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Keith Hamon

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

www.dashe.com/...ons-for-self-directed-learning

social learning hive learning elearning Education 2.0 connectivism social networking PLN

shared by Keith Hamon on 17 Feb 12 - No Cached
  • Keith Hamon on 17 Feb 12
     
    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

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.
Keith Hamon

How 'Flipping' the Classroom Can Improve the Traditional Lecture - Teaching - The Chron... - 2 views

chronicle.com/...130857

flipped classroom JiTT Dan Berrett Education 2.0

shared by Keith Hamon on 21 Feb 12 - No Cached
  • Keith Hamon on 21 Feb 12
     
    As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in which students respond to Web-based questions before class, and the professor uses this feedback to inform his or her teaching), and peer instruction. But the techniques all share the same underlying imperative: Students cannot passively receive material in class, which is one reason some students dislike flipping. Instead they gather the information largely outside of class, by reading, watching recorded lectures, or listening to podcasts.
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
Keith Hamon

Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 0 views

maryannreilly.blogspot.com/...part-i-learner-as-knowmad.html

Mary Ann Reilly knowmads epistemology time John Moravec #change11 MOOC elearning rhizomatic

shared by Keith Hamon on 22 Mar 12 - No Cached
  • Keith Hamon on 22 Mar 12
     
    When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
Keith Hamon

Blogging Like a Beast? - Brainstorm - The Chronicle of Higher Education - 2 views

chronicle.com/...41587

John L. Jackson Jr. blogging writing

shared by Keith Hamon on 29 Nov 11 - No Cached
  • Keith Hamon on 29 Nov 11
     
    on-line exchanges between researchers and research subjects, exchanges modeled on the back-and-forth interactions between bloggers and blog readers, might be the beginning of the end for traditional forms of ethnographic writing, differently configuring those conventional relationships in radically new ways.
Stephanie Cooper

- e-Literate - 0 views

mfeldstein.com/n-when-will-it-replace-the-lms

elearning google blackboard GoogleApps edtech

shared by Stephanie Cooper on 16 May 12 - No Cached
  • Stephanie Cooper on 16 May 12
     
    Will Google ever replace traditional LMSs like Moodle?  I hope so!!
Nicolette Elzie

Is traditional teaching really all that bad? A within-student between-subject approach - 1 views

www.hks.harvard.edu/...G10-15_Schwerdt_Wuppermann.pdf

traditional learning student achievement lecture

shared by Nicolette Elzie on 21 Nov 13 - No Cached
  • Nicolette Elzie on 21 Nov 13
     
    This study explored the relationship between a teacher's teaching style and the students' personal achievement.
Thomas Clancy

Don't Give Up on the Lecture - Abigail Walthausen - The Atlantic - 1 views

www.theatlantic.com/...281624

Education 2.0

shared by Thomas Clancy on 21 Nov 13 - No Cached
  • Thomas Clancy on 21 Nov 13
     
    This is not so much a counter-response to the Flipped Classroom model, but instead a reminder that using what works from both models--Flipped or Traditional-- should be the teacher's goal.
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

Why Online Education Needs to Get Social - 0 views

mashable.com/...online-education-social

Marco Masoni elearning socialnetworking Education 2.0 Web 2.0

shared by Keith Hamon on 13 Sep 10 - Cached
  • Keith Hamon on 13 Sep 10
     
    Education is the second largest industry in America behind health care, and it too is experiencing a similar shift as it struggles to adapt traditional design and delivery models to the demands of modern audiences who are accustomed to digital interactivity. The challenge to transition successfully is especially pressing for online higher education. The Sloan Consortium reports that two-thirds of post-secondary educational institutions are seeing an increase in online courses and programs, so it's a market that education providers simply cannot afford to ignore.
Keith Hamon

Creating a Blogging Scope and Sequence | always learning - 1 views

kimcofino.com/...-a-blogging-scope-and-sequence

blogging writing Kim Cofino elearning PLN connectivism critical thinking Web 2.0 Education 2.0

shared by Keith Hamon on 08 Nov 10 - No Cached
  • Keith Hamon on 08 Nov 10
     
    a scaffolded list of skills to help them understand the embedded skills in blogging - the kind of skills that a blogger would take for granted, but a non-blogger might not think about. They feel that they understand the more traditional skills already (obviously) but don't really know what needs to be taught for digital literacy.
Keith Hamon

Successful Use of Various Social Media In A Class - AEJMC Hot Topics - 1 views

www.aejmc.com/...1303

Ronald A. Yaros writing elearning PLN social networking Education 2.0 Web 2.0

shared by Keith Hamon on 12 Nov 10 - No Cached
  • there are no written exams for those who successfully complete the weekly assignments of regular social media engagement.
  • Keith Hamon on 13 Nov 10
     
