 Your new post is loading...
MOOC = Massive Open Online Course
"This space will act as an information hub for #etmooc, an open, online experience that is designed to facilitate & nurture conversations around the thoughtful integration of educational technology & media in teaching and learning.
Think of #etmooc as an experience situated somewhere between a course and a community. While there will be scheduled webinars and information shared each week, we know that there is a lot more that we will collectively need to do if we want to create a truly collaborative and passionate community.
We’re aiming to carry on those important conversations in many different spaces – through the use of social networks, collaborative tools, shared hashtags, and in personalized spaces. What #etmooc eventually becomes, and what it will mean to you, will depend upon the ways in which you participate and the participation and activities of all of its members. Let’s see if we can create something that is not just another hashtag – and, not just another course.
Some exciting topics will be explored during the #etmooc experience. We’ll be leading conversations around many of the recently popularized technologies, media and literacies including social/participatory media, blended/online learning environments, digital literacies, open education, digital citizenship/identity, copyright/copyleft, and multimedia in education. We hope that this list of topics will grow as we expand our membership and tap into the expertise of our participants. However it is not the topics that we cover, but it is what we discover, create and share together that will be critical to the success of the etmooc experience."
"Topics & Tentative Schedule
The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.
Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
- Topic 1 (Jan 20-Feb. 2): Connected Learning – Tools, Processes & Pedagogy
- Topic 2 (Feb 3-16): Digital Storytelling – Multimedia, Remixes & Mashups
- Topic 3 (Feb 17-Mar 2): Digital Literacy – Information, Memes & Attention
- Topic 4 (Mar 3-16): Digital Citizenship – Identity, Footprint, & Social Activism
- Topic 5 (Mar 17-30): The Open Movement – Open Access, OERs & Future of Ed."
Via Dennis Richards
Robin Good: I think Sam Gliksman has a vital point here. The point is this: there is no better way to learn something than to research, organize and build a personal framework of information, facts, resources, tools and stories around it. And yes, if I do think about it, I can only confirm that my in my experience this has certainly been the case. Rather than learn by memorizing and going through a predetermined path that someone else has arbitrarily set for me (and thousands of others), by curating my own learning path and curriculum, I am forced to dive into discovery and sense-making for the very start, two essential ingredients for effective learning. The change is evident: from passive memorization of predetermined info, to personal exploration, discovery and sense-making of what I am interested in pursuing. With such an approach, the replacement of classic teachers with curators who can act as guides, coaches and wise advisors to my exploratory wanderings may be vital to the success of many learners. Curation can therefore be a revolutionary concept applicable both to learners and their approach as well as to the new "teachers" who need to become trusted guides in specific areas of interest. Here's the text excerpt from this article, that sparked in me these ideas: "Reliance on any type of course textbook – digital, multimedia, interactive or otherwise – only fits as a more marginal element in student-centered learning models. It’s not the nature of the textbook as much as its reverence in the classroom as “the” singular authority for learning. Lifelong learners need to be skilled in finding, filtering, collating, evaluating, collaborating, editing, analyzing and utilizing information from a multitude of sources.
Instead we could prioritize “content construction”. Textbooks are an important gateway - a starting point from which students can learn and then begin their exploration of information on any topic (although even on that point I feel we should encourage the “critical reading” of textbooks). However the days when students could responsibly rely on any textbook as a singular information source are gone. Also, the process of accessing, synthesizing and utilizing information is often as important as the product. The skills developed are an essential component of education and life today. We have access to an exponentially growing amount of information to process and apply [and] there are many excellent tools we can all use to help in constructing and organizing that content." Insightful. Informative. 8/10 Full original article: http://ipadeducators.ning.com/profiles/blogs/supplementing-textbooks ;
Via Robin Good, Dennis T OConnor
For over 14 years, the Institute for Research and Reform in Education (IRRE) has partnered with schools, states, and districts to develop more personalized, engaging, and rigorous learning environments in struggling secondary schools. "Students will reach higher and work harder when they feel known and valued as individuals. In this, they are no different from their teachers and families. Personalized learning communities can become the foundation for greater student achievement by building on this simple principle. These communities put young people and adults in a position to know each other well, hold each other responsible, and set clear and high expectations for how each of them will contribute to student success."
