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Instructional design: from “packaging” to “scaffolding”

Instructional design: from “packaging” to “scaffolding” | New technology in education: pedagogical and philosophical implications | Scoop.it
In my recent posts, The changing role of L&D: from “packaging” to “scaffolding” plus “social capability building” and Towards the Connected L&D Department I wrote about the need to move fro...

Via Mariano Fernandez
Annalisa Manca's insight:

Using any kind of technology to “enhance” learning should be seen as a scaffolding activity, where educators provide a framework for learning to take place. Knowledge in this way can be actively and socially constructed by learners through the aid of social media, as an infrastructure for learning to develop. The teacher in this process is a “guide on the side” who’s role is not to provide fully packaged information, but to assist learners in becoming self-directed individuals, able to critically find information to construct their knowledge.

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Begoña Iturgaitz's curator insight, March 10, 2013 4:26 AM

Excelente post con reflexiones incisivas sobre organización de cursos on-line y el trabajo de los asesor@s que los producen. A seguir....

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A Tale of Two MOOCs @ Coursera: Divided by Pedagogy

A Tale of Two MOOCs @ Coursera: Divided by Pedagogy | New technology in education: pedagogical and philosophical implications | Scoop.it
The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Cousera highlight what happens when pedagogical methods fail to adapt...
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5 Reasons You Should Be Teaching Digital Citizenship

5 Reasons You Should Be Teaching Digital Citizenship | New technology in education: pedagogical and philosophical implications | Scoop.it
5 Reasons You Should Be Teaching Digital Citizenship
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"The digital implementation and comfort gap among teachers is vast and also needs to be addressed.

...

We’ll never stop students’ cruel and immature online activity, but we can teach them how to be proactive and mindful in how they employ their devices, opening the door to more productive classroom technology application."

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Opinion: Five myths about Moocs

Opinion: Five myths about Moocs | New technology in education: pedagogical and philosophical implications | Scoop.it
Diana Laurillard explains why a model based on unsupervised learning is not the answer
Annalisa Manca's insight:

"Moocs are depicted as a disruptive technology because they involve no ongoing teaching expenses and cost the same to run no matter how many students enrol. But the idea that “content is free” in education is one of several myths that have helped to inflate the bubble of hype."

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At MLA meeting, digital humanists share both research and success stories | Inside Higher Ed

At MLA meeting, digital humanists share both research and success stories | Inside Higher Ed | New technology in education: pedagogical and philosophical implications | Scoop.it
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Of Machine Guns and MOOCs: 21st Century Engineering Disasters | Open Education | HYBRID PEDAGOGY

Of Machine Guns and MOOCs: 21st Century Engineering Disasters | Open Education | HYBRID PEDAGOGY | New technology in education: pedagogical and philosophical implications | Scoop.it
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Annalisa Manca's insight:

"Generic is the better option, but inevitably compromises individual pedagogic approaches"

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Pedagogical agents

Pedagogical agents | New technology in education: pedagogical and philosophical implications | Scoop.it
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Veletsianos, G. & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ (Eds.), Handbook of Research on Educational Communications and Technology, 4th Edition (pp. 759-769). Springer Academic. A chapter where the authors synthesise literature focusing on pedagogical agents and virtual characters.
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MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC | Online Learning | HYBRID PEDAGOGY

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC | Online Learning | HYBRID PEDAGOGY | New technology in education: pedagogical and philosophical implications | Scoop.it
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Annalisa Manca's insight:

"We don’t need courses to scaffold content. Community is its own content -- with its own requirements for learning and mastery -- intrinsically not instrumentally rigorous. The action of interactivity is itself a learning experience."

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Rescooped by Annalisa Manca from Connectivism
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Connectivism: Learning Theory for the Future?

Connectivism: Learning Theory for the Future? | New technology in education: pedagogical and philosophical implications | Scoop.it
Connectivism: The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.

Via Susan Bainbridge
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Anne Whaits's curator insight, May 1, 2013 10:44 PM

It is my view that one of the most significant statements made by George Siemens is this one: "As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses." 

 

The role of teaching (and learning) then needs to shift in several ways to support this. How do we support students in selecting, discerning, organising this information and critically reflecting on it? How do we support students in creating new ways of evidencing their learning? How do we encourage students to create content themselves that adds to this growing and evolving abundance of information and knowledge generation?

