|
Hey! We've met already, right?
Check out what we've prepared for you! |
View |
"In this presentation I argue that the role of the educator has become unbundled and is now a wide variety of different roles, usually performed by different people..."
|
Anne Whaits shared this post on Twitter. (December 22, 2011 7:35 AM) |
The Network is the Learning
|
"The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century. Anyone is free to use this video for educational purposes. You may download, translate, or use as part of another presentation. Please share."
This is a great illustration of applied problem based learning using the network! 
" Students are evolving. The student 2.0 is an altogether different animal from the student 1.0. And our classrooms are ecosystems, an environment all their own, where we each must decide how to engage this new species of student. We teeter at a slowly disintegrating threshold, one foot in a physical world and the other in a virtual one. Our students are no longer just bodies in desks; they are no longer vessels. They have become compilations, amalgams, a concatenation of web sites. They are the people in front of us, but also their avatars in World of Warcraft and the profiles they create on FaceBook. They speak with mouths, but also with fingers tapping briskly at the keys of their smart phones. When they want to “reach out and touch someone,” they use Skype and Twitter. They have become more than just ears and eyes and brains to feed. Now, they feed us, and themselves, and each other, with an endless parade of texted and tweeted characters. Shouldn’t we, as teachers 2.0, work with not against the flow of these seemingly errant 1s and 0s? Shouldn’t student-centered learning address itself, as fully as possible, to this new breed of student?" 
"The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included." "Evaluating a new approach to learning design" by Gráinne Conole, Gabi Witthaus, Ale Armellini & Ming Nie, University of Leicester. Presented at the Networked Learning Conference, 2nd April 2012, Maastricht.
This international research project is investigating how postsecondary learners in different institutional contexts and cultures think about technology and how they use it in their social and educational lives. We will examine the issue in depth to gain an understanding of what the growing use of the new digital technologies means for teaching and learning in higher education. 
" In case the quotes didn’t clue you in, this post doesn’t argue against massive open online courses (MOOCs) such as the ones offered by Udacity, Coursera, and edX. I think they are very worthy ventures and will serve to progress our system of higher education. I do however agree with some criticisms of these courses, and that there is room for much more progress. I propose an alternative model for such massive open online learning experiences, or MOOLEs, that focuses on solving “problems,” but first, here’s a sampling of some of the criticisms of MOOCs."
In this post, Doug Holton springboards off his criticisms of MOOCs to propose a shift to MOOLEs (Massive Open Online Learning Experience) where a MOOLE = open education + problem based learning (PBL). A worthwhile read indeed!
Massive Open Online Courses are leveraging today's technology to provide (typically) free access to world class education. MOOC stands for Massive Open Online Course, and the number of institutions offering MOOCs is growing quickly. According to Educause’s “7 Things You Should Know About MOOCs”, the first MOOC is widely thought to be a course titled “Connectivism and Connective Knowledge,” which was co-taught by George Siemens and Stephen Downes at the University of Manitoba, delivered to 25 tuition-paying students but offered at the same time to around 2,300 students from the general public who took the online class at no cost.
This post looks at how the MOOC movement has grown with today’s MOOC offerings expanding rapidly in terms of academic subjects covered, numbers of institutions offering them, and students partaking in them. Will be interesting to see how this evolves further into the future. 
I came across this amazing set of presentations on a recent post by Clive Shepherd here http://clive-shepherd.blogspot.com/2012/04/steve-top-wheeler-and-dealer.html
He provides a link to all the presentations from the Learning Technologies 2012 conference in London this January. They are up on the iVIDiQ system, which is a fabulous resource. 
This delightful website shares resources and reports on a three year project funded by the Australian Research Council (ARC) entitled: Authentic activity as a model for web-based learning. The website is created by a division of the University of Wollongong's Faculty of Education in partnership with two other HEIs, including Prof Tom Reeves from University of Georgia. Authentic Task Design offers a framework for authentic tasks; actual websites that demonstrate authentic learning tasks; and project papers.
