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Keith Hamon

http://net.educause.edu/ir/library/pdf/ELI7078.pdf - 0 views

net.educause.edu/...ELI7078.pdf

mooc connectivism PLN

shared by Keith Hamon on 11 Nov 11 - No Cached
  • Keith Hamon on 11 Nov 11
     
    An introduction to massive, open, online courses (MOOC) by EDUCAUSE.
Keith Hamon

Connectivism and 'Ah-Ha' moments « Jenny Connected - 1 views

jennymackness.wordpress.com/...connectivism-and-ah-ha-moments

Jenny Mackness connectivism PLN rhizome social networking

shared by Keith Hamon on 12 Nov 11 - No Cached
  • Keith Hamon on 12 Nov 11
     
    thinking about [learning] in connectivism terms is not about changing what I do or how I teach, but changing what I believe is happening and how it is happening.
Keith Hamon

Google+ Your Business - Google+ - 0 views

plus.google.com/...ajer33ywCAa

Toby Stein blogging Google Plus writing social networking PLN

shared by Keith Hamon on 14 Jun 12 - No Cached
  • Keith Hamon on 14 Jun 12
     
    tips on how you can make your posts more Google-y and have more authentic, personal, and intimate conversations.
Keith Hamon

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

www.elearnmag.org/subpage.cfm

Stephen Downes elearning connectivism PLN

shared by Keith Hamon on 21 Jun 10 - Cached
  • 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
      Keith Hamon on 21 Jun 10
       
      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
      Keith Hamon on 21 Jun 10
       
      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
      Keith Hamon on 21 Jun 10
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
  • ...2 more annotations...
  • 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
      Keith Hamon on 21 Jun 10
       
      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
      Keith Hamon on 21 Jun 10
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
  • Keith Hamon on 21 Jun 10
     
    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

Connectivism & Connective Knowledge » Narratives of coherence - 1 views

ltc.umanitoba.ca/connectivism

George Siemens connectivism narrative PLN elearning

shared by Keith Hamon on 21 Jun 10 - Cached
  • narrative of coherence
    • Keith Hamon
      Keith Hamon on 21 Jun 10
       
      I really like this phrase - narrative of coherence. I think it captures nicely one of the main techniques of all successful learners: they are able to build a narrative of coherence that connects new knowledge to their existing knowledge base and makes it all coherent.
  • Keith Hamon on 21 Jun 10
     
    In a traditional course, the educator hacks the trails to complex information landscapes. The educator's bias influences what is included and excluded. What we're talking about here is the ability for each learner to create their own narrative of coherence.
Keith Hamon

YouTube - Social Media Revolution 2 (Refresh) - 0 views

www.youtube.com/watch

Web 2.0 connectivism rhizome social networking elearning Education 2.0 PLN

shared by Keith Hamon on 08 Jul 10 - Cached
  • Keith Hamon on 08 Jul 10
     
    A video that answers the question: Is Social Media a Fad?
Keith Hamon

connection education with how young people use technology - 2 views

www.schoolinfo.ca/...index.htm

social networking elearning google connection connectivism PLN Education 2.0 Web 2.0

shared by Keith Hamon on 01 Jul 10 - Cached
  • Keith Hamon on 01 Jul 10
     
    A wiki devoted to connecting social networking to education, esp. in K12.
Keith Hamon

Jan05_01 - 1 views

www.itdl.org/...article01.htm

connectivism elearning social networking PLN rhizome Web 2.0 Education 2.0 George Siemens

shared by Keith Hamon on 08 Jul 10 - Cached
  • Keith Hamon on 08 Jul 10
     
    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

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

www.wired.com/...1

Nicholas Carr neuroscience psychology elearning social networking writing PLN Web 2.0 Education 2.0 connectivism rhizome critical thinking

shared by Keith Hamon on 05 Jul 10 - Cached
  • it would be a serious mistake to look narrowly at such benefits and conclude that the Web is making us smarter.
    • Keith Hamon
      Keith Hamon on 05 Jul 10
       
      Is it not also a mistake to look at the same evidence and conclude that the Web is making us dumber?
  • Keith Hamon on 05 Jul 10
     
    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

How To Use Google Wave for Live Blogging - 1 views

www.readwriteweb.com/...gle_wave_for_live_blogging.php

Frederic Lardinois Google Wave social networking social learning PLN

shared by Keith Hamon on 06 Jun 10 - Cached
  • Keith Hamon on 06 Jun 10
     
    The title says it all
Keith Hamon

News: A Stand Against Wikipedia - Inside Higher Ed - 3 views

www.insidehighered.com/...wiki

Wikipedia literacy research Web 2.0 elearning PLN Education 2.0

shared by Keith Hamon on 06 Jul 10 - Cached
  • Keith Hamon on 06 Jul 10
     
    the history department at Middlebury College voted this month to bar students from citing the Web site as a source in papers or other academic work.
  • Judith Rosenbaum on 08 Jul 10
     