 

"The Network is the Learning"....another of George Siemens' statements that resonates so well with me.

Carlos Castaño's comment, May 10, 2013 10:08 AM
Quizá no sea aún una teoría del aprendizaje en sentido estricto del término, pero su influencia es innegable. Es, sin duda, un intento de articular una teoría del aprendizaje que entiende la Red. Y ese es el mejor comienzo
Carlos Lizarraga Celaya's curator insight, May 10, 2013 12:46 PM

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.

In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy…

The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

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Teaching intelligence: Contact hours and student engagement

Teaching intelligence: Contact hours and student engagement | New technology in education: pedagogical and philosophical implications | Scoop.it
In the second of a series surveying research evidence about teaching and learning, Graham Gibbs concludes that the best learning is…
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Instructional design: from “packaging” to “scaffolding”

Instructional design: from “packaging” to “scaffolding” | New technology in education: pedagogical and philosophical implications | Scoop.it
In my recent posts, The changing role of L&D: from “packaging” to “scaffolding” plus “social capability building” and Towards the Connected L&D Department I wrote about the need to move fro...

Via Mariano Fernandez
Annalisa Manca's insight:

Using any kind of technology to “enhance” learning should be seen as a scaffolding activity, where educators provide a framework for learning to take place. Knowledge in this way can be actively and socially constructed by learners through the aid of social media, as an infrastructure for learning to develop. The teacher in this process is a “guide on the side” who’s role is not to provide fully packaged information, but to assist learners in becoming self-directed individuals, able to critically find information to construct their knowledge.

more...
Begoña Iturgaitz's curator insight, March 10, 2013 4:26 AM

Excelente post con reflexiones incisivas sobre organización de cursos on-line y el trabajo de los asesor@s que los producen. A seguir....

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@Ignatia Webs: FutureLearn: pedagogical & mLearning MOOC platform - the approach

@Ignatia Webs: FutureLearn: pedagogical & mLearning MOOC platform - the approach | New technology in education: pedagogical and philosophical implications | Scoop.it
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Crash Sinks Course on Online Teaching

Crash Sinks Course on Online Teaching | New technology in education: pedagogical and philosophical implications | Scoop.it
An Internet class promising to teach its 40,000 students how to create their own massively open online course hit a snag on Sunday: It crashed.
Annalisa Manca's insight:

...or the importance of organisation and pedagogy as a basis for any educational intervention.

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Trends in interactive design 2013

Prophets Agency presents "ID13": the trends in Interactive Design for 2013. Third year in a row, after the ID11 and ID12 trends. Written and designed by our Des
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Instructionism, Constructionism and Connectivism: Epistomologies and Their Implied Pedagogies

Instructionism, Constructionism and Connectivism: Epistomologies and Their Implied Pedagogies | New technology in education: pedagogical and philosophical implications | Scoop.it

Via Susan Bainbridge
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Perla Ronchi's curator insight, April 10, 12:29 PM

Sharing ideas and contents!

Kirsten Wilson's curator insight, April 11, 5:51 PM

This covers a lot of things in education including maker-spaces.  A great read as we move forward as progressive educators.

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The verdict: is blogging or tweeting about research papers worth it?

The verdict: is blogging or tweeting about research papers worth it? | New technology in education: pedagogical and philosophical implications | Scoop.it
Eager to find out what impact blogging and social media could have on the dissemination of her work, Melissa Terras took all of her academic research, including papers that have been available onli...
Annalisa Manca's insight:

" If you tell people about your research, they look at it. Your research will get looked at more than papers which are not promoted via social media"

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Learning Theories for the Digital Age

A slidedeck created for the ELESIG webinar on 9 May, 2013 hosted by Nottingham University
Annalisa Manca's insight:

A beautiful presentation by Steve Wheeler on the meaning of classical learning theories for today's learning environment.

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Deeper Learning: Defining Twenty-First Century Literacy

Deeper Learning: Defining Twenty-First Century Literacy | New technology in education: pedagogical and philosophical implications | Scoop.it

How about that last characteristic of a 21st-century learner, effective communicator? Being literate means one who is advanced at reading, writing, speaking, and listening. And, in all schools -- deeper learning driven or not -- literacy is a curriculum fundamental.


