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coupled-inquiry cycle: A teacher concerns-based model for effective student inquiry, Th... - 0 views

findarticles.com/...ai_n9198776 John A Dunkhase JiTT inquiry science
shared by Keith Hamon on 09 Aug 10 - Cached
  • Keith Hamon on 09 Aug 10
     
    a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format
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Never Mind the Edupunks; or, The Great Web 2.0 Swindle (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...209326 Brian Lamb Jim Groom elearning Education 2.0 Web 2.0
shared by Keith Hamon on 09 Aug 10 - Cached
  • In the spring of 2008, Professor Jon Beasley-Murray launched his students at the University of British Columbia on a project to improve the inadequate and shallow coverage of Latin American literary studies by the online encylopedia Wikipedia (http://en.wikipedia.org/wiki/Wikipedia%3AWikiProject_Murder_Madness_and_Mayhem). Working in groups, some students were assigned to topics that did not yet have articles while others were tasked with improving existing articles.
    • Keith Hamon
      Keith Hamon on 09 Aug 10
       
      This is a great QEP exercise.
  • Keith Hamon on 09 Aug 10
     
    Our question is whether IT staff in academic environments might not aspire to a vital mission: to being something more than consumers and cheerleaders for commercial products.
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Response to: 'Anatomy of a PLE' | Mark Smithers - 0 views

www.masmithers.com/...response-to-anatomy-of-a-ple Mark Smithers elearning social networking PLN Education 2.0 connectivism Web 2.0
shared by Keith Hamon on 09 Aug 10 - Cached
  • Keith Hamon on 09 Aug 10
     
    I firmly believe that the PLE is a combination of tools that are wholly owned by the student and should be located outside of the institution for several reasons:
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Learning with 'e's: Anatomy of a PLE - 0 views

steve-wheeler.blogspot.com/...anatomy-of-ple.html PLN elearning Web 2.0 Education 2.0 connectivism Steve Wheeler
shared by Keith Hamon on 09 Aug 10 - Cached
  • Keith Hamon on 09 Aug 10
     
    Whilst Cloud Learning Environments (Web 2.0 tools) will not fully address all of the tensions between Managed Learning Environments and Personal Learning Environments, we argue that they provide a tentative bridge to provide the best of both worlds in terms of affordances and interoperability.
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TeachPaperless: An Example of Jing Used to Comment on Student Work Online - 0 views

teachpaperless.blogspot.com/...f-jing-used-to-comment-on.html Shelly Blake-Plock jing writing assessment elearning Education 2.0 Web 2.0 connectivism
shared by Keith Hamon on 09 Aug 10 - Cached
  • Keith Hamon on 09 Aug 10
     
    Have been using Jing for about three weeks now as my primary form of commenting on student work.
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Swift Kick Central: Valedictorian Speaks Out Against Schooling in Graduation Speech - 1 views

blog.swiftkickonline.com/...ling-in-graduation-speech.html Erica Goldson education elearning social networking writing Education 2.0
shared by Keith Hamon on 05 Aug 10 - Cached
  • Keith Hamon on 05 Aug 10
     
    Erica Goldson graduated as valedictorian of Coxsackie-Athens High School. Instead of using her graduation speech to celebrate the triumph of her victory, the school, and the teachers that made it happen, she channeled her inner Ivan Illich and de-constructed the logic of a valedictorian and the whole educational system.
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Teach Science and Math - 2 views

www.teachscienceandmath.com/...g-through-a-technological-lens David Wetzel science math elearning social networking PLN writing connectivism critical thinking
shared by Keith Hamon on 05 Aug 10 - Cached
  • Keith Hamon on 05 Aug 10
     
    Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources.
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A Twitteraholic's Guide to tweets, hashtags, and all things Twitter | The Edublogger - 0 views

theedublogger.com/...ashtags-and-all-things-twitter Sue Waters Twitter elearning social networking PLN writing connectivism Web 2.0
shared by Keith Hamon on 05 Aug 10 - Cached
  • Keith Hamon on 05 Aug 10
     
    Here's advice on using Twitter written with assistance from my twitter network and readers comments on this post.
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Looking Ahead at Social Learning: 10 Predictions - 2010 - ASTD - 1 views

www.astd.org/...0710_meister.htm Jeanne Meister Karie Willyerd learning edFutures elearning social networking PLN connectivism Web 2.0
shared by Keith Hamon on 03 Aug 10 - Cached
  • Keith Hamon on 03 Aug 10
     