    I don't think that banning Wikipedia is going to solve the problem of students using sources without checking their reliability, which is the actual problem at hand here. I think Wikipedia is a great place to start, but that's where its usefulness ends. I propose using students' fondness of Wikipedia as a place to start teaching the principles of triangulation, as mentioned in the article.
Keith Hamon

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

connectivismeducationlearning.ning.com

connectivism PLN Education 2.0 elearning social networking Web 2.0

shared by Keith Hamon on 06 Jul 10 - Cached
  • Keith Hamon on 06 Jul 10
     
    To share & discuss education, learning and research in Connectivism, Technology, Web2.0, e-Learning, PLE, K-12, Higher and Open Education
Keith Hamon

The Business of Knowing: Academia vs Wikipedia...again - 1 views

thebusinessofknowing.blogspot.com/...cademia-vs-wikipediaagain.html

Helen Nicol Wikipedia literacy research elearning social networking PLN writing Web 2.0 Education 2.0 connectivism

shared by Keith Hamon on 06 Jul 10 - Cached
  • Keith Hamon on 06 Jul 10
     
    its value as an encyclopedia for me is endless.
Keith Hamon

EduDemic » The Ultimate Teacher's Guide To Social Media - 1 views

edudemic.com/...teachers-guide-to-social-media

Michael Zimmer social networking PLN

shared by Keith Hamon on 10 Jun 10 - Cached
  • Keith Hamon on 10 Jun 10
     
    Yet another guide to social networking tools for use in education.
Keith Hamon

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

ineducation.ca/...-cms-and-open-learning-network

Jon Mott David Wiley CMS PLN open education

shared by Keith Hamon on 10 Jun 10 - Cached
  • Keith Hamon on 10 Jun 10
     
    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

Marc My Words: Thinking About Mobile Learning in the Age of iPad by Marc J. Rosenberg :... - 2 views

www.learningsolutionsmag.com/...le-learning-in-the-age-of-ipad

Marc J. Rosenberg elearning PLN Education 2.0 Web 2.0 connectivism

shared by Keith Hamon on 26 Jun 10 - Cached
  • We focused on providing just-in-time resources, in the context of work situations not easily predicted, rather than longer duration, more tightly targeted and structured instructional programs.
    • Keith Hamon
      Keith Hamon on 26 Jun 10
       
      We see again the shift from just-in-case learning to just-in-time. Anybody want to do a cartoon strip with me, starring Justin Case and Justin Thyme?
  • the screen is bigger, which makes a huge difference in how we can display informational and instructional content.
  • the most important game-changer is that the iPad, and other devices to follow, are designed to be “always on,” or “always connected;” the intent being that you always have access to the Internet (of course this may not be practically true yet, but it certainly is the goal).
  • ...3 more annotations...
  • the use of organization-based social networking as a mobile learning strategy.
  • the idea of downloading starts to seem antiquated.
  • Clearly, the platforms and devices becoming available are more flexible, more powerful, more portable, and more user-friendly. 24x7 access to content makes mLearning more convenient and valuable. New communication channels open up new opportunities to connect with coworkers and experts, anytime and anywhere. And the use of cloud computing makes virtually limitless amounts of content instantly available to virtually limitless numbers of users.
  • Keith Hamon on 26 Jun 10
     
    Clearly, the platforms and devices becoming available are more flexible, more powerful, more portable, and more user-friendly. 24x7 access to content makes mLearning more convenient and valuable. New communication channels open up new opportunities to connect with coworkers and experts, anytime and anywhere. And the use of cloud computing makes virtually limitless amounts of content instantly available to virtually limitless numbers of users.
Keith Hamon

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

connectivistlearning.pbworks.com

Web 2.0 connectivism PLN

shared by Keith Hamon on 06 Jun 10 - Cached
  • Keith Hamon on 06 Jun 10
     
    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

Half an Hour: Connectivism and Transculturality - 1 views

halfanhour.blogspot.com/...vism-and-transculturality.html

network connectivism Stephen Downes social networking elearning PLN Education 2.0 rhizome

shared by Keith Hamon on 15 Jun 10 - Cached
  • you need a mixture of materials, you need a collection of different perspectives, different points of view, in order to come to any new understanding.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?
  • Communities have to be open, they have to have some source of new material coming in, whether its raw material, resources, ideas, etc., and then they have to have some place where they can send their creative product, the things that they make, the ideas that they have.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      How in QEP do we overcome the static curriculum closed to any new information?
  • A third criterion that distinguishes a community defines as a network from a community defined as a group is autonomy. And what that means is that each of the members of that community are working toward their own sense of values, their own sense of purpose, their own goals or endeavours.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      College classes too seldom incorporate the value of the student into the mix, ignoring the purposes, goals, and experiences of the student and delivering a plain vanilla product, one-size-fits-all.
  • ...1 more annotation...
  • When I say 'interactivity' I say the knowledge in the community is created by the interaction of the members of the community rather than created in one person and then spread through the community.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      This is a key to connectivism: that learning emerges, either in our minds or in our communities, from the patterns and interactions of individual people or neurons.
  • Keith Hamon on 15 Jun 10
     
    Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.
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