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Keith Hamon

Learning or Management Systems? « Connectivism - 1 views

  • Two broad approaches exist for learning technology implementation: The adoption of a centralized learning management approach. This may include development of a central learning support lab where new courses are developed in a team-based approach—consisting of subject matter expert, graphic designers, instructional designer, and programmers. This model can be effective for creation of new courses and programs receiving large sources of funding. Most likely, however, enterprise-wide adoption (standardizing on a single LMS) requires individual departments and faculty members to move courses online by themselves. Support may be provided for learning how to use the LMS, but moving content online is largely the responsibility of faculty. This model works well for environments where faculty have a high degree of autonomy, though it does cause varying levels of quality in online courses. Personal learning environments (PLEs) are a recent trend addressing the limitations of an LMS. Instead of a centralized model of design and deployment, individual departments select from a collage of tools—each intending to serve a particular function in the learning process. Instead of limited functionality, with highly centralized control and sequential delivery of learning, a PLE provides a more contextually appropriate toolset. The greater adaptability to differing learning approaches and environments afforded by PLEs is offset by the challenge of reduced structure in management and implementation of learning. This can present a significant challenge when organizations value traditional lecture learning models.
    • Keith Hamon
       
      QEP as I envision it leans heavily toward the second of these two approaches.
    • Thomas Clancy
       
      Indeed, these two stood out for me, too! We are all about developing PLEs / PLNs for our QEP students.
  • Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning. In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centred educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.
    • Keith Hamon
       
      This is the QEP approach to online learning-in a nutshell, and explains why we prefer the suite of open Web 2.0 tools over central learning management systems such as Blackboard Vista.
  • Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.
    • Keith Hamon
       
      One of the issues for QEP is to redefine the way ASU defines teaching/learning.
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  • Two key areas are gaining substantial attention: (a) social software, and (b) personal learning environments (PLEs). Social software and PLEs have recently gained attention as alternatives to the structured model of an LMS. PLEs are defined as: “systems that help learners take control of and manage their own learning” (van Harmelen, 2006, ¶ 1). PLEs “are about articulating a conceptual shift that acknowledges the reality of distributed learning practices and the range of learner preference” (Fraser, 2006, ¶ 9). A variety of informal, socially-based tools comprise this space: (a) blogs, (b) wikis, (c) social bookmarking sites, (d) social networking sites (may be pure networking, or directed around an activity, 43 Things or flickr are examples), (e) content aggregation through RSS or Atom, (f) integrated tools, like elgg.net, (g) podcast and video cast tools, (h) search engines, (i) email, and (j) Voice over IP.
    • Keith Hamon
       
      This is the QEP approach, but QEP must still accommodate the demands of the institution, or work to change those demands.
  • For an individual used to Skyping, blogging, tagging, creating podcasts, or collaboratively writing an online document, the transition to a learning management system is a step back in time (by several years).
    • Keith Hamon
       
      Though too many ASU students are not sophisticated Net users, they increasingly will be and we want to enable them to become more sophisticated.
  • LMS may well continue to play an important role in education—but not as a critical centre. Diverse tools, serving different functionality, adhering to open guidelines, inline with tools learners currently use, may be the best option forward.
    • Keith Hamon
       
      This strikes me as the proper orientation toward technology for QEP to assume.
  • As these learners enter higher education, they may not be content to sit and click through a series of online content pages with periodic contributions to a discussion forum.
    • Keith Hamon
       
      Increasingly, these will be our students.
  • Involve all stakeholders (beyond simple surveys). Define the university’s view of learning. Critically evaluate the role of an LMS in relation to university views of learning and needs of all stakeholders. Promote an understanding that different learning needs and context require different approaches. Perform small-scale research projects utilizing alternative methods of learning. Foster communities where faculty can dialogue about personal experiences teaching with technology. Actively promote different learning technologies to faculty, so their unique needs—not technology—drives tools selected.
    • Keith Hamon
       
      These are good goals for QEP to stay mindful of.
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    The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
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    The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
Keith Hamon

Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views

  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
       
      Higher ed must tap into these "qualitatively different" behaviors by our students.
  • Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
    • Keith Hamon
       
      The democratic tendencies of inclusive collaboration are a challenge to the traditional classroom, I think, demanding changes in the behavior and expectations of both students and teachers.
  • Web logs, or blogs
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  • Wikis, websites which are authored by a community of people
  • Podcasting tools allowed for the uploading and syndication of audio files, and podcasts
  • YouTube pioneered online video sharing
  • Online social networks also fall within the domain of Web 2.0
  • Virtual worlds, including online games, are, to some degree, other forms of online social networks
  • In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
  • Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
  • convergence is one of the most common features in the evolution of Web 2.0 tools.
  • Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
    • Keith Hamon
       