    Throughout the last three years, we have researched what the future holds for fields as diverse as human longevity and the future of the web. That research helped us come up with 10 predictions for the future of social learning. If you are just now dipping your toes into the social learning pool, we hope the following predictions will give you some ideas about where the future is headed so that you can prepare accordingly.
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Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com - 1 views

www.nytimes.com/...02cheat.html plagiarism writing
shared by Keith Hamon on 03 Aug 10 - Cached
  • Keith Hamon on 03 Aug 10
     
    Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students - who came of age with music file-sharing, Wikipedia and Web-linking - understand the concept of authorship and the singularity of any text or image.
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Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views

www.mguhlin.org/...gitizing-writing-workshop.html writing digitalstorytelling edtech Miguel Guhlin PLN Web 2.0
shared by Keith Hamon on 03 Aug 10 - No Cached
  • Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is a big part of the intrinsic, and fun, motivation for writing online.
  • Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
  • You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
  • ...8 more annotations...
  • reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      One of our tasks in QEP is to devise tools and strategies to make the instructor's job easier, not more difficult. Technology can help, and we want to explore how.
  • Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
  • Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Perhaps we could build a mini-lesson space on the Writing Labs wiki?
  • VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
  • GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
  • As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Fostering this kind of online conversation is key to QEP. It's what we are about, but we recognize that most of our students are unaccustomed to conversing about academic issues among themselves. We want to teach them to talk college.
  • Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is an excellent entry point into many different kinds of exercises: group editing, group writing, group brainstorming, group illumination (adding images and video). I like this.
  • Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This could be a wonderful strategy for moving our QEP Writing Labs into the online world, enabling writing specialists to engage student writing, and offer useful feedback, online.
  • Keith Hamon on 03 Aug 10
     
    This article is about 5 steps you can take, as a writing teacher, to digitize your writing workshop. There are many more, though, so "stay tuned" for future articles!
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On private "classblogs" vs. the wild, wide open ~ Stephen's Web - 1 views

www.downes.ca/...page.cgi classblogs elearning
shared by Thomas Clancy on 02 Aug 10 - Cached
  • Thomas Clancy on 02 Aug 10
     
    Please note this post and its comments (Downes' is a good blog to follow, too, btw). This is a "line" with which we are familiar--private vs. public student writing. Are we prepared to argue in support of "the wild, wide open"? Should we be appeasers and give our faculty the choice? *Let's discuss as a workshop topic.*
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Personal Learning Network - 2 views

www.tobincls.com/learningnetwork.htm Daniel Tobin PLN learning education social networking connectivism Education 2.0 rhizome
shared by Keith Hamon on 23 Jul 10 - Cached
  • An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Okay, so PLNs as an educational concept have been around for a while, at least since 1998. And not just in education, but in the "real world." The significant change today is that we cannot speak of PLNs without talking about online networks.
  • we are all inundated with data (Stage 1) -- all those manuals, brochures, memos, letters, reports, and other printed material that cross our field of vision every day, not to mention all that we receive electronically
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Data overload has simply been complicated and exacerbated by the Internet. We have WAY more data than we can possibly deal with. We have moved from an age of information scarcity to information glut.
  • when you take data and give it relevance and purpose, you create information. Information (Stage 2) is the minimum we should be seeking for all of our learning activities.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This is a key component of QEP: to find ways to make the class data relevant and purposeful information-purposeful beyond simply making a good grade. We suspect that most students never move beyond memorizing the class data so that they can repeat it on the test and then forget it. They never turn the data into useful and purposeful information, much less turn the data into knowledge or wisdom.
  • ...10 more annotations...
  • Even when we have information, we must use that information by applying it to our work before we can say we "know it." Until we use it, it remains information. Knowledge (Stage 3) comes from applying information to our work. This is the stage at which most company training programs fail -- too often the content of company training programs never gets applied to the employee's work. To me, this means that the investment in that training is totally wasted.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Applying information to our work is the tricky part for students: as most of them do not yet sense that they have any real work. QEP is looking for ways to turn their data processing into knowledge management.
  • Wisdom (Stage 4), that most precious possession, comes from adding intuition and experience to knowledge.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      I think that many believe wisdom is beyond the reach of most classrooms, but I'm not willing to give up on it. However, it means that we must provide real, relevant experiences in class through which the student can develop wisdom.
  • This is why having a personal learning network is so important -- to provide us not only with pointers to sources of information, but to answer questions, to coach us, to reinforce our learning when we try to apply it to our work.
  • First, we must sort through all of the available data to find only that information that is relevant to our learning needs and for which we have a purpose.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Too often missing from our classes, which too seldom address a common question among students: how will I use this in the future?
  • Once we have gathered and learned the needed information, we need to apply it to our work in order to transform it into our personal knowledge.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Applying new data to our own work to transform it into personal knowledge. This is as fine a statement of the aims of QEP as I can think of: we use online writing to help students create PLNs as engines for churning the data they are exposed to in their classes into personal knowledge.
  • Who should be in your personal learning network? The members of your network do not need to be people with whom you work directly. In fact, you do not even need to know the people personally. The members of your network should be people, both inside and outside of your work group and your company, who have the knowledge that you are trying to master and who are willing to share their knowledge and experience with you.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      A student's PLN should, of course, include fellow class students and the teacher, but also students, teachers, experts, friends, and others outside the class. We do that online.
  • To establish a learning network, you can ask other people in your group, or with whom you have gone through a training program, to participate in periodic discussions as you all try to implement a new way of working, to support each other and share experiences with each other. Most people are happy to help -- people generally like to talk about their own work and are honored to be asked to share their knowledge and wisdom.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This is a key to social networks: most people LIKE getting together, talking about common interests, and sharing what they know. We need to connect our students to such networks-connectivity, connectivism.
  • the value of knowledge increases when you share it with others.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      We need to explore when knowledge is best considered a cooperative, connect-and-collaborate property and when it is best considered a competitive, command-and-control property. When should knowledge be part of the Commons and when should it be proprietary? What about on a test? What about in an essay or research document?
  • Building a personal learning network is requires that you not only seek to learn from others, but also that you also help others in the network learn.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      The principle of reciprocity is a key element in building PLNs, and one that most students never learn in grade school, where they are kept in their seats, eyes on their own work, hands to themselves, and forbidden to talk to their colleagues. Who could possibly run a real organization with those rules? It's a model of behavior for an assembly line worker, but not a knowledge worker. Why do our schools have this mismatch?
  • A personal learning network can be your most powerful learning tool no matter what the subject.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This one sentence should be in all correspondence, advertisements, and discussions about QEP.
  • Keith Hamon on 23 Jul 10
     