Really valuable set of resources here! New ecologies of learning: design,digital literacies, spaces and metaphors" by Gráinne Conole, University of Leicester, ALDinHE conference, Leeds. Thanks @gconole for sharing. Useful as I try to make sense of the complex nature of the changing context of learning. 
Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading current research on developing a learning design support environment for teachers, and software for learners with low numeracy. Her new book "Teaching as Design Science: Building Pedagogical Patterns for Learning and Technology" was recently published. (16 March 2012, Routledge) and looks promising (I have yet to read it so this is not a book review).
A description and overview of the contents have grabbed my attention. |
"Hybrid Pedagogy is an academic and networked journal on teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education."
An excellent collection of articles categorised as 1. Hybridity 2. Digital Pedagogy 3. Online Learning 4. Collaboration 5. Open EDU 6. Scholarship 7. Theory 8. #digped "Keynote presentation made at the TLT conference in Regina, Saskatchewan - April 28, 2009."
A very interesting critical reflection. Read more here: http://www.netgenskeptic.com/ 
Hybrid Pedagogy is an academic and networked journal on teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Via Ana Cristina Pratas 
"This week, noted educator, author, and thought leader Howard Rheingold interviewed PLP co-founder Sheryl Nussbaum-Beach to answer this question: As digital media and networks make possible more networked and collaborative pedagogies, who teaches the teachers how to take advantage of the opportunities (and avoid the pitfalls) that new technologies afford?" Watch the video! 
"How can we reach more learners, more effectively, and with greater impact? Education changes lives and societies, but can we sustain the current model? New models and new technologies allow us to rethink many of the premises of education—location and time, credits and credentials, knowledge creation and sharing.
Game Changers: Education and Information Technologies is a collection of chapters and case studies contributed by college and university presidents, provosts, faculty, and other stakeholders. Institutions are finding new ways of achieving higher education’s mission without being crippled by constraints or overpowered by greater expectations. Find out who is changing the game and what we can learn from their different approaches in Game Changers. Download the entire book or individual chapters and case studies." 
Audrey Watters shares some valuable insights inside MOOCs and reflects on her own learning. "What keeps me engaged in a class most often is the community. That’s what I’ve learned lately from MOOCs and other online learning experiences. It’s not the class or the subject matter per se, the syllabus, the curriculum, the assignments or assessments, although yes, that’s what prompts me to enroll. I stay or go because of the people."
EdX is a not-for-profit joint venture between Harvard University and the Massachusetts Institute of Technology to offer online versions of their classes and those of other universities. At the same time, edX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences. The goal of this initiative is to create a global community of online learners while improving education for everyone. To learn more about edX, visit http://www.edxonline.org. 
"I’ve committed to taking the work i’ve been doing around rhizomatic learning to the next level this year. I don’t necessarily know what that’s going to look like, but hopefully it will at least mean a few more papers and some better thinking. One of the steps that I’ve taken in the last few days is to setup a mendeley group dedicated to rhizomatic learning and seeing what we can do about gathering the scant existing publications together into one place. So far the response has been very good, and a considerable about of stuff has been gathered. But what to do with it all?" 
"I’m gravitating towards more collaborative work that involves a different kind of connection than something like twitter — what should I be recommending to others just starting down this path?” 
"In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking)."
Essential Elements are explained in both diagramatic and video form supported by useful resources and applied research.
@davecormier "This is a home recording of a talk I gave at #edgex2012 detailing rhizomatic learning as a way of embracing uncertainty for the teaching and learning process." A really worthwhile 20 minute video. Has helped me as I try to make sense of how the context of learning is changing in this age of distraction and networked learning. The purpose of this video is to provide insight into the learning theory commonly know as Connectivism... Via Susan Bainbridge 
Randy Bass is Associate Provost and Executive Director of the Center for New Designs in Learning and Scholarship at Georgetown University. "Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching."
A must read article! |
| 1 | 2 | 3 | 4 |  |
6 |
|
Next |
