How-to’s and link roundups on teaching with Twitter has been done many times before, but the topic is worth frequent revisiting and refreshing, especially in the context of the #FutureEd initiative and the Pedagogy Project by HASTAC Scholars.
The goal of this review is to help think through if, why, and how to use Twitter in our teaching and learning – especially for those who remain skeptical.
Learning to create, manage and promote a professional learning network (PLN) will soon become, if it’s not already, one of the most necessary and sought after skills for a global citizen, and as such, must become a prominent feature of any school curriculum.
The proliferation of learning innovations such as personal devices, granular and distributed applications, services, and resources, requires the learner to develop his or her own strategies for managing the various information streams and tools to support learning. Such strategies are necessary not only in educational settings, but basically in any life situation which can become a moment or an episode of learning. Digital and non-digital building blocks can be individually combined by learners in their own Personal Learning Environment (PLEs).
Usually when I try to convince people to look into PLEs, I get the same general questions/concerns. These are usually along the lines of “how will the separate systems ever communicate with each other?”, or “how will this scale?”, or “how would you do assessment in this model?” These are all very good questions, but potential also ones that are barking up the wrong tree so to say.
In personal knowledge management, the key is finding small habits that can be developed, that over time yield big results, like grains of sand. My sense-making here comes through the habit of a fortnightly blog post. Finding what works for you is the focus of my PKM Workshops, with the next one beginning this Monday. The challenge is to find something that works for you and will last over time. This is probably the biggest hurdle in PKM.
What is the connection between learning and knowing? George Siemens refers to learning as "the moment we acquire the knowledge that is missing in order for us to complete the needed task or solve a problem." In PYP schools we talk about constructing knowledge, but Siemens points out that we do not always construct, though we do always connect things in our minds.
Victoria Marín's insight:
Reflexions of a technology teacher about learning networks.
Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning
ince the evolution of Web 2.0, or the Social Web, the way in which users interact with/on the Internet has seen a massive paradigm shift. Web 2.0 tools and technologies have completely changed the dynamics of the Internet, enabling users to create content; be it text, photographs or video; and furthermore share and collaborate across massive geographic boundaries. As part of this revolution, arguably the most significant tools have been those employing social media. This research project set out to investigate student’s attitudes, perceptions and activity toward the use of Twitter in supporting learning and teaching. In so doing, this paper touches on a number of current debates in higher education, such as the role (and perceived rise) of informal learning; and debates around Digital Natives/Immigrants vs. Digital Residents/Visitors. In presenting early research findings, the author considers the 3Cs of Twitter (T3c): Community, Communication and Casual (informal) learning. Data suggests that students cannot be classed as Digital Natives purely on age and suggests a rethinking of categorisations is necessary. Furthermore, the data suggests students are developing their own personal learning environments (PLEs) based on user choice. Those students who voluntarily engaged with Twitter during this study positively evaluated the tool for use within learning and teaching.
Tras una primera sesión donde la teoría invadió parte del tiempo dedicado a la formación, en la segunda nos centramos en la presentación y la práctica de herramientas 2.0. Así que, la cosa cambio de color radicalmente ya que, la experimentación a través del “aprender haciendo” dominó los 220’ de nuestro taller.
El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de primaria. Los resultados de la experiencia apuntan a que los alumnos construyen sus PLEs y PLNs en base a sus nuevos conocimientos adquiridos y se produce una adecuada integración metodológica entre esos entornos y el EVEA para el aprendizaje integrado. Como conclusión proponemos un modelo de organización metodológica de integración para el aprendizaje colaborativo a modo de buena práctica.
In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a designbased research on an academic course for primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.
Type "PLN and CoP" into Google, and you're likely to be redirected to a currency conversion site (PLN is the abbreviation for Polish Zloty and COP stands for Columbian Pesos). That's quite an apt result because Google and many of the other large, supposedly 'free' social media tools are very much focused on making money to sustain their operations. But this post is not about money. Nor is it about the morality of social media companies. But it is about making connections for learning through the 'free' tools we have at our disposal - social media.
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.
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