      Education, esp. higher ed, has always been a bastion for the free and open production and distribution of information. This is the best platform yet for disseminating information as widely as possible.
  • The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
  • No facet of modern life will remain untransformed by the innovations of the Web 2.0.
    • Keith Hamon
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
       
      Online social networks are rhizomatic, and thus, they always subsume and subvert hierarchical structures.
  • These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
    • Keith Hamon
       
      Flatter is a perhaps unfortunate visual metaphor to contrast with hierarchical. Rhizomatic is more accurate, richer, fuller.
  • The fans were not the simple recipients of the movie; instead, they helped to design the film.
    • Keith Hamon
       
      In their book Wikinomics, Tapscott & Williams closely examine the emergence of the prosumer and its consequences for business. What about for education? Can students be prosumers, both consumers and producers of information? I think so.
  • If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
    • Keith Hamon
       
      Government is very conservative and generally resists change until change is forced upon it. Web 2.0 could be one of the most peaceful revolutions ever. Most people will likely not notice that it has happened until it's done.
  • Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
  • hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
  • Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
  • In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
  • emerging Web tools can enlighten the critique of the contemporary state of education.
  • The Flat Classroom Project of 2007
    • Keith Hamon
       
      Started by Ms. Vicki Davis, a high school teacher in Camilla, GA.
  • While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
    • Keith Hamon
       
      These are two critical pitfalls that ASU's QEP classes must work to avoid.
  • There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
    • Keith Hamon
       
      ASU can certainly be a correction to this trend, if it is the case.
  • very few systems have incentives that reward teachers for innovative instruction.
    • Keith Hamon
       
      This is a key element in the success of QEP at ASU. How do we reward faculty who participate and revolutionize their teaching?
  • Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
  • The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
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    To sum up the Web 2.0 phenomena in a sentence: lower communication costs have led to opportunities for more inclusive, collaborative, democratic online participation.
Keith Hamon

eLearn: Feature Article - E-learning 2.0 - 1 views

  • Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
    • Keith Hamon
       
      Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.
  • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
    • Keith Hamon
       
      QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Keith Hamon
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
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  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
    • Keith Hamon
       
      This shift from medium to platform is key to understanding writing in Web 2.0 as opposed to writing in print for it radically shifts the relationships between writer and subject and writer and reader.
  • learning comes not from the design of learning content but in how it is used
    • Keith Hamon
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
  •  
    E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
Keith Hamon

Open for Learning: The CMS and the Open Learning Network | in education - 1 views

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    The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of 1 the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.
Keith Hamon

The Death of the Traditional Web: Implications for Self-Directed Learning | Social Lear... - 1 views

  •  
    Traditional use of the Web (i.e. non-mobile and non-video usage) is shrinking.  Per-person consumption of traditional Web content fell by 3 percent between March 2010 and March 2011 in terms of minutes. Within that shrinking slice of online time, Facebook is increasingly the portal for everything.  While the "document Web" (as author Ben Elowitz terms the old-style Web) shrank by 9 percent overall, Facebook consumption increased by 69 percent, essentially stealing time from everything else.  It now accounts for 1 out of every 8 minutes of online time, as opposed to 1 out of 13 at the beginning of the year.  Search engines, once the gatekeepers to the Web, are giving way to Facebook.  Google and everything it represents is facing the first stages of irrelevancy.
Keith Hamon

Pontydysgu - Bridge to Learning - Educational Research - 1 views

  • Such experiences may point the way to how personal learning environments will evolve in the future. The PLE will not be one application running on the desktop or in a web browser. Rather, it will be multiple applications running on may different devices. It is also important to understand that learners will use different devices in different contexts and for different purposes. The PLE will be based on networks of people with whom learners interact, they may adapt a particular tool for communication and interaction in a particular context but then cease to sue that tool when that context has passed. In previous projects linked to mobile learning we have tended to focus on how to transmit standardised learning materials and applications to different platforms and devices. The PLE will be comprised of not only all the software tools, applications and services we use for learning but the different devices we use to communicate and share knowledge.
    • Keith Hamon
       