    This course, with 36 undergraduates, was one of twenty-five new interdisciplinary courses approved by my institution to address "new problems" facing society and to experiment with new teaching and learning strategies. The goals of the class are to use and evaluate various social media in the contexts of information production, sharing, consumption, teaching, and learning. Since the course is open to all majors, one of my goals as a journalism professor is to tap a diverse group of students to gain a better understanding of how digital information and social media are utilized in different disciplines. This "hybrid" course combines class meetings with the use of more than ten different social media tools during the 12-week semester. Some tools take the place of more traditional teaching methods such as papers and written exams.
Keith Hamon

http://ms.echalksd.com/www/pd_ms/site/hosting/blog_and_writing.pdf - 1 views

ms.echalksd.com/...blog_and_writing.pdf

Shelbie Witte writing blogging elearning social networking PLN connectivism

shared by Keith Hamon on 02 Dec 10 - No Cached
  • Keith Hamon on 02 Dec 10
     
    By combining writing with online technology, teachers can provide opportunities for students and future educators to develop their digital fluency while also strengthening their traditional literacy skills.
Keith Hamon

http://family.lskc.edu.hk/files/dwn/LearningWithWeblogs.pdf - 1 views

family.lskc.edu.hk/...LearningWithWeblogs.pdf

Helen S Du Christian Wagner blogging Web 2.0 writing social networking PLN connectivism constructivism

shared by Keith Hamon on 02 Dec 10 - No Cached
  • Keith Hamon on 02 Dec 10
     
    Study of blogging in higher ed information systems course suggests that blogging is a significant predictor for learning outcomes while traditional coursework is not, that blogging has the highest predictive power for high & low students but much less for medium performers, and that blogging has a positive learning effect.
Keith Hamon

Intelligent Tutoring and Mentoring for Effective Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...199383

eTutoring

shared by Keith Hamon on 17 Mar 10 - Cached
  • Keith Hamon on 17 Mar 10
     
    In-person mentoring combined with intelligent electronic tutoring - with its anywhere, anytime access - blends the best of traditional face-to-face education and artificial intelligence technology.
Stephanie Cooper

Powerful Learning Practice, LLC » PLP Overview - 1 views

plpnetwork.com/plp-overview

shared by Stephanie Cooper on 05 Apr 10 - Cached
  • Global, online learning communities offer an unprecedented opportunity for teachers and students to follow and connect around their passions. But they also challenge almost every aspect of traditional schooling as we know it. The Powerful Learning Practice cohort model offers a unique approach to introducing educators to the transformative online technologies that are challenging the traditional view of teaching and learning. A PLP cohort for professional development is an ongoing (7-8 month), job-embedded opportunity built around emerging social Web technologies. Each cohort connects: 20 school or district teams from around the state (or world) 5 educators (administrators/teachers) from each school 10- PLP Fellows (Champions) selected from participating districts Within these cohorts, participants are supported in an intensive community building process online and in person by an passionate team of experienced educators. Outcomes for participating Administrators and Teacher Leaders By participating, you can expect your team and your leadership to gain: Knowledge: An understanding of the transformative potential of emerging technologies in a global perspective and context and how those potentials can be realized in schools Pedagogy: An understanding of the shifting learning literacies that the 21st Century demands and how those literacies inform teacher practice. Connections: The development of sustained professional learning communities and networks for team members to begin experimenting, sharing and collaborating with each other and with online colleagues from around the world. Sustainability: The creation of long term plans to move the vision forward in participating districts at the end of the program. Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change.
    • Stephanie Cooper
      Stephanie Cooper on 05 Apr 10
       
      This sounds mighty close to the aims of our QEP program. We might be able to get some ideas from this blog.
Keith Hamon

100 Inspiring Ways to Use Social Media In the Classroom | Online Universities - 2 views

www.onlineuniversities.com/...-social-media-in-the-classroom

PLN social networking social learning

shared by Keith Hamon on 12 May 10 - Cached
  • Keith Hamon on 12 May 10
     
    Whether you teach an elementary class, a traditional college class, or at an online university, you will find inspirational ways to incorporate social media in your classroom with this list.
Keith Hamon

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

www.beyondcurrenthorizons.org.uk/web-20-is-changing-our-society

Justin Reich Web 2.0 collaboration wikinomics

shared by Keith Hamon on 31 May 10 - Cached
  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
  • ...26 more annotations...
  • 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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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
      Keith Hamon on 31 May 10
       
      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.
  • Keith Hamon on 31 May 10
     
    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

Connectivism - PhD Wiki - 1 views

sites.google.com/...connectivism

Andy Coverdale George Siemens Stephen Downes connectivism

shared by Keith Hamon on 05 Jan 11 - No Cached
  • Keith Hamon on 05 Jan 11
     
    Maintaining that learning theories should be reflective of underlying social environments, Siemens (2004) describes the limitations of behaviorism, cognitivism, and constructivism (and the epistemological traditions which underpin them - objectivism, pragmatism and interpetivism - and their representations of what is reality and knowledge) to introduce connectivism as 'a learning theory for the digital age.'
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