Via Nik Peachey
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Melissa Marshall's curator insight, December 17, 2013 7:21 PM

A defining look at where teaching and learning is going, and what really makes a digitally literate student. 

María Dolores Díaz Noguera's curator insight, December 18, 2013 5:36 AM

Very nice sharing. Thanks

Lisa Marie Blaschke's curator insight, December 19, 2013 5:11 AM

Is enough of this being done in the classroom? I wish I could say this is happening in my kids' classrooms here in Germany. These literacies need to be taught much, much sooner.

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That Digital Natives Thing | PhD Blog (dot) Net

That Digital Natives Thing | PhD Blog (dot) Net | New technology in education: pedagogical and philosophical implications | Scoop.it
Several years ago, I attended an international summer school for PhD students working in educational technology. I remember being quite surprised at the number
Annalisa Manca's insight:

"It is only right that we continue to expose and challenge terms we believe to be erroneous, but we should also acknowledge the rhetorical roles they play at all levels and areas of academic (and non-academic) discourse, and adopt both a critical understanding and inclusive approach when contributing to the ongoing dialogue."

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13 E-learning theories

13 E-learning theories | New technology in education: pedagogical and philosophical implications | Scoop.it
E-learning theories are not new theories, but rather e-enhancements of existing learning theories (Mayes and de Freitas, 2004).  They form “sets of beliefs: about the nature of knowledge and compet...
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Learning with 'e's: Learning theories for the digital age

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Viljenka Savli's curator insight, August 4, 2013 8:04 AM

Interesting to think about. I agree what Mr. Weston commented, "How we learn does not change (not that we have been terribly good at understanding how that might be). But the opportunities presented by technology for doing so might.

Viljenka Savli's comment, August 4, 2013 8:05 AM
Great resource...
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Learning analytics at Stanford takes huge leap forward with MOOCs

Learning analytics at Stanford takes huge leap forward with MOOCs | New technology in education: pedagogical and philosophical implications | Scoop.it
Stanford's Lytics Lab gathers data from massive open online courses to learn more about how we learn. The group studies student behavior to measure interaction and performance.

Via Susan Bainbridge
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davidgibson's curator insight, April 11, 2013 7:54 PM

Without scanning the whole article, what do you think we can do to dive deeper into use patterns? That is, how can we go deeper than what is mentioned in this quote:

 

"They found that people take classes or stop for different reasons, and therefore referring globally to "dropouts" makes no sense in the online context. They identified four groups of participants: those who completed most assignments, those who audited, those who gradually disengaged and those who sporadically sampled. (Most students who sign up never actually show up, making their inclusion in the data problematic.) The point of all this is not simply to record who is doing what but to "provide educators, instructional designers and platform developers with insights for designing effective and potentially adaptive learning environments that best meet the needs of MOOC participants," the researchers wrote."

Marci Segal, MS's comment, April 13, 2013 10:56 AM
Good to have a peek inside - thanks!
Marci Segal, MS's curator insight, April 13, 2013 10:57 AM

Good to have a peek inside what's going on, eh?  Ready to take the plunge?

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Can Twitter open up a new space for learning, teaching and thinking?

Can Twitter open up a new space for learning, teaching and thinking? | New technology in education: pedagogical and philosophical implications | Scoop.it
Two academics discuss the pros and cons of using Twitter as a learning tool to encourage instinctive thinking in higher education
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The Four Student Archetypes Emerging in MOOCs -

The Four Student Archetypes Emerging in MOOCs - | New technology in education: pedagogical and philosophical implications | Scoop.it
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Can Social Media in the Classroom Give Voice to the Voiceless? | Social Media Today

Can Social Media in the Classroom Give Voice to the Voiceless? | Social Media Today | New technology in education: pedagogical and philosophical implications | Scoop.it
School can be intimidating for the soft spoken or timid bunch with a low self-esteem. Wouldn’t it be nice if there was a way to level the academic playing field?
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MOOCs: From FOE to Woe and Back Again (with tweets) · allistelling

On Feb. 5, I stumbled across a conversation unfolding between Kevin Werbach (UPenn) and Ian Bogost (GaTech) about the recent GaTech/Coursera "Fundamentals of Online Education" (dubbed FOE by some) meltdown.
Annalisa Manca's insight:

very interesting Twitter conversation about xMOOCs and cMOOCs, from @allistelling 's storify

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