#FDOL131        unit 3: collaborative learning and communities                                                            ...
drawing together:opportunities ofonline learning
unit 3  Collaborative Learning and Communities  Rationale: Proponents of collaborative learning have long  heralded the po...
unit 3: activities     • Google community discussions     • Learning together in PBL groups     • Autonomous learning oppo...
Collaborative Learning and Communities  Sue Beckingham MA FSEDA FHEA            @suebecks   Flexible, Distance and Online ...
Wears multiple hats      • MUM        Chief Cook and Bottle washer      • STUDENT        Second Masters : MSc Technology E...
Learning Experiences
Eaton 2010 http://www.eric.ed.gov/PDFS/ED508254.pdf
What would you add?
Is it so easy to label?
It can happen in mid sentence when  Where Learning Happens                you interrupt the program for                   ...
Haiku 俳句collaborationmake learningcommunitiescreative and fun   5-7-5
Fun self-directed and self-organised ‘informal’             experiential learning
‘Formal’ Tutor-Led Experiential Learning
Tutor as FacilitatorVygotsky
Thinking about your own learningexperiences what are the pros and         cons of each?
Connectedness                         "online" indicates a state of connectivity, while "offline" indicates a          dis...
Dennis McGrath http://technogogical.wordpress.com/
Connectedness
mentionmap
Technology removes boundaries such aslanguage, time and geographical distance
However my first experience....
The principal goal of education is tocreate men [and women] who arecapable of doing new things, notsimply repeating what o...
comments & questions                       Chrissi
FDOL131 updates PBL groups 6 in total working in PBL groups be organised capture your actions keep your facilitator inform...
Lars
COOL FIShFacilitator:               Lars
#FDOL131                                                    next webinar                               unit 4: supporting ...
#FDOL131 organisersChrissi Nerantzi            Lars UhlinAcademic Developer          Educational DeveloperUniversity of Sa...
FDOL131 unit 3: collaborative learning and communities with Sue Beckingham
FDOL131 unit 3: collaborative learning and communities with Sue Beckingham
FDOL131 unit 3: collaborative learning and communities with Sue Beckingham
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FDOL131 unit 3: collaborative learning and communities with Sue Beckingham

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  • Lars: looking at chat box
  • http://en.wiktionary.org/wiki/chief_cook_and_bottle_washer
  • http://www.eric.ed.gov/PDFS/ED508254.pdf
  • www.eric.ed.gov/PDFS/ED508254.pdf
  • www.eric.ed.gov/PDFS/ED508254.pdf
  • http://markmcguire.net/2012/08/18/where-learning-happens/
  • http://www.flickr.com/photos/apenguincalledelvis/5378437490/
  • http://en.wikipedia.org/wiki/Zone_of_proximal_development
  • Flexible image - http://en.wikipedia.org/wiki/File:Urdhva_padmasana.jpg
  • A visualisation of my LinkedIn network
  • http://mentionmapp.com/ A visualisation of Twitter dialogues
  • An introduction to Piaget (P. G. Richmond) 1970:109
  • FDOL131 unit 3: collaborative learning and communities with Sue Beckingham

    1. 1. #FDOL131 unit 3: collaborative learning and communities Sue Beckingham 18 March 13, 7-8pm(GMT) Hello and welcome to the #FDOL131 webinar. Please go to tools>audio>audio setup wizard to check your audioFlexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131 Chrissi
    2. 2. drawing together:opportunities ofonline learning
    3. 3. unit 3 Collaborative Learning and Communities Rationale: Proponents of collaborative learning have long heralded the power of well managed group-based interaction as a means of promoting positive interdependence, individual accountability, social skills, and group processing. This third unit will encourage learners to explore aspects of collaborative and community learning especially in relation to networked online spaces for learning, personal learning networks and environments and discuss the relevance of peer learning and the development of learning communities in the context of self- directed and self-organised learning within and beyond institutional boundaries (formal, informal and non-formal learning). Chrissi
    4. 4. unit 3: activities • Google community discussions • Learning together in PBL groups • Autonomous learning opportunities Chrissi
    5. 5. Collaborative Learning and Communities Sue Beckingham MA FSEDA FHEA @suebecks Flexible, Distance and Online Learning #FDOL131
    6. 6. Wears multiple hats • MUM Chief Cook and Bottle washer • STUDENT Second Masters : MSc Technology Enhanced Learning Innovation and Change • EDUCATIONAL DEVELOPER Fellow of SEDA Staff and Educational Development Association • LECTURER Professional Communication and Digital Skills
    7. 7. Learning Experiences
    8. 8. Eaton 2010 http://www.eric.ed.gov/PDFS/ED508254.pdf
    9. 9. What would you add?
    10. 10. Is it so easy to label?
    11. 11. It can happen in mid sentence when Where Learning Happens you interrupt the program for http://markmcguire.net/2012/08/18/where-learning-happens/ a message from one sponsorIt can happen out in public places or another.alleyways and funny spaces It can happen at a partyunderneath and in between once I met a guy who told me howlocations where you’ve never been sub atomic particles romancebefore. with partners rooms away. that made my day.It can happen on an airplane .at 30,000 feet above the ground It can happen in a pubyou’ve found the person sitting an angel at the bar sharing whiskynext to you has lived the life you while a stranger tellsmight have. a history of the world. in six glasses.It can happen walking down the street .you meet someone you haven’t seen It can happen when you go to bedin ages who tells you and in your head you findeverything an alleyway at 30,000 feetbefore the light changes.. where faster than light neutrinos are dancing the night away. Mark McQuire 2012 . And it all makes sense.
    12. 12. Haiku 俳句collaborationmake learningcommunitiescreative and fun 5-7-5
    13. 13. Fun self-directed and self-organised ‘informal’ experiential learning
    14. 14. ‘Formal’ Tutor-Led Experiential Learning
    15. 15. Tutor as FacilitatorVygotsky
    16. 16. Thinking about your own learningexperiences what are the pros and cons of each?
    17. 17. Connectedness   "online" indicates a state of connectivity, while "offline" indicates a  disconnected state.
    18. 18. Dennis McGrath http://technogogical.wordpress.com/
    19. 19. Connectedness
    20. 20. mentionmap
    21. 21. Technology removes boundaries such aslanguage, time and geographical distance
    22. 22. However my first experience....
    23. 23. The principal goal of education is tocreate men [and women] who arecapable of doing new things, notsimply repeating what othergenerations have done - men andwomen who are creative, inventiveand discoverers.The second goal of education is toform minds which can be critical, canverify, and not accept, everything theyare offered. Piaget We need to learn to take risks, to challenge and above all find fun in learning
    24. 24. comments & questions Chrissi
    25. 25. FDOL131 updates PBL groups 6 in total working in PBL groups be organised capture your actions keep your facilitator informed think about how are you going to share your findings at the end of unit 3? FDOL131 community space for feedback unit 4: supporting learners March 25 – April 5 (2 weeks) Lars
    26. 26. Lars
    27. 27. COOL FIShFacilitator: Lars
    28. 28. #FDOL131 next webinar unit 4: supporting learners online Dr Keith Smyth Tuesday, 2 April 13, 7-8pm (GMT) Thank you for joining us today and see you onlineFlexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131
    29. 29. #FDOL131 organisersChrissi Nerantzi Lars UhlinAcademic Developer Educational DeveloperUniversity of Salford, UK Karolinska Institutet, SwedenFDOL organiser FDOL organiserPBL facilitator PBL facilitator

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