This Scoop.it was originally set up to explore issues re: digital learning, literacies, and identities in the CT231 Professional Skills module; the module is no longer offered but the community continues.
This post explores Personal Learning Portfolios [PLPs], an extension of a Personal Learning Environment. I review briefly PLPs for professionals, but focus on the potential and promise that PLPs ho...
Catherine Cronin's insight:
CT231 students are encouraged to organise and share their work online; the concept of a Personal Learning Portfolio is useful in this respect. The control of the portfolio is the student's alone, not the institution's.
""The transmission of knowledge need no longer be tethered to a college campus. The technical affordances of cloud-based computing, digital textbooks, mobile connectivity, high-quality streaming video, and “just-in-time” information gathering have pushed vast amounts of knowledge to the “placeless” Web. This has sparked a robust re-examination of the modern university’s mission and its role within networked society."
A fascinating interview with Ismael Peña Lopes about PLE's and reimagining education. "I do not think there are different PLEs for teachers/researchers or students, but all of them are nodes of the same mesh. It will just happen that in some topics some nodes in that mesh will be denser than others, or that knowledge flows more fluently in some directions than others, but it will be a matter of flows (thus temporary) rather than of architectures (or structural)."
Rey Junco (2010) Journal of Computer Assisted Learning. This paper describes our semester- long experimental study to determine if using Twitter for educationally relevant purposes can impact college student engagement and grades. The study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.
This is a great presentation, containing rich images and video. Alec Couros (@courosa) is making a somewhat fine distinction between digital literacies and digital fluency, but overall, the content of this presentation is what we have explored in CT231 Professional Skills within the context of digital literacies. Worth a view.
Facebook users in one university network have become more wary of revealing sensitive personal information to the public even as they seem to be revealing much more about themselves to Facebook and its third-party business partners, an academic...
Catherine Cronin's insight:
Survey of undergraduates: "“over time, the amount and scope of personal information that Facebook users have revealed to friends’ profiles seems to have markedly increased — and thus, so have disclosures to Facebook itself, third-party apps, and (indirectly) advertisers.”
This presentation describes an exploration of digital identities within the context of an undergraduate IT module. The rationale (and resources) for exploring digital literacies and digital identity within the module is described, as well as student reactions and opinions.
Pecha Kucha is not just a useful presentation format for conferences, it can be a great learning experience for students. Here are some PK tips and resources for presenters, organisers, teachers, lecturers and students.
Our experience using Twitter in CT231 was shared at the ICT in Education Conference on May 19th, using this as an example of social media blurring the boundaries between formal and informal learning and the rigid roles of educator/teacher/lecturer and student.
Sharing some of our learning experiences using Twitter and Google+ in CT231 with other educators at the Plymouth Enhanced Learning Conference #pelc12. Thanks to all CT231 students for participation in this work.
A description of why we explore digital identity and privacy in CT231 --and why we use social networks to do it. A summary of useful resources is included, to share with other students and educators. #open_scholarship
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