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Keith Hamon

How to use Twitter for Social Learning - 0 views

c4lpt.co.uk/...twitter.html

Twitter eLearning social networking

shared by Keith Hamon on 24 Mar 10 - Cached
  • Keith Hamon on 24 Mar 10
     
    This Guide looks at how to use Twitter for social learning - that is to build a community, communicate, collaborate with others, as well as share information and resources.  In addition it looks at how it can be used for to support formal social learning events and programmes.
Keith Hamon

16 Resources about Personal Learning Networks (PLNs) | Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/...ersonal-learning-networks-plns

PLN edTech social networking Education 2.0

shared by Keith Hamon on 11 May 10 - Cached
  • Keith Hamon on 11 May 10
     
    I have researched the what, who, when, how, and why of Personal/Professional/Passionate Learning Networks (PLNs).
Keith Hamon

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

www.ascilite.org.au/...drexler.html

PLN connectivism Wendy Drexler Education 2.0

shared by Keith Hamon on 18 May 10 - Cached
  • Keith Hamon on 18 May 10
     
    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

Educational Blogging (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...157920

Stephen Downes blogging elearning Web 2.0

shared by Keith Hamon on 09 Feb 11 - Cached
  • Keith Hamon on 09 Feb 11
     
    A blog, therefore, is and has always been more than the online equivalent of a personal journal. Though consisting of regular updates, the blog adds to the form of the diary by incorporating the best features of hypertext: the capacity to link to new and useful resources. But a blog is also characterized by its reflection of a personal style, and this style may be reflected in either the writing or the selection of links passed along to readers. Blogs are, in their purest form, the core of what has come to be called personal publishing.
Keith Hamon

6 Free Websites For Public Domain Images & Free Stock Photos - 1 views

www.makeuseof.com/...omain-images-free-stock-photos

Tina Sieber makeuseof stockphotos photos writing

shared by Keith Hamon on 22 Jul 11 - No Cached
  • Keith Hamon on 22 Jul 11
     
    There are resources that feature royalty free stock photos that are in the public domain.
Keith Hamon

Electronic Portfolio | Scoop.it - 0 views

www.scoop.it/...electronic-portfolio

Gary Bertoia eportfolios writing

shared by Keith Hamon on 14 Jul 11 - No Cached
  • Keith Hamon on 14 Jul 11
     
    A collection of online resources about ePortfolios.
Keith Hamon

Blended Learning Toolkit | - 0 views

blended.online.ucf.edu

Thomas Cavanagh blended learning elearning Education 2.0 social networking Web 2.0 PLN connectivism

shared by Keith Hamon on 10 Jul 11 - No Cached
  • Keith Hamon on 10 Jul 11
     
    This Blended Learning Toolkit is a free, open resource for educational institutions interested in developing or expanding their blended learning initiatives.
Stephanie Cooper

MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views

www.merlot.org/index.htm

Education 2.0 search resources teaching multimedia

shared by Stephanie Cooper on 19 Oct 11 - Cached
  • Stephanie Cooper on 19 Oct 11
     
    One of the largest learning object repositories.
Keith Hamon

Connectivism and Personal Learning - 1 views

www.slideshare.net/...ectivism-and-personal-learning

Stephen Downes connectivism elearning social networking Web 2.0 Education 2.0

shared by Keith Hamon on 20 Oct 11 - No Cached
  • Keith Hamon on 20 Oct 11
     
    Connectivism as a pedagogical theory is typically thought of in terms of networks, but the major practical implication of connectivism occurs in the organization of learning eventes and resources. Unlike traditional educatioinal modalities, in which people work collaboratively, in a connectivist model, people work cooperatively.
Keith Hamon

Online Educational Delivery Models: A Descriptive View (EDUCAUSE Review) | EDUCAUSE.edu - 1 views

www.educause.edu/...livery-models-descriptive-view

Phil Hill elearning Education 2.0 MOOCs educause

shared by Keith Hamon on 16 Mar 13 - No Cached
  • Keith Hamon on 16 Mar 13
     
    Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago-a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course online.2 Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California-Berkeley, and others have thrown their support-in terms of investment, resources, and presidential backing-behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.
Keith Hamon

