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New Pedagogies in Our Connected World by Nic Laycock and an Interview with Prof Steve Wheeler

New Pedagogies in Our Connected World by Nic  Laycock  and an Interview with Prof Steve Wheeler | Learning-Teaching- Ed Tech | Scoop.it

Via Ana Cristina Pratas
Claire Brooks's insight:

wd like more definition and explanation about exactly what these new pedagogies are- truly different or just using different modes? #smartlearing

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Andreas Kuswara's curator insight, July 18, 2013 1:05 AM

"The implications are massive," says Steve. Like many futurists and learning theoreticians he believes hierarchies are dying. “We have exhausted and moved on from taxonomies. The bottom-up folksonomy has been explored, and we are now entering the rhizonomy, the un-organization (of which MOOCs are an example), chaotic, non-rule-based learning that happens regardless of organization.”

 

an interesting read indeed.

Andreas Kuswara's comment, July 18, 2013 1:34 AM
Of course these are changes or development or progresses that we are facing in education and technology in general, but IMHO they don't necessarily correlate, although one can influence the other.

e.g. the development of voice/gesture interfaces, is not driven by, nor drive the take up of participatory, social, community learning mode. They just happen to coincide with one another. I don't even think gesture interface can promote/encourage participatory/social/community learning mode. The use of keyboard can be sufficient to allow all of that. Of course there is some specific scenario, if “participatory” is understood as being immersive, and 3D holographic come into the picture, then we probably can't interact efficiently if we still use keyboard and mouse, thus gesture interface is needed. But the existence of such specific cases can’t justify generalization of the correlation.

I’m not sure about machine generated content, if it’s the automated curation that another human prepared (e.g. we subscribed to feed and classify them, or some algorithm somewhere silently look at what we read, and based on that pull what it thinks relevant to us and feed us), I would not label any of those as “machine generated”, we can say “machine curated” if we wish. The role of the machine simply as a matchmaker between a consumer (human) with the product (produced by other human), the machine enabled the consumption processes in the scale that is beyond our imagination before, but not actually generate it. there could be more spectacular examples of machine automating some or all processes to serve information to our plates.

So I agree with each of the trends independently, but not sure about putting them together as if they have correlation; however, there is a possibility (of course) to take advantage of the new development in technology and apply it in both old and new approach to learning then come up with a niche interesting innovation. But I think that the old pedagogies won't be going anywhere, although it can mutate into lots of niche variations.

Impact to teacher education: If we jump both feet to the “new pedagogy” and neglect to properly get our heads around the old as much as the new, we might disadvantage our students, as we know that "no one size fits all", not even the so called new pedagogies. IMHO pedagogy is interesting, where we can combine the ancient with the recent.
Ruth Obadia's curator insight, August 14, 2013 3:51 PM

New pedagogies are needed to align with the reality that our future visions are rapidly becoming our present” asserts Steve. “Our old ways of thinking will only make the brokenness of education and learning worse. We have to change, and change fast.”

Learning-Teaching- Ed Tech
Assorted jottings about learning and teaching- and most recently "Teaching large classes" sub topic
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Impact Challenge Archives - Impactstory blog

Impact Challenge Archives - Impactstory blog | Learning-Teaching- Ed Tech | Scoop.it

Via catspyjamasnz
Claire Brooks's insight:

Measuring ( and building impact) - building digital literacy and identity for academics 

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catspyjamasnz's curator insight, December 12, 6:12 PM

Great tasks for every academic

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Online Teaching Play Book

Online Teaching Play Book | Learning-Teaching- Ed Tech | Scoop.it

Shannon Mersand: "This is a resource I am building to help myself, and possibly others, as they work toward building and facilitating online courses. It was inspired by my interactions with fellow students, Deb Kabler and Dr. Kay Lehmann in Collaborative Communities in eLearning. It is very much a work in progress."


Via Dennis T OConnor
Claire Brooks's insight:

not a lot of new or cutting edge stuff here, but nevertheless a collection that might be useful

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Dennis T OConnor's curator insight, November 11, 7:43 PM

This is a curated resource for online teachers. Articles and books covering a variety of topics:  


Course Design, Discussions, Assessment, Management, Tips for Online Students.



Rosemary Tyrrell's curator insight, November 14, 1:56 PM

Some useful resources here. Thanks, Shannon!

