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In a recent conversation, I was asked what I thought about twitter as a learning tool. Over the course of the past few years I’ve moved from saying “I don’t get it” – to feeling like it’s a good addition to my Learning Tool Set. But I also think that there’s a lot more help now around how to make effective use of Twitter as a learning tool. I thought it would be worthwhile to pull together these resources:
A. Twitter and Teaching
C. Twitter and Conferences, Webinars and Backchannel
D. Twitter and eLearning
E. People to Follow on Twitter
G. Twitter Guides
H. Twitter Tools
J. More on Twitter for Learning
1:1 laptop programs are a great enthusiasm of mine; in my 21 school visits I undertook last year, in most cases those schools with 1-1 programs seemed far further down the road of promotin...:
"But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too. “Perhaps a backwards way of thinking by some accounts, we believe a ‘bottom-up’ approach is better than a ‘top-down,’” said Katie Morrow, technology integration specialist at O’Neill Public Schools in O’Neill, Neb.
“Put the technology in kids’ hands as early as possible and let them drive the initiative forward. Students should be involved on planning committees, tech support teams, and any visioning or research teams. ..."
One of the world’s biggest education publishers has joined with one of the most dominant and iconic software companies on the planet to bring colleges a new—and free—learning-management system with the hopes of upending services that affect just about every instructor, student, and college in the country.
Today Pearson, the publishing and learning technology group, has teamed up with the software giant Google to launch OpenClass, a free LMS that combines standard course-management tools with advanced social networking and community-building, and an open architecture that allows instructors to import whatever material they want, from e-books to YouTube videos. The program will launch through Google Apps for Education, a very popular e-mail, calendar, and document-sharing service that has more than 1,000 higher-education customers, and it will be hosted by Pearson with the intent of freeing institutions from the burden of providing resources to run it. It enters a market that has been dominated by costly institution-anchored services like Blackboard, and open-source but labor-intensive systems like Moodle.
"In this paper, Web 2.0 open content mashups or combinations are explored. Two case studies of recent initial teacher training programmes are reviewed where blogs and wikis were blended to create new virtual learning spaces."
Written by Steve Wheeler (@timbuckteeth) . Full text pdf available for download. A worthwhile read!
Via Anne Whaits, Angel Sandoval
The popularity of online education is growing at a steady clip. Whether it’s due to the weak economy, quality of online tools, or the price difference… online schools can’t (and shouldn’t) be ignored. Heck, Bill Gates thinks online education tools like Khan Academy are the wave of the future.
But are they? Is an online degree worth the tremendous time and effort? Do online students have the same retention as students attending the standard brick-and-mortar schools? An insightful new infographic from Online PhD Programs shines a light onto some of the lesser-known statistics about online schooling while focusing on the current state of online schools.
Blackboard Inc. today announced a series of new initiatives to provide greater support for open education efforts. Working with Creative Commons, Blackboard will now support publishing, sharing and consumption of open educational resources (OER) across its platforms. The company also updated its policy confirming the ability for education institutions to serve non-traditional users with Blackboard Learn™ without incurring additional license costs.
There are two parts to this story. First of all Blackboard changed the license of Blackboard Learn. In the license the institution doesn't have to pay for users that are participating in open education ...
This removes the barriere that existed in offering an Open Course via Blackboard, such as a MOOC (Massive Open Online Course).
The second part is the possibility to easily share your course with a creative commons license:
One key to Blackboard’s new “Share” feature is a partnership with Creative Commons, which offers licenses for free content. When professors choose to make their courses free, they will be presented with options to easily attach a Creative Commons license, something they otherwise would have to do manually.
Here are 5 more resources I’ve found this week that look at different social approaches to working and learning.
1 – The first one this week is an article I wrote for the E-Learning Council, Social Media + Learning = more than Social Learning. I cover quite a bit of ground in this article, but in this quote I focus on the use of the term “social learning”.
“But now with the emergence of social tools, we have moved into the Social Era, and this time the word “Social” is being prefixed to old words to form new terms like Social Business, Social Media Marketing, etc. The same has of course happened with Learning, and this had led to the increasing use of the term “Social Learning”. Unfortunately, there are a few problems with this term. Firstly, it is often used to refer solely to the use of social media within formal courses, but secondly, and more importantly, it also conflicts with the existing term “social learning” which refers to ALL learning that happens socially with others – i.e. not just that in formal learning contexts – both social-media-powered and not.
1. Talking means better learning
E-learning usually puts something between the learner and content – a device. It can be a keyboard, mouse, touchscreen, joystick… whatever. This physical device requires cognitive effort and almost certainly distracts and diminishes the cognitive bandwidth available for attention and processing by the learner. Ideally, there would be no such device. Voice is, in fact, how most everyday communication takes place. We see and speak to each other without any interloper. You didn’t have to learn to speak and listen but you did have to spend years learning how to read, write and use computers. It’s good to talk as it’s how we learn.
These are my live blogged notes from a webinar today with Float Learning: Instructional Design for Mobile #id4mlearning. Advance apologies for typos or incoherence…
Brought to us today by:
Adam Bockler, Float
Gary Woodill, Sr. Analyst at Float @gwoodill
Jeff Tillet mLearning Strategist and Evangelist at Float (formerly ID at T-mobile) @mojotillett
Chad Udell at Float @visualrinse
www.floatlearning.com 18 month old company with focus on mobile. @floatlearning
Agenda: conversation points
Where we came from
Where we are at?
Where’s it going?
Gary Woodill’s The Mobile Learning Edge
Clark Quinn, Designing mLearning
Barbara Ballard, Designing the Mobile User Experience
(We can tell a field is about to take off because there’s a big rash of books!)
Kirsten Winkler on October 9, 2011
"I believe, Siri has the potential to change some corner stones in society and that Siri or software like Siri will have a huge impact on education and how people learn. Or better, what people are going to learn at all.
First of all, it is not about what Siri can do today, though I have to say it seems to be pretty capable already. In case you did not watch the iPhone 4S launch yet or read about it, Siri is a personal assistant software that comes with the new iPhone. The huge leap forward is that you don’t need to learn voice commands to control the software like you need for most car entertainment systems or GPS devices. With Siri you can ask natural questions like “Do I need to wear a raincoat today?” or “I would like to listen to some Guns’n’Roses.” ...
Over time it has become less important to ask your parents or grandparents about their lives, what they learned and what we can learn from it. Knowledge about many things not eminent to modern society or thought to be not eminent got lost already. The same is true for skills, especially how to solve manual tasks. We tend to say, it requires an expert for that.
Now, also on the information level, we might ask what the motivation is to learn information in school when you have an all knowing device in your pocket? It even knows more than the teacher who might not have an answer to a specific question right away. In such a scenario, what will the relevance of a teacher be?
Terese Bird, Learning Technologist and SCORE Fellow
My current SCORE project about iTunes U as a channel of free learning resources (http://www.le.ac.uk/spider) has let me appreciate this public platform given to universities and educational institutions. It’s not all philanthropy; of course iTunes U shows off how nice multimedia looks on the various i-gadgets. And yet, my research into how iTunes U materials are used by ordinary folks has revealed their importance as informal learning resources. It’s almost as if Steve Jobs brought his academic experience full-circle, allowing lots of people to ‘audit classes’ even if they are dropouts or never accessed higher education.
Thanks, Steve, for a lifetime of innovation and inspiration.
September 28, 2011
"The coach is the boss of you, but they're not the boss."...
""The coaching model is different from the traditional conception of pedagogy, where there's a presumption that, after a certain point, the student no longer needs instruction.