Warming Up to MOOC's - ProfHacker - The Chronicle of Higher Education - 3 views

chronicle.com/...44022

Douglas H. Fisher mooc elearning PLN flipped classroom

shared by Keith Hamon on 08 Nov 12 - No Cached
  • Keith Hamon on 08 Nov 12
     
    How one professor uses a MOOC and its resources to flip his own classes.
Stephanie Cooper

Writing Matters 1 Designing Writing Assignments - 2 views

www.mwp.hawaii.edu/...wm1.htm

teaching writing writing to learn

shared by Stephanie Cooper on 16 Feb 12 - No Cached
  • "writing-intensive" (WI) classes have in general found that what you write is what you learn best.
  • Over the last three years, the staff at the Mānoa Writing Program has interviewed nearly 200 students about their experiences in WI classes. In this issue, we focus on what most students tell us is a key to making writing matter: a well-constructed writing assignment.
  • In trying to answer these (and similar) questions when you give your students writing assignments, you may be taking important steps in helping your students to write and learn more effectively.    
Stephanie Cooper

Forsyth's Teaching Resources - 0 views

facultystaff.richmond.edu/...riting.htm

teaching writing writing to learn

shared by Stephanie Cooper on 16 Feb 12 - No Cached
  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
  • ...4 more annotations...
  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
  • Stephanie Cooper on 16 Feb 12
     
    Writing as an exercise in learning
Stephanie Cooper

Career Column: Why Social Media Isn't Just For Interns | Toronto Standard - 1 views

www.torontostandard.com/...snt-just-for-interns-kiel-hume

social media career workplace

shared by Stephanie Cooper on 03 Apr 12 - No Cached
  • For a while, it’s been okay to be less than an expert in social media. It’s time to get on board. Regardless of your age, your survival in the workplace depends on your intimate knowledge of social media.
  • The reasons for this are myriads. Social media has profoundly changed a company’s public face. And with game-changing implications for sales, human resources, public relations, marketing and customer service, virtually nobody is left out of the matrix that touches social media.
  • Stephanie Cooper on 03 Apr 12
     
    Social media continues to redefine business in every way.  This is further evidence that we need to teach our students and faculty how to create a "professional" online presence. 
Stephanie Cooper

Designing Writing Assignments « WID Studio:FACULTY - Enhancing the GW teachin... - 1 views

widstudio.wordpress.com/...designing-writing-assignments

teaching writing writing to learn assignments designing faculty

shared by Stephanie Cooper on 20 Feb 12 - No Cached
  • Stephanie Cooper on 20 Feb 12
     
    Designing Writing Assignments
Nicolette Elzie

Writing in College - 1. Some crucial differences between high school and college writing - 1 views

writing-program.uchicago.edu/...high_school_v_college.htm

Writing College university composition critical thinking

shared by Nicolette Elzie on 17 Jan 14 - Cached
  • You get no credit for asserting the existence of something we already know exists.
  • You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.
  • In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • ...2 more annotations...
  • Most of us begin our research with a question, with a puzzle, something that we don't understand but want to, and maybe a vague sense of what an answer might look like. We hope that out of our early research to resolve that puzzle there emerges a solution to the puzzle, an idea that seems promising, but one that only more research can test.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Nicolette Elzie on 17 Jan 14
     
    I thought this was a great article on the differences between collegiate level writing and high school writing. Moreover, it lays a groundwork for writing a paper. If only there was some way to convey these differences to our students in a way that they will understand without feeling discouraged. I think the weakness of the article is that it is very long, if I wanted to pass this on to a student I fear that the sheer length would deter them away from both reading it and/or finishing it. On the other hand, if we could manage to make this simpler or convert it into a series of short workshops for students then I think the content would be extraordinarily beneficial.
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.
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