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Maguire challenged on TAFE cuts

Maguire challenged on TAFE cuts | Learning-Teaching- Ed Tech | Scoop.it

The Greens have called on member for Wagga Daryl Maguire to support their bill against outsourcing TAFE.


Via CBERZHSA
Claire Brooks's insight:

#riverina TAFE watch the cuts bite- and devastate regional NSW like they did in Wictoria

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The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester | Vivian | Research in Learning Technology

The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester | Vivian | Research in Learning Technology | Learning-Teaching- Ed Tech | Scoop.it
The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester

 

Abstract

This paper reports on an observation of 70 university students’ use of their personal social network site (SNS), Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being discussed. The findings reported in the paper reveal that students used their personal SNSs to discuss academic-related topics, particularly to share experiences about doing work or procrastinating, course content and grades. Mapping academic-related activity frequencies over the 22 weeks illustrated that around certain points in the academic calendar, particularly times when students’ assignments or exams were nearing, academic activity increased, suggesting that SNSs may play an important role in a students’ academic experience.

The findings suggest that many students today may be leaving traces of their academic journey online and that academics should be aware that these interactions may also exist in their own students’ online social spaces. This study offers opportunities for future research, particularly research which seeks to determine differences between individuals’ academic activity, the extent that intensive SNSs use supports or distracts students from learning, as well as the extent to which universities should or can harness SNSs to improve the student experience.

Keywords: informal learning; social networking; Facebook; university students; social network sites


Via Dennis T OConnor
Claire Brooks's insight:

remember to connect to Naomi Barnes

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Nevermore Sithole's curator insight, September 8, 8:25 AM

The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester | Vivian | Research in Learning Technology

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ICDE » News archive » 2014 » April - June » Ten useful reports on MOOCs and online education

ICDE » News archive » 2014 » April - June » Ten useful reports on MOOCs and online education | Learning-Teaching- Ed Tech | Scoop.it
This digest of reports and papers published over the past year is provided to support the ongoing debate on MOOCs, Open Educational Resources and online educati
Claire Brooks's insight:

what the title says- a useful collection of reports

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51. Maria Popova

51. Maria Popova | Learning-Teaching- Ed Tech | Scoop.it
Editor of BrainPickings.org, How To Make The Internet More Personal
Claire Brooks's insight:

The brilliant uber curator Maria Popova

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Proceedings-Moocs-Summit-2014.pdf

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Paula Silva's comment, March 4, 2:54 PM
Will you check this scoop? Thank you so much. http://sco.lt/5okJ17 It's for my research project.
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Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | Student Clickers | ARS | Mobile Clicker | Software Clicker

Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | Student Clickers | ARS | Mobile Clicker | Software Clicker | Learning-Teaching- Ed Tech | Scoop.it
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational games and exercises via smartphones and tablets. Our apps are super simple and take seconds to load and run. Teachers control the questions and games on their laptop, while students respond and interact through their smartphones/laptops. Run it as an app or on any web browser
Claire Brooks's insight:

heard reports it functions best on chrome? need some local user stories.

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AJET 15(1) Tennant (1999) - teleteaching with large groups: A case study from the Monash experience

Teleteaching with large groups: A case study from the Monash experience
Claire Brooks's insight:

Wow, golden oldie- wonder what has changed, been learnt.

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Industrial and academic collaboration: hybrid models for research and innovation diffusion

Industrial and academic collaboration: hybrid models for research and innovation diffusion | Learning-Teaching- Ed Tech | Scoop.it

Abstract:

This paper explores how, in the light of global economic downturn and rising student populations, new academic–industrial models for research collaboration based upon specific technological expertise and knowledge can be developed as potential mechanisms for preserving and extending central university research infrastructure. The paper explores two case studies that focus upon the new serious games sector: the UK-based Coventry University's Serious Games Institute – a hybrid model of applied research and business, and the Netherlands-based TU-Delft University's Serious Game Center – a networked model of semi-commercial funding and public–private co-operation between industry, public sector and research partners. To facilitate these kinds of academic–industrial collaborations, the paper introduces the Innovation Diffusion Model (IDM) which promotes innovation diffusion by bringing academic and industrial experts into close proximity. Overall, the benefits include: sustained intellectual property development and publication opportunities for academics, employment creation, accelerated development and real commercial benefits for industrial partners.

