Educational Theory and Practice
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Educational Theory and Practice
Curating research about closing the educational theory to practice gap by leveraging technology
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Rescooped by Denise (Grey) Snyder from Connectivism
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Connectivism, Elgg by Ishmael Burdeau on Prezi

Connectivism, social learning and Elgg....

Stacie is quoted in this presentation about our vision and use of Elgg in EDUCE102 and EDUCE599.


Via Dr. Susan Bainbridge
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Stacie Cassat Green's comment, February 18, 2012 7:45 AM
Interesting to see more people interested in this intersection of connectivism, social learning, and alternatives to an LMS/how technology can be supported in this learning environment.
Rescooped by Denise (Grey) Snyder from Instructional Design + Technology
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elearnspace › Losing interest in social media: there is no there there

A post I made on my course "Scoopit" page:

 

Here is the G. Siemens blog post from July 2011 I was talking about in class. I've been thinking about what he's said, as well as the comments people made, all week. In the post, he offers that some social media hype is overstated (e.g., a hashtag is the equivalent of a social movement). He argues that "social media is about flow not substance". Some people blasted him for these statements in the comment section, saying that what he was claiming was in the face of his own theory of connectivism. He replied there was  "no contradiction at all. Social networks do not equal social media. Connected specialization involves bringing together different information sources or people with different levels of expertise. I replied to Clive Shepherd’s blog addressing this in a bit more detail. Again, as stated in other comments, social media has a role to play. There is nothing in what I wrote in this post that contradicts assertions I and others have made about connectivism. For that matter, the first article I did in 2004 on connectivism was a few years prior to the current “social media” hype. You don’t need Twitter or Facebook to connect with others. That said, tools like Twitter/Facebook can be useful, but don’t mistake the tool as being the point of value, when it’s the connection it enables that is most critical."

 

I've been thinking a lot about how much I agree with him on this point.

 

He claimed earlier in the post, "Social media=emotions.

Blogging/writing/transparent scholarship=intellect. Put another way, Twitter/Facebook/G+ are secondary media. They are a means to connect in crisis situations and to quickly disseminate rapidly evolving information. They are also great for staying connected with others on similar interests (Stanley Cup, Olympics). Social media is good for event-based activities. But terrible when people try to make it do more – such as, for example, nonsensically proclaiming that a hashtag is a movement. The substance needs to exist somewhere else (an academic profile, journal articles, blogs, online courses)." 

 

I understand where he is going with his argument and agree there are probably more people that use social media in the way he describes than those that do not. However, I did see an improvement in our EDUCE102 students reflections when we had them use Twitter to "mindcast" about things they were reading and thinking about. We had several students tell us at the end of the course how much they really feel in love with using Twitter as a result of this "new" way of using Twitter–they continue to "mindcast" instead of "lifecasting" on Twitter to this day. While I can agree, some of the value of social media might be overstated I am not sure I agree that social media tools like Twitter, FB, G+ are all simply about flow.

 

What do you think?


Via Stacie Cassat Green
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Jason Alvarez's comment, February 10, 2012 11:00 PM


I agree with George Siemens in that the social networks like FB, Twitter & G+ as they exist today are predominately about flow. They are not the repositories of knowledge, but rather the circulatory system by which information flows into endpoints such as individuals or learning communities that end up assimilating and building knowledge.

I also agree that it's not quite that simple. Although FB, Twitter, G+, LinkedIn and Delicious are the "links" of the network itself, each of the endpoints (such as each of us) define and adapt our "links" in the networks by using these tools and they are often defined by the flows and quality of information. Finally, the hash tags are ways in which data is being categorized, which ultimately assists in the assimilation of data for creating knowledge. In George's defense, however, it does appear boil down to flow from a connectivism standpoint despite any advantages mindcasting might offer to improve student reflections.
Rescooped by Denise (Grey) Snyder from Best Practices in Instructional Design & Use of Learning Technologies
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A Framework for Assessing the Quality of Mobile Learning

A Framework for Assessing the Quality of Mobile Learning | Educational Theory and Practice | Scoop.it

Will have to pass this along to some colleagues at ESC.


Via Adelina Moura, JoelleYalin
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Rescooped by Denise (Grey) Snyder from Connectivism versus Constructivism
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#Change11 #CCK12 Application of Connectivism | Learner Weblog

#Change11 #CCK12 Application of Connectivism | Learner Weblog | Educational Theory and Practice | Scoop.it
There seems to be a lot of doubts about the distinction between Connectivism and Social Constructivism - where in this post Suz wondered: if Connectivism is a useful framework for formal learning at all.

Via Joan Simon
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Rescooped by Denise (Grey) Snyder from Instructional Design + Technology
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…My heart’s in Accra » David Weinberger: Too Big To Know

A post I made on my course "Scoopit" page:

 

Really great summary/live blog by Ethan Zuckerman of David Weinberger's book launch last night with a talk about "unsettling knowledge". It looks like Weinberger is continuing the research from his last book everything is better and talking about the social curation of knowledge. I love the statement that it is not so much a question of "information overload" but rather "filter failure".


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Stacie Cassat Green's comment, January 28, 2012 7:18 PM
I have a recent Weinberger interview on my iPod, just waiting for a good time to listen to it! http://www.kqed.org/a/forum/R201201191000
Rescooped by Denise (Grey) Snyder from Instructional Design + Technology
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Hanging Out Playing Pechaflickr ~ Stephen's Web

Hanging Out Playing Pechaflickr ~ Stephen's Web | Educational Theory and Practice | Scoop.it

A post I made on my course "Scoopit" page:

I laughed when I first read about "Pechaflickr", given most of our students experience with Pecha Kucha from EDUCE102 and/or EDUCE599. The idea is to go to http://pechaflickr.cogdogblog.com/ and try to "make sense of 20 random flickr photos, each one on screen for 20 seconds" and "make it fun" by doing it over Google Hangouts.  I really like the idea Stephen Dowes makes here about possibly leveraging the tool for online language instruction.


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Stacie Cassat Green's comment, February 8, 2012 10:03 PM
We HAVE to try this! Maybe we could have an EdTech alumni drink Pechaflickr night on Google Hangout.
Stacie Cassat Green's comment, February 8, 2012 10:04 PM
We HAVE to try this! Alumni night anyone?
Rescooped by Denise (Grey) Snyder from Innovative Instructional Design
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The Performance Improvement Blog

The Performance Improvement Blog | Educational Theory and Practice | Scoop.it

Some steps for making brainstorming (and its aftermath) more effective.

 

Love this...


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Scooped by Denise (Grey) Snyder
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Using Role Play Simulations to Promote Active Learning | Faculty Focus | Diigo

"Using Role Play Simulations to Promote Active Learning | Faculty Focus | Diigo http://t.co/An3Tn25E via @addthis..." Thinking about the best ways to design role play exercises for online courses.

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