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Keith Hamon

David Christian: Big history | Video on TED.com - 0 views

www.ted.com/...vid_christian_big_history.html

David Christian data visualization Web 2.0

shared by Keith Hamon on 12 Apr 11 - No Cached
  • Keith Hamon on 12 Apr 11
     
    Backed by stunning illustrations, David Christian narrates a complete history of the universe, from the Big Bang to the Internet, in a riveting 18 minutes. This is "Big History": an enlightening, wide-angle look at complexity, life and humanity, set against our slim share of the cosmic timeline.
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

Visual Literacy: An Institutional Imperative (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...158062

Susan Metros Kristina Woolsey visual literacy writing critical thinking Education 2.0

shared by Keith Hamon on 10 Nov 10 - Cached
  • Keith Hamon on 10 Nov 10
     
    Academics have a long history of claiming and defending the superiority of verbal over visual for representing knowledge. By dismissing imagery as mere decoration, they have upheld the sanctity of print for academic discourse. However, in the last decade, digital technologies have broken down the barriers between words and pictures, and many of these same academics are now willing to acknowledge that melding text with image constructs new meaning, and some may even go so far as to admit that images, as communication devices, can stand on their own.
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

Reacting to the Past: An Open Game Based Pedagogy Workshop at Duke, January 19-20 - Pro... - 1 views

chronicle.com/...44236

Adeline Koh gaming writing elearning social networking

shared by Keith Hamon on 19 Nov 12 - No Cached
  • Keith Hamon on 19 Nov 12
     
    Reacting to the Past (RTTP) is a series of elaborate games, set in the past, where students take on the roles of historical characters, and through arguments and gameplay, have the potential to reshape history. In order for students to "win" the game, they have to thoroughly master literary and historical texts for their games' time period, and to be able to fight against their in-game opponents through a series of oral presentations and written work. In other words, students in Reacting to the Past have to basically do everything their professors want them to do in a college class-read and analyze texts, learn about historical contexts, learn how to construct forceful and convincing arguments-but in the guise of a game.
Stephanie Cooper

The Virtues of Blogging as Scholarly Activity - The Digital Campus - The Chronicle of H... - 3 views

chronicle.com/...131666

blogging scholarly higher education

shared by Stephanie Cooper on 10 May 12 - No Cached
  • My academic identity—I'm a professor of educational technology at the Open University in the United Kingdom—is strongly allied with my blog
  • A key aspect of the digital revolution is not the direct replacement of one form of scholarly activity with another, but rather the addition of alternatives to existing forms.
    • Stephanie Cooper
      Stephanie Cooper on 10 May 12
       
      Very true!  We need to remember that technology is just new  tools that allow us to express ourselves in ways we couldn't before.  
  • "Looking back on the history," he writes, "one clear trend stands out: Each new technology increased the complexity of the ecosystem."
Keith Hamon

On Facebook, Librarian Brings 2 Students From the Early 1900s to Life - Wired Campus - ... - 1 views

chronicle.com/...34845

Nick DeSantis writing Facebook history elearning

shared by Keith Hamon on 09 Jan 12 - No Cached
  • Keith Hamon on 09 Jan 12
     
    Donnelyn Curtis, the director of research collections and services at the University of Nevada at Reno, created Facebook profiles for Mr. McDonald and his wife, Leola Lewis, to give students a glimpse of university life during the couple's college days. Ms. Lewis graduated in 1913, and Mr. McDonald earned his degree in mechanical engineering two years later.
Stephanie Cooper

The Importance of Teaching Technology to Teachers - TheApple.com - 0 views

theapple.monster.com/...eaching-technology-to-teachers

teaching teachers technology writing literacy

shared by Stephanie Cooper on 25 Feb 10 - Cached
  • Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds right on track with our QEP mission!
  • Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
  • How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
  • ...1 more annotation...
  • Take a minute and ask yourself what technologies you are well versed in. Have you posted to YouTube? Do you use PowerPoint to aid in your lectures? What other technologies do you use? Do you have a Twitter account? Make a list. When you have your list made, consider your colleagues. Do they know these technologies? Do they know how they can use them in the classroom? Is there a technology that you know one of your colleagues knows that you would like to be familiar with? Now, instead of waiting for somebody to put together a workshop on one of these technologies, consider creating your own workshop. Think about it. You’re a teacher. You know these technologies. Is there really a difference in teaching what you know about Google Earth to your colleagues and teaching it to your students? Within your own school you can create a technology club (much like a book club, except that instead of reading a book a month, you experiment with a technology each month). Get together as a group and discuss the technologies and how you could use these to aid your teachers. This is exactly what I’m doing with the colleagues I know are interested in using the technology but don’t know how. Sure, you may have to wait for education reform to allow you to use these technologies, but if you start using them, you can readily become one of the advocates who aids in getting the reforms to education that we need to teach these technologies to our students.
    • Stephanie Cooper
      Stephanie Cooper on 25 Feb 10
       