 

 

Source:

Journal of Higher Education Policy and Management Industrial and academic collaboration: hybrid models for research and innovation diffusionDOI: 10.1080/1360080X.2013.825413Sara de Freitas, Igor Mayer, Sylvester Arnab & Ian Marshall

 


Via wmijnhardt
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Nevermore Sithole's curator insight, October 8, 2013 9:15 AM

Paper discusses private-public partnerships between industry, public sector and research partners. Further, the paper discusses Academic-Industrial collaborations and introduces Innovation Diffusion Model (IDM) which promotes innovation diffusion by bringing academic and industrial experts into close proximity.

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Micro-Learning: Its Role in Formal, Informal and Incidental Learning.

Micro-Learning: Its Role in Formal, Informal and Incidental Learning. | Learning-Teaching- Ed Tech | Scoop.it

What is micro-learning? When and where does it work well? What characteristics define micro-learning?In this post, I have looked at micro-learning from the point of view of efficacy as well as applicability


Via Juan Jesús Baño Egea, Victoria Marín
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10 Tricks to Make Yourself an Evernote Master

10 Tricks to Make Yourself an Evernote Master | Learning-Teaching- Ed Tech | Scoop.it
Evernote is well established as the go-to app for organizing just about everything in your life. Whether it's notes for a novel or bookmarks from the Web, Evernote can take pretty much anything you want to throw at it. But are you using the platform to its full potential? Here are 10 quick tips for turning yourself into an Evernote power user.

Via Ana Cristina Pratas
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niftyjock's curator insight, September 9, 6:20 PM

Evernote will take over your life

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Why don't we talk about PLEs anymore

Why don't we talk about PLEs anymore | Learning-Teaching- Ed Tech | Scoop.it
     I know some people will immediately respond to this title by declaring "I do! And look at all these other people who do". And yes, there is a PLE conference. But my sense is that we don't use the t...
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4 Types of “Problem” E-Learners and how to deal with them - Infographic

4 Types of “Problem” E-Learners and how to deal with them - Infographic | Learning-Teaching- Ed Tech | Scoop.it

Via Ana Cristina Pratas
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Edgar Mata's curator insight, July 1, 2:03 PM

4 tipos de estudiantes problema para cursos en línea:

1. El Tecnófobo
2. El que tiene buenas intenciones, pero ninguna otra cosa
3. El buscador de atajos
4. El estudiante que se alimenta a cucharadas. 

Muy interesante 

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Curation as Digital Literacy Practice

Curation as Digital Literacy Practice | Learning-Teaching- Ed Tech | Scoop.it
I have been writing my PhD so haven't updated this blog for a while. Thesis writing is taking up a lot of my mental space as I get the ideas, storyline and contentions to 'coalesce' and cohere in a...
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Is Connectivism a Broad Family of Ideas? - by Stephen Downes

Is Connectivism a Broad Family of Ideas? - by Stephen Downes | Learning-Teaching- Ed Tech | Scoop.it

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Mass customization of education by an institution of HE: What can we learn from industry? | Schuwer | The International Review of Research in Open and Distance Learning

Mass customization of education by an institution of HE: What can we learn from industry? | Schuwer | The International Review of Research in Open and Distance Learning | Learning-Teaching- Ed Tech | Scoop.it
Mass customization of education by an institution of HE: What can we learn from industry?
Claire Brooks's insight:

interesting- see also Downes distinction between custom/customized personal/personalized

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The pedagogical foundations of massive open online courses | David G. Glance, Martin Forsey & Miles Riley - First Monday

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.


Via Peter B. Sloep, Anne Whaits
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Maria Persson's comment, May 26, 2013 9:00 PM
Appreciate your comments Paulo - insightful and provokes further thought. Thanks for the comment.
Peter B. Sloep's comment, May 31, 2013 6:46 AM
Great comment Paulo!
Hein Holthuizen's curator insight, September 29, 2013 3:27 AM

A great outcome for those who don't like travelling (not me) and want to train/teach those who are in need of knowledge they are able to give.

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Strategies for Teaching Large Classes | Office of the University Provost

If you're teaching a large class, how can you avoid being featured on the social media networks in this kind of video: http://www.youtube.com/watch?v=Ij91X-Mm1Ow? Large lecture classes have been around for a long time, recently evolving into large online sections.
Claire Brooks's insight:

yes, all true...is there something new?

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