Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi–structured interviews and a survey.
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Rotana Ty shares a wonderful essay on collective learning for Permamarks blog. He has curated ideas by many thought leaders on the topic including Marcia Conner, Nilofer Merchant, John Hagel, Tiffany Shlain, Gideon Rosenblatt, J.
George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical view.
Thailand still Asia-centric despite rise in connectivity The Nation Thailand has swiftly climbed the ranks in overall connectivity from 2005 to 2011, according to the second DHL Global Connectedness Index (GCI) survey.
Shyness and social anxiety are correlated to some extent and both are associated with hyper-responsivity to social stimuli in the frontal cortex and limbic system. However to date no studies have investigated whether common structural and functional connectivity differences in the brain may contribute to these traits. We addressed this issue in a cohort of 61 healthy adult subjects. Subjects were first assessed for their levels of shyness (Cheek and Buss Shyness scale) and social anxiety (Liebowitz Social Anxiety scale) and trait anxiety. They were then given MRI scans and voxel-based morphometry and seed-based, resting-state functional connectivity analysis investigated correlations with shyness and anxiety scores. Shyness scores were positively correlated with gray matter density in the cerebellum, bilateral superior temporal gyri and parahippocampal gyri and right insula. Functional connectivity correlations with shyness were found between the superior temporal gyrus, parahippocampal gyrus and the frontal gyri, between the insula and precentral gyrus and inferior parietal lobule, and between the cerebellum and precuneus. Additional correlations were found for amygdala connectivity with the medial frontal gyrus, superior frontal gyrus and inferior parietal lobule, despite the absence of any structural correlation. By contrast no structural or functional connectivity measures correlated with social or trait anxiety. Our findings show that shyness is specifically associated with structural and functional connectivity changes in cortical and limbic regions involved with processing social stimuli. These associations are not found with social or trait anxiety in healthy subjects despite some behavioral correlations with shyness.
Here are four very powerful videos from the Digital Media and Learning Research Hub that are guaranteed to make you think hard about learning, teaching, and schooling. You can watch them all in less than half an hour.
TeachThought.com has a series of posts about self-directed learning by Terry Heick and the staff, well worth a read! “
“Learning is most effective when it’s personalised; it means something to the learner. That happens when people feel they are participants and investors in their own learning, shaping what and how they learn, and able to articulate its value to them.” — Leadbeater, Charles
Over the years, there has been a significant shift in the approach towards ‘learning’ in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and e-learning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collabora-tion – thereby enabling the formation of a ‘personal learn-ing environment.’ Now, there is a shift from ‘content focus’ to ‘learner focus’ education.
This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information re-sources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
"The above is the latest draft of our self-directed learning framework, version 1.1. It is based, in spirit, of our Inside-Out School: A 21st Century Learning Model. It is intended to function as a guide for students–likely with the support and facilitation of teachers, parents, and mentors–to help students become expert learners."
"Let’s focus on the resulting element — the “collective intelligence”. Think about it as billions of human brains working using future super computers as a platform. Massachusetts Institute of Technology (MIT) professor Srini Devadas described “collective intelligence” as consisting of two pillars: cloud computing and crowd computing. Cloud computing is using the Internet as a platform and making access to information available to everyone. Crowd computing, according to him, involves the analysis of information into “collective intelligence” far beyond what we have today."
ConnectED: Advanced Connectivity to Expand Young People's Universes Fox News Latino Bringing advanced connectivity to every school means that every student, in poor neighborhoods as well rich, in urban communities as well as suburbs and farms, will...
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