Via Kathleen McClaskey
"On Thursday, November 3rd, 2011, members of the Metro Vancouver education community from a range of perspectives met to address the big questions around Personalised Learning. As an organization, BCASCD promotes the exemplary practices in curriculum and develops leadership and professional capacity for the success of all learners. As such, a roundtable on Personalised Learning was held. The executive invited educators from a range of districts and on various pathways of their careers in education, including student-teachers, classroom teachers, district support teachers, vice-principals, principals, district principals, post-secondary teacher-educators, and senior administrators. Four areas around Personalised Learning were discussed, with the intent of creating a working document demonstrating what Personalised Learning may look like at a class, school, district and provincial level." These areas were: > Stakeholders: Who are they? What are their needs? > Competencies/skills/knowledge: What are the ‘must-haves’? What are the ‘would-like-to-haves’? > Assessment/Reporting: How does Personalised Learning change reporting schedules, assessments (AFL) and student engagement; > Structures: What are the environmental/space/time requirements. Read about what ideas emerged from this roundtable discussion as British Columbia embarks on implementing personalised learning in their province.
Via Kathleen McClaskey
"In David Hargreaves’ view, personalized learning represents a larger movement that needs to be put forward on several fronts to (re)shape teaching and learning. His nine gateways to personalizing learning are assessment for learning; learning to learn; student voice; curriculum; new technologies; school design and organization; advice and guidance; mentoring and coaching; and workforce development (Hargreaves 2006)." "Personalized learning is often represented as a novel approach to enhancing the pedagogical practices of educators to broadly reorganize schooling in the 21st century. The personalized (re)shaping of teaching and learning is generally to be achieved through assessing the strengths of individuals and then addressing the specific needs and learning styles of each student in a school community."
Via Kathleen McClaskey
Here is a reflection of a teacher who is personalizing the learning for her 6th grade students for the first time. Hear what her students are saying about learning in her class.
Via Kathleen McClaskey
|
Robin Good: What does curation mean from an educational viewpoint? And what is the key difference between "collecting" and "curating".
Nancy White (@NancyW), a 21st Century Learning & Innovation Specialist and the author of Innovations in Education blog, has written an excellent article, dissecting the key characterizing traits of curation, as a valuable resource to create and share knowledge. She truly distills some key traits of curation in a way that is clear and comprehensible to anyone. She writes: "The first thing I realized is that in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through a) synthesis and b) evaluation of the collected items. How are they connected?" Excellent definition. And then she also frames perfectly the relevance of "context" for any meaningful curation project by writing: "I believe when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate. Themes have a common unifying element – but don’t necessarily explain the “why.” Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important. So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard." But there's a lot more insight distilled in this article as Nancy captures with elegance the difference between collecting for a personal interest and curating for a specific audience. She finally steals my full endorsement for this article by discretely inquirying how great a value it would be to allow students to "curate" the domains of interest they need to master. Excellent. Highly recommended. 9/10 Full article: http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/ ;
Via Robin Good, Gust MEES
"In his presentation StudentsLive! Real-world learning at the 2010 Olympic and Paralympic Games, Chris Kennedy shares the story of twenty-five students who brought the notion of personalized learning to life and learned how powerful social media can be for learning."
Via David Truss, Kathleen McClaskey
"Personalised learning (PL) is an educational philosophy that focuses on a student's individual goals, talents, aspirations and learning outcomes. Through a semester unit, our class has completed "Self-Directed Music". Through my reflection process, I found that this semester went through 5 stages that I will share with you here." Step 1: Develop student understanding of PL
Step 2: Establishing your role as an educational "personal trainer"
Stage 3: Motivate, Affirm and Develop (MAD)
Stage 4: Collaboration and Assessment
Stage 5 - Evaluation and Reflection
Via Kathleen McClaskey
The Vision From the executive summary:
"Personalisation, collaboration and informal learning will be at the core of learning in the future. The increased pace of change will bring new skills and competences to the fore, in particular generic, transversal and cross-cutting skills….
With the evolution of ICT, personalised learning and individual mentoring will become a reality and teachers/trainers will need to be trained to exploit the available resources and tools to support tailor-made learning pathways and experiences which are motivating and engaging, but also efficient, relevant and challenging…"
Redecker, C. et al. (2011) The Future of Learning: Preparing for Change Seville Spain: Institute for Prospective Technological Studies, JRC, European Commission
Via Kathleen McClaskey
If you incorporate each of these 10 items into your learning delivery, you’ll ensure that your learning will stick. One of these items is personalized learning. "Personalized learning requires not only a shift in the design of schooling, but also a leveraging of modern technologies. Personalization can’t take place at scale without technology. Personalized learning is enabled by smart e-learning systems, which help dynamically track and manage the learning needs of all students, and provide a platform to access myriad engaging learning content, resources and learning opportunities needed to meet each students needs everywhere at anytime, but which aren’t all available within the 4 walls of the traditional classroom."
Via Kathleen McClaskey
In an interesting move, Salaman Khan is opening up the Khan Academy to crowdsourced videos which will be curated by his team. I think this is extremely encouraging and opens up a whole new horizon for the development and use of video for learning.
Via theo kuechel
|
Watters adds to the growing questioning of the one-way communication flow from TED that seems to repeat endlessly schools are bad and tech is good.