      This sounds like something we could incorporate into the QEP classes/workshops that Hugh & Tom conduct. A "tech club" might even appeal to people not currently involved in QEP at this moment.
Keith Hamon

Introduction to Edcamp: A New Conference Model Built on Collaboration | Edutopia - 1 views

www.edutopia.org/...ut-edcamp-unconference-history

Mary Beth Hertz edcamp unconference collaboration conference elearning Education 2.0 Web 2.0 social networking PLN connectivism

shared by Keith Hamon on 04 Oct 11 - No Cached
  • Keith Hamon on 04 Oct 11
     
    One of the organizers of Edcamp Philly, a free education "unconference" that took place in Philadelphia last May. The event attracted the attention of educators from around the world--not only for the excellent content and collaborative spirit, but also for the unconference model itself -- one that costs next to nothing to produce by facilitating ad-hoc community participation.
Keith Hamon

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education

shared by Keith Hamon on 02 Sep 11 - No Cached
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      This could be a key type of writing assignment in any class, and it can be done individually or in collaborative groups. 
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      I think the traditional research paper does invite gobbledygook, that's why we get so much gobbledygook from it.
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Here is a key to why QEP encourages public writing within discourse communities and is moving away from traditional classroom writing aimed solely at a grading teacher.
  • ...2 more annotations...
  • Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Imagine that! Our students are becoming MORE literate, not less. This is a core belief of QEP: that the Internet is encouraging more written communications among more people than at any other time in history. We wonder why the Academy is ignoring this wonderful, rich energy.
  • Everything, that is, except the grading.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Assessment is perhaps the single most intractable aspect of traditional education. In some ways, crowdsourcing grades actually violates legal regulations about student privacy. This is a serious issue, but I am confident that we will resolve it.
  • Keith Hamon on 02 Sep 11
     
    Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
Stephanie Cooper

Six Trends That Will Change Workplace Learning Forever - 2010 - ASTD - 1 views

www.astd.org/...1210_ketter.htm

trends mobile learning social networking

shared by Stephanie Cooper on 25 Apr 11 - No Cached
  • “Historically, the learning community has stayed away from informal learning and social learning, and that is where most of the learning is taking place,” ASTD CEO Tony Bingham said during an interview promoting his new book, The New Social Learning, with co-author Marcia Conner. “We now have the tools, and the catalysts, to engage [employees] with that kind of learning. I think that is going to help the learning community take it to the next level.”  
  • An ASTD and Institute for Corporate Productivity study made a strong business case for using social media to enhance productivity. Millennials found social media tools more helpful in terms of learning and getting work done than Generation X workers or Baby Boomers. More organizations dabbled in social media during 2010, using shared workspaces, social networks, and wikis to deliver learning and development.   “The next generation of workers coming into organizations will demand the ability to work in ways they’ve already found to enable success,” wrote Jeanne Meister and Karie Willyerd in a July 2010 T+D article. “If the learning function does not step up to the task, some other department in the organization will, and the learning function will become irrelevant.”
  • As Daniel Pink wrote in The New Social Learning foreword, social learning will not replace training and employee development, “but it can accomplish what traditional approaches often cannot … [It] can supplement instruction with collaboration and co-creation, and in doing so, blur the boundary between the instructor and the instructed. … It can bring far-flung employees together into new communities in which they can not only learn from one another, but also fashion new offerings for customers. In short, social media can change the way your company works.”  
  • ...4 more annotations...
  • The greatest technology growth of 2010 came with mobile devices, and thus, one of the biggest changes in workplace learning came via smartphones. Mobile phones have become an extension of the workplace and have made the world of work a 24/7 reality, but how have they changed learning?  
  • An IBM study, published in the January 2010 issue of T+D, highlighted two main purposes for mobile phone use: in-field performance support and access to current, just-in-time information that is relevant to a specific project or task. But an even more important reason to venture into the world of mobile learning is that newer workers in the workforce, the Millennials, are demanding it.  
  • The need to make social media and mobile learning a part of the workplace to attract, engage, and retain the younger generations is forcing learning professionals to explore new and innovative ways to deliver learning on these inexpensive devices, anytime and anywhere.  
    • Stephanie Cooper
      Stephanie Cooper on 25 Apr 11
       
      This also applies to professors.  Since mobile learning is becoming a reality in the workplace, students need to be prepared for it.  
  • Morgan Stanley estimates that by 2015, more users will connect to the Internet via mobile devices than by desktop PC. “Our world,” Jeanne Meister and Karie Willyerd wrote in a July T+D article, “will turn into three-minute learning vignettes.” GPS sensitivity, according to Meister and Willyerd, will help new hires find checkpoints so they can learn the company and its history, and could alert us when we are near an expert in a topic of our choice. “Perhaps the future role of learning is to find, organize, and enable the experts,” Meister and Willyerd wrote.   Learning is trending toward the user and the moment of need. Workplace learning and performance professionals need to redefine the role that mobile learning will play in their learning initiatives because if they don’t, they risk being left behind in this new workplace paradigm.  
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