This presentation, prepared for a PCI Webinars session, explores ways Connected Learning can be integrated into learning opportunities for library staff and learners . (Speaker notes available by clicking the "Notes" button in the lower right-hand corner of the SlideShare display.)
5 reasons to do a MOOC & 5 reasons not toMartin Weller
This document outlines the history and evolution of MOOCs, including their origins among pioneers in open education and their later popularization by commercial platforms like Udacity and Coursera. It discusses both benefits and drawbacks of doing a MOOC, such as the opportunity to experiment but also risks to reputation. The document advocates that universities could use MOOCs to open up early weeks of courses, collaborate on higher quality offerings, and offer credit for shorter MOOC experiences. Overall, it acknowledges that MOOCing carries challenges but can also foster innovation if undertaken for the right reasons.
Digital content leadingpractice_webconference2_march9Colleen Hodgins
The document summarizes a workshop on digital content and learning that took place on March 9th 2012. It defines digital content and discusses different forms it can take such as interactive tutorials, games, simulations, assessments, streaming media, and PDF files. It also lists some examples and resources that were shared by workshop participants, including blogs, websites on digital content and learning models. Next steps discussed include creating action plans, to-do lists, and program planning. Contact information is provided for the workshop leader Colleen Hodgins for further support.
The document discusses the evolution from Learning 1.0 to Learning 2.0 driven by increased user control of content, interconnectivity of applications, and ability to form communities and collaborate online. It provides examples of how social media technologies like podcasting, blogs, video on demand, photo sharing, virtual worlds, social bookmarking, wikis and social networking can be used to support learning and training in educational contexts. It warns that adopting these approaches requires organizations to think like networks rather than groups and embrace openness, diversity and autonomy rather than focus and privacy.
Maria Ranieri - Università di Firenze - Being on the Social Media. Web2LLP
Presentazione della seconda lezione del corso on-line su come migliorare le strategie web e massimizzare la presenza sui social media dei progetti LLP rivolto ai manager di Progetti Europei LLP.
Tema: Selezionare gli strumenti di social media
Author: Maria Ranieri
Website: http://web2llp.eu/it/training/online-session-3-gestire-la-propria-presenza
This document summarizes the key points from a course on open education and MOOCs. It discusses the design challenges of MOOCs, including issues around scale, motivation, identity and support for students. It also addresses debates around the role of MOOCs and their implications for higher education. Specifically, it notes concerns that MOOCs could exacerbate the digital divide or that their use may ignore the need for student support. Overall, the document emphasizes that MOOCs are an important development in online learning and open education that higher education institutions should engage with rather than ignore or panic about.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This document summarizes a presentation about the Learning2gether initiative, which facilitates online professional development events. It discusses:
1) How Learning2gether has hosted over 200 events since 2011 on topics such as connectivist learning and using games like Minecraft for education.
2) How participants in Learning2gether events learn from each other through discussion and sharing experiences in a community of practice model.
3) Examples of how Learning2gether has experimented with MOOC models and gamification to provide engaging and interactive professional development for educators.
5 reasons to do a MOOC & 5 reasons not toMartin Weller
This document outlines the history and evolution of MOOCs, including their origins among pioneers in open education and their later popularization by commercial platforms like Udacity and Coursera. It discusses both benefits and drawbacks of doing a MOOC, such as the opportunity to experiment but also risks to reputation. The document advocates that universities could use MOOCs to open up early weeks of courses, collaborate on higher quality offerings, and offer credit for shorter MOOC experiences. Overall, it acknowledges that MOOCing carries challenges but can also foster innovation if undertaken for the right reasons.
Digital content leadingpractice_webconference2_march9Colleen Hodgins
The document summarizes a workshop on digital content and learning that took place on March 9th 2012. It defines digital content and discusses different forms it can take such as interactive tutorials, games, simulations, assessments, streaming media, and PDF files. It also lists some examples and resources that were shared by workshop participants, including blogs, websites on digital content and learning models. Next steps discussed include creating action plans, to-do lists, and program planning. Contact information is provided for the workshop leader Colleen Hodgins for further support.
The document discusses the evolution from Learning 1.0 to Learning 2.0 driven by increased user control of content, interconnectivity of applications, and ability to form communities and collaborate online. It provides examples of how social media technologies like podcasting, blogs, video on demand, photo sharing, virtual worlds, social bookmarking, wikis and social networking can be used to support learning and training in educational contexts. It warns that adopting these approaches requires organizations to think like networks rather than groups and embrace openness, diversity and autonomy rather than focus and privacy.
Maria Ranieri - Università di Firenze - Being on the Social Media. Web2LLP
Presentazione della seconda lezione del corso on-line