.com/...e-case-for-a-campus-makerspace

H817 future flexible makerspace

shared by Paula Shaw on 14 Feb 14 - No Cached
  • And so I ask, what would it look like to have "making across the curriculum"? The opportunities for hands-on learning are so few in modern-day education. Few and getting fewer. Our education system has forgotten -- or ignored, perhaps is a better word -- John Dewey and his argument that we "learn by doing." At the K-12 level, woodshop, metal shop, sewing, cooking, art, heck even science labs -- they're going away to save money and to make more time in the school year for "college prep" and for standardized testing.
  • Learn by doing. Learn by making. Not learn by clicking. Makerspaces give students -- all students -- an opportunity for hands-on experimentation, prototyping. problem-solving, and design-thinking.
  • By letting students make -- whether they're digital artifacts or physical artifacts -- we can support them in gaining these critical skills. By making a pinball machine for a physics class, for example. Making paper or binding a book for a literature class. Building an app for a political science class. 3D modeling for an archeology class. 3D printing for a nursing class. Blacksmithing for history class. The possibilities for projects are endless. And the costs for creating makerspaces needn't be that high.
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  • Making projects can be -- horrors! -- relevant and relevant. It can be experimental. And it can be technological -- or it can have used tech tools in its construction.
  • Makerspaces expose students to cutting edge technologies that could in turn lead to employment and entrepreneurial opportunities. And because of makerspaces' connection to open source hardware and software, students aren't learning just how to use proprietary tools. They aren't just learning a specific piece of software. Instead, they learn how to find resources and -- this is key -- they learn how to learn. 
  • The ed-tech that fuels makerspaces does something different. It recognizes that learning is messy. It recognizes that small and local still matters. And unlike the adaptive learning software tool, this isn't "personalized" learning as a marketing message. This is personal learning.
  • And most importantly here, these technologies are in the hands of the learner. Makerspaces mean that students are not the objects of technology, they're the subjects. They have agency in a makerspace. They are not the consumers of technology, they are creators. They are makers and builders and thinkers.
Paula Shaw

Who the hell is Brian Lamb? | Barry Dahl dot com - 0 views

barrydahl.com/...who-the-hell-is-brian-lamb

H817 learning_objects oer

shared by Paula Shaw on 18 Mar 14 - No Cached
  • Paula Shaw on 18 Mar 14
     
    "n this 10 minute video you'll learn about how Brian got started working in education, and how his first job at UBC was essentially to help them build a closed-system Learning Object Repository with all the SCORM and IMS guidelines and requirements, and all that jazz. Not surprisingly, Brian tells the tale of how open-ness and simple technologies can be used much more effectively for those who truly want to share."
Paula Shaw

Three Objections to Learning Objects - Norm Friesen - 0 views

www.learningspaces.org/...objections.html

H817 learning_objects oer

shared by Paula Shaw on 18 Mar 14 - No Cached
  • This paper outlines a number of problems associated with this movement, all of which arise in some way from the juxtaposition of narrow technical and specialized concepts with the general and varied dimensions and contexts of learning
  • In clear contrast to the dominance of the object-oriented paradigm in programming and software design, there is no consensus among educational experts as to how learning occurs or how it can best be understood. There is no "all-pervasive" approach or "paradigm" for learning or education as is claimed for programming and software design. "Pedagogy as well as instructional design," as Allert, Dhraief, and Nejdl say, "are ill-structured domains" (2002).
  • In this pattern, these innovations are introduced into educational contexts and practices clearly bearing the stamp of their technical origin. Instead of being presented in terms familiar and meaningful to educators, they bear connotations that appear unclear or even negative in these practical contexts
  • ...2 more annotations...
  • Using a term that make sense only in abstruse technical discussions, and that is opaque and confusing to practitioners does not make its potential benefits clear to teachers. Instead, it presents the potential of pitting those responsible for instruction unproductively against those advocating technological change. It is not that the innovation should not come from outside of education, or that it can only come from within. It is simply that innovations must be presented in terms that are meaningful for teaching practice.
  • This research shows that the rate of adoption increases significantly when innovations possess some of the following characteristics: 1) simplicity, 2) compatibility with existing methods and techniques, and 3) relative advantage in comparison with these established methods and techniques (Rogers, 1962).
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