      This is precisely the framework for ASU's QEP, Writing. Realized. We use what works, what is at hand. Like gardening, a personal learning network can not be mandated or built, it must be cultivated within a particular environment, using what is at hand, what works.
  •  
    Such experiences may point the way to how personal learning environments will evolve in the future. The PLE will not be one application running on the desktop or in a web browser. Rather, it will be multiple applications running on may different devices. It is also important to understand that learners will use different devices in different contexts and for different purposes. The PLE will be based on networks of people with whom learners interact, they may adapt a particular tool for communication and interaction in a particular context but then cease to sue that tool when that context has passed.
Keith Hamon

Connectivism Technology Web 2.0 Education Learning and Research - Connectivism, Technol... - 0 views

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    To share & discuss education, learning and research in Connectivism, Technology, Web2.0, e-Learning, PLE, K-12, Higher and Open Education
Keith Hamon

connectivistlearning [licensed for non-commercial use only] / Home - 1 views

  •  
    Web 2.0 & Connectivist Learning will focus on utilizing new technologies to connect, collaborate, create, and share.  The primary focus will be on teacher professional learning and building a Personal Learning Network.  We will explore in depth how web 2.0 tools like blogs, wikis, podcasts, vodcasts, social bookmarking, social networking, microblogging, and others can be utilized both for personal professional growth and how these tools might be used in the classroom.
Keith Hamon

e-learning 2.0 - how Web technologies are shaping education - 0 views

  • In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, loosely joined' approach that combines the use of discrete but complementary tools and web services - such as blogs, wikis, and other social software - to support the creation of ad-hoc learning communities.
    • Keith Hamon
       
      Learning communities should always be ad-hoc, and the tools must be, as new tools are developed constantly.
  •  
    Teachers are starting to explore the potential of blogs, media-sharing services and other social software - which, although not designed specifically for e-learning, can be used to empower students and create exciting new learning opportunities.
Keith Hamon

Learning with 'e's: Anatomy of a PLE - 0 views

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    Whilst Cloud Learning Environments (Web 2.0 tools) will not fully address all of the tensions between Managed Learning Environments and Personal Learning Environments, we argue that they provide a tentative bridge to provide the best of both worlds in terms of affordances and interoperability.
Keith Hamon

Jan05_01 - 1 views

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    George Siemens advances a theory of learning that takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.
Keith Hamon

Social Learning Academy - 2 views

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    The Social Learning Academy (SLA) is therefore intended for learning professionals who are new to social media and would like to find out more about the different technologies, their application to learning, as well the new mindset and skillset required for their use.
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    This one is a real winner, Keith, thanks! Can't wait to get our new group into Google Reader, Diigo, and pull some of the first group along, too, whoever is up for the ride!
Keith Hamon

Donald Clark Plan B: Recording can improve a bad lecture! 7 surprising facts about reco... - 1 views

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    You don't have to know much about the psychology of learning to realise that a series of once-only, delivered lectures is pedagogic nonsense. We learn next to nothing from once-only experiences like unrecorded lectures. Indeed, everything we know about learning shows that repeated access to content is necessary for learning.
Keith Hamon

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

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    Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research.
Keith Hamon

Looking Ahead at Social Learning: 10 Predictions - 2010 - ASTD - 1 views

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    Throughout the last three years, we have researched what the future holds for fields as diverse as human longevity and the future of the web. That research helped us come up with 10 predictions for the future of social learning. If you are just now dipping your toes into the social learning pool, we hope the following predictions will give you some ideas about where the future is headed so that you can prepare accordingly.
pajenkins1

Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities. - 0 views

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    This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses.
Keith Hamon

Author Nicholas Carr: The Web Shatters Focus, Rewires Brains | Magazine - 1 views

  • it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter.
    • Keith Hamon
       
      Is it not also a mistake to look at the same evidence and conclude that the Web is making us dumber?
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    What kind of brain is the Web giving us? There is much we know or can surmise-and the news is quite disturbing. Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.
Keith Hamon

The eXtended Web and the Personal Learning Environment « Plearn Blog - 0 views

  • 1. A personal profiler that would collect and store personal information. 2. An information and resource aggregator to collect information and resources. 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others. 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources. 5. Services of the learners choice. 6. Recommenders of information and resources.
    • Keith Hamon
       
      These may be the key technological features of the next generation PLN.
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    Thoughts about how Web 3.0, the eXtended Web, might affect PLNs.
Keith Hamon

TeachThought8 Ideas, 10 Guides, And 17 Tools For A Better Professional Learning Network... - 0 views

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    Personal learning networks are a great way for educators to get connected with learning opportunities, access professional development resources, and to build camaraderie with other education professionals. Although PLNs have been around for years, in recent years social media has made it possible for these networks to grow exponentially. Now, it's possible to expand and connect your network around the world anytime, anywhere.
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