As this is the second connectivism resource I’ve scooped I'm feeling like a theory junkie or zealot. What resonated about this resource was simply the outline of the diversity of resources available to students, (Youtube, expert opinion articles, facebook etc. etc.). There are many more but I won't labour the point.
As a facilitator I support many of these but a recent experience I had showed me it’s all about the student’s paradigm. I had sourced (what I considered) a spectacular lecture series from a world leading subject matter expert for the week’s session. When an undergraduate myself I don’t want to admit the lengths I would have gone, to see these sessions.
To cut a long story short, they weren’t appreciated as I hadn’t played the ‘Sage on Stage’ role for the week.
While I’ve facilitated many of my personal learnings from open source material on the web, I can also see the double edged sword aspect. On one side there is the world leading subject matter expert delivering engaging, entertaining content on which students are easily able to make connections, the other is the seedy side of misinformation or misdirection.
The learnings gained through these platforms can be transformative but again I’m back to my role which is, to assist the students to sort it as best I can.
Online education is growing with considerable speed and now accounts for a significant proportion of student enrollment at institutions of higher education in the United States. Despite the popularity of online education, there are concerns related
Paul Oliveri's insight:
Teaching 90% of my course via distance means using a mix of technology to overcome the learner's 'sense of distance'. Whilst this article is more of a comparison article of Google Hangouts to other platforms such as Blackboard (the one I use the most) it also briefly discusses transactional distance theory, social presence and social and cognitive processes involved in using these technologies. This resonated with me. As far as transactional distance goes, I try to minimise it greatly. Tools used to reduce transactional distance include blackboard (for group work, presentations and in a flipped classroom style), email, SMS and God forbid good old phone communication. A distance student can feel overworked, overwhelmed and confused but never alone. Technology is just a tool.
What is curation anyway, and how can it be used as a tool for student and teacher learning? This essay will investigate what curation is and the different contexts it is used in. Why is it important; who are the curators, what motivates them and what makes a great curator? What processes and tools are used for curation and what digital literacies are required for successful curation? It will conclude with an investigation into ways teachers can use curation both with and for their students and as a tool for their own professional learning and a brief look at some curation tools.
Ever wonder why you can't figure out when and where to stick a comma? It's probably because commas, by far, have more rules and applications than any other punctuation mark. But why do so many people use the semicolon incorrectly? Comparatively, it should be one of the easiest punctuation marks to master. And why doesn't anybody seem to use the en dash?
Mapping ipad apps against Bloom, SAMR and the 3 Cs reminds me of how much potential this little device has but it all comes back to the learner as to how this technology is utilised. Many learners may be content with using the device at a simple substitution or at best augmentation level and I’m not generalising according to age bracket.
The way in which I use this in my teaching is at multiple levels within the SAMR model. There are weekly lectures and resources which may be at the substitution/Augmentation level but there are also weekly collaboration sessions at the Modification/Redefinition level.
In my courses the ipad also has a role in authentic assessment as the learner uses the camera and apps such as imovie to video, edit and upload footage of themselves assessing simulated patients. This is indeed transformative and able to happen from anywhere in the world the student has a wireless connection.
Previously this style of assessment was conducted live in front of an assessor.
Constructionism, constructivism, learner centred, authentic, real world, active process, problem based, integration of technology in an authentic way and most importantly transformative.
With 63 scoopit interactions this article obviously resonates with the broader education community.
How do I use these principles to facilitate someone becoming a Paramedic via the distance mode of learning. I use technology to create learner centred, authentic and problem based activities to facilitate their learning.
This may be having the student develop a video of their interactions with simulated patients, participate in lecturer facilitated collaborative exercises (synchronous and asynchronous) or collaborating in groups with their peers in both synchronous and asynchronous activities.
All of the interactions were previously done in a live environment. Today technology is just the vessel for which these interactions occur.
Me I’m still just one of many resources available to them.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.