    An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience.
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News: Technologically Illiterate Students - Inside Higher Ed - 2 views

www.insidehighered.com/...techliteracy illiterate technologically
shared by Thomas Clancy on 16 Jul 10 - Cached
  • who has access to information; who has those problem-solving skills. And that’s going to be the digital divide that we’re going to see in the future … the ability to deal with information.”
    • Thomas Clancy
      Thomas Clancy on 16 Jul 10
       
      B-I-N-G-O !!
  • "It is our job to equip students with the critical thinking skills that enable them to use various technologies wisely ... because people who know 'what' and 'how' will always work for people who know 'why.' "
  • , and partially borrowed, quotation on her concluding slide:
  • Thomas Clancy on 16 Jul 10
     
    My daughter just shared this with me. I hope our group is seeing these!
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Self-Efficacy in Diagrams - 1 views

longleaf.net/efficacy self efficacy self-directed learning
shared by Thomas Clancy on 13 Jul 10 - Cached
  • Thomas Clancy on 13 Jul 10
     
    I'm trying to save this page in both the WAC and Writing Lab groups. Self-Directed Learning and Self-Efficacy are very much a part of the Connectivist model.
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Guest Bloggers « Haiku Learning Blog - 0 views

www.haikulearning.com/...guest-bloggers e-portfolios elearning social networking
shared by Thomas Clancy on 12 Jul 10 - Cached
  • Thomas Clancy on 12 Jul 10
     
    At least four short blogs here about using an e-portfolio from the beginning of a class.
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Questioning as Technology - 1 views

fno.org/qtech.html
shared by Stephanie Cooper on 09 Jul 10 - Cached
  • None of us can be expert in everything. To some extent we must rely upon others to help us interpret the world, but we must also be wary of “experts” lacking in wisdom, discretion or reliability. We cannot take the time to conduct original, primary source research each time we look for good ideas. We must turn to the sages.
    • Stephanie Cooper
      Stephanie Cooper on 09 Jul 10
       
      Supports connectist thinking...but, says we need to be able to think for ourselves.
  • Questions are intended to provoke thought and inspire reflection, but all too often the process is short circuited by the simple answer, the quick truth or the appealing placebo.
  • With the advent of new electronic technologies, our young people are threatened by a weakening of thought and an emphasis on the glib or superficial. Mentalsoftness™ is a new social “virus” that is rarely noticed. We hear complaints of a “new plagiarism,” but few commentators remark upon the ascendancy of superficial thought.6
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  • If we hope to see inventive thought infused with critical judgment, questions and questioning must become a priority of schooling and must gain recognition as a supremely important technology. We must lay aside the forked branches of earlier times, the divining rods of soothsayers, technologists and futurists. Rather than reading the entrails or taking the omens to determine the future, we wield powerful questions as tools to construct a future of our own choosing.
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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.
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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.
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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?
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