"If one person can experience such extreme differences in online learning environments, how can we even discuss “online learning” as though it’s a monolithic thing? The Atlantic article is doing what so many articles I read these days are doing: discussing online learning as a thing you do, and then it’s done. Apparently, we need more of it, so let’s get some already. Who makes it?"
"screw the investments in large expensive teaching and learning technologies. The web these days is relatively cheap, and according to “EdUCKA,” it scales quite nicely. What is LESS discussed in the popular media is how to teach online in engaging ways not to REPLACE the classroom, but to transform teaching and learning. The institution that can bottle that vision and scale it as a cultural movement, with the same vigor and budget most others put into launching enterprise systems, will be the institution to define what online learning is and can become. That will be the institution to watch, and I have a feeling it won’t be Harvard, and it won’t be UVa."
"No longer do images that teachers and students use for presentations have to be static presentations. Thinglink is a new web tool that allows images to be uploaded and tagged with hot spots. These hot spots can be text, links to web based content, or YouTube videos. When the image is viewed online, the hot spots become click-able and reveal the embedded content. Thinglink allows for a completely new approach to using images in the classroom and provides a new medium by which students can present image based content for projects or assignments.:
In the 21st century, technology has changed the ways in which we communicate and go about our lives. Very few educators would disagree with the notion that technology has dramatically changed the teaching and learning process.
Twitter is by far the most powerful professional learning network (PLN) I participate in. Using it is like being at a teaching conference every day. I am constantly exposed to new ideas that inspire and challenge me to try new approaches and rethink old ones. Through Twitter I’ve met a great group of educators from around the world, all of whom are passionate about teaching. We have great discussions and share resources.
Robin Good: What does curation mean from an educational viewpoint? And what is the key difference between "collecting" and "curating".
Nancy White (@NancyW), a 21st Century Learning & Innovation Specialist and the author of Innovations in Education blog, has written an excellent article, dissecting the key characterizing traits of curation, as a valuable resource to create and share knowledge.
She truly distills some key traits of curation in a way that is clear and comprehensible to anyone.
She writes: "The first thing I realized is that in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through a) synthesis and b) evaluation of the collected items.
How are they connected?"
And then she also frames perfectly the relevance of "context" for any meaningful curation project by writing: "I believe when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate.
Themes have a common unifying element – but don’t necessarily explain the “why.”
Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important.
So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard."
But there's a lot more insight distilled in this article as Nancy captures with elegance the difference between collecting for a personal interest and curating for a specific audience.
She finally steals my full endorsement for this article by discretely inquirying how great a value it would be to allow students to "curate" the domains of interest they need to master.
Amidst a sea of available technology, what does it take to engage students, not just within a standardized curriculum, but in their own learning? What’s technology’s role, and what are policy implications?