Best content in Writing Across the Curriculum

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Twitter Fiction. Really! - 1 views

shared by Stephanie Cooper on 07 Jun 10 - Cached

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Teaching with Technology in the Middle: Diigo for Digital Writing Reflection - 1 views

stevefulton.blogspot.com/...igital-writing-reflection.html Steve Fulton diigo writing reflection teaching elearning PLN social networking Web 2.0 Education 2.0

shared by Keith Hamon on 19 Apr 11 - No Cached

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Social Media in Learning examples - 1 views

c4lpt.co.uk/...examples2.html social networking social learning PLN

shared by Keith Hamon on 31 May 10 - Cached

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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

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Tom March :: Thesis Builder - The Original Persuasive Essay Maker - 1 views

ozline.com/...thesis.php writing edTech

shared by Keith Hamon on 10 Jun 10 - Cached

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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

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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 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?
  
  <div class="cArrow"> </div><div class="cContentInner">Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?</div>
  
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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 on 15 Jun 10
  
  How in QEP do we overcome the static curriculum closed to any new information?
  
  <div class="cArrow"> </div><div class="cContentInner">How in QEP do we overcome the static curriculum closed to any new information?</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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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

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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.</div>
  
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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 on 21 Jun 10
  
  QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  
  <div class="cArrow"> </div><div class="cContentInner">QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.</div>
  
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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learning comes not from the design of learning content but in how it is used
- Keith Hamon on 21 Jun 10
  
  This is a radical shift away from the activity of the teacher to the activity of the students.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a radical shift away from the activity of the teacher to the activity of the students.</div>
  
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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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10 Google Forms for the Classroom | edte.ch - 1 views

edte.ch/...google-forms-for-the-classroom Tom Barrett google googledocs GoogleForms googleapps Education 2.0 Web 2.0

shared by Keith Hamon on 22 Jun 10 - Cached

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Critical Thinking: What Is It, Anyway? - 1 views

stayoutofschool.com/...cal-thinking-what-is-it-anyway critical thinking writing

shared by Thomas Clancy on 17 Jun 10 - Cached

The ability to think critically is arguably the most important skill for the 21st century person.
- Keith Hamon on 17 Jun 10
  
  Well, critical thinking is one of five writing literacies taught in QEP classes. Is it the most important?
  
  <div class="cArrow"> </div><div class="cContentInner">Well, critical thinking is one of five writing literacies taught in QEP classes. Is it the most important?</div>
  
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- Thomas Clancy on 17 Jun 10
  
  Indeed, we are all about including the five "literacies" in our writing opportunities, even though, technically, "literacy" cannot be pluralized!
  
  <div class="cArrow"> </div><div class="cContentInner">Indeed, we are all about including the five "literacies" in our writing opportunities, even though, technically, "literacy" cannot be pluralized!</div>
  
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Instead of using the Five W’s for developing content (they’re the basics for writing a successful news piece), use the Five W’s to analyze any post/piece of writing.
- Keith Hamon on 17 Jun 10
  
  This is a nice technique to add to the QEP toolbox, and has a dual use for both writing and reading. Keep in mind that QEP should also address reading, as Tom points out to us.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a nice technique to add to the QEP toolbox, and has a dual use for both writing and reading. Keep in mind that QEP should also address reading, as Tom points out to us.</div>
  
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Keith Hamon on 17 Jun 10

critical thinking demands objective examination of a topic and then a conscious response to that examination.

<div class="cArrow"> </div><div class="cContentInner">critical thinking demands objective examination of a topic and then a conscious response to that examination.</div>

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Thomas Clancy on 17 Jun 10

critical thinking demands objective examination of a topic and then a conscious response to that examination.

<div class="cArrow"> </div><div class="cContentInner">critical thinking demands objective examination of a topic and then a conscious response to that examination.</div>

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