The role of networked learning in academics’ writing
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Information and digital literacy in education via the digital path
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Literacy in a digital education world and peripheral issues.
Curated by
Elizabeth E Charles
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Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
Keynote presentation delivered to Network EDFE Seminar Series, London School of Economics. In this presentation I look at the needs and demands of people seeking learning with the models and designs offered by traditional institutions, and in the spirit of reclaiming learning describe a new network-based sysyetm of education with the learner managing his or her education.
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Presentation about a course I teach to EdTech graduate students. More resources can be found at http://usergeneratededucation.wordpress.com/2013/10/12/educator
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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.
Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy of expertise, when it maps clearly to pre-determined outcomes, there are works of exception -- multimodal, collaborative, and playful -- that push the boundaries of disciplinary allegiances, and don’t always wear their brains on their sleeves, so to speak.
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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.
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Dr. Alec Couros is a professor at the University of Regina of educational technology and media. Here is a keynote presentation he gave at #ece11 at the University of Salford.
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Why shouldn’t the digital literacy industry harness the power of the Internet to create a single website where the “best practices” of digital inclusion nonprofits from around the could be shared by all? Via Nik Peachey
Nik Peachey's curator insight,
September 3, 2015 12:13 PM
Useful source of relaible research and case studies. 
Lewis Walker's curator insight,
October 14, 2015 12:26 PM
Newt Literacy has a very good resource to find some of the best practices being used around the world to improve Digital literacy. Share the information it may help another non profit save time and improve service.
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Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It takes a relational stance in which learning takes place both in relation to others and in relation to learning resources.[1]
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In the Networked Society, connectivity will be the starting point for new ways of innovating, collaborating and socializing. INSPIRATIONAL VIDEO.
Can ICT redefine the way we learn in the Networked Society? Technology has enabled us to interact, innovate and share in whole new ways. This dynamic shift in mindset is creating profound change throughout our society. The Future of Learning looks at one part of that change, the potential to redefine how we learn and educate. Watch as we talk with world renowned experts and educators about its potential to shift away from traditional methods of learning based on memorization and repetition to more holistic approaches that focus on individual students' needs and self expression. Via Dr. Susan Bainbridge
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A broad range of tools with common characteristics that are conveniently lumped together as web 2.0 will fundamentally change the design of online learning and even more significantly, the relationship between post-secondary instructor and student. … The general characteristics of web 2.0 are as follows: - End-user control/authoring - Collaboration and sharing - Collective intelligence - Low-cost/free, adaptive software - Rich media - Portability/mobility Via Peter B. Sloep
Peter B. Sloep's curator insight,
March 25, 2013 12:33 PM
Tony Bates reports that he has "grown increasingly convinced that [web 2.0 tools] have the power to really revolutionize university teaching in particular". Unfortunately, he says, formal post-secondary education shows few signs of have understood this message. This is a pity, he continues, as web 2.0 tools i) can facilitate 21st century knowledge workers, ii) lend themselves to constructivist approaches, iii) are familiar to students, iv) are more engaging for student.
These are the reasons most people will mention for why we should invoke web 2.0 tools. However, Tony's fifth reason is not so familiar and arguably the most powerful one. Eventually, he claims, web 2.0 tools will radically change student assessment. No more paper and pencil or computer marked assignments, but assignment via portfolios and the use of multimedia. That of course requires us to rethink the idea of a course completely.
It also shows that MOOCs really are 'education as we know it' in an online mould. If Tony is right, then we may wonder if quality will prevail (that is redesign of education making full use of the affordances of web 2.0 tools) or if maximizing revenues will prevail (that is, sticking to existing models but broadcasting the content even more widely). Seen in this way, MOOCs really are web 1.0, the information web, rather than the social web that web 2.0 is. So, a step back rather than a step forward. (@pbsloep)
Louise Lewis's curator insight,
March 26, 2013 6:30 AM
Yes, totally agree with the comments re MOOCS being web 1.0 but what if they are just another resources for a learner in a learner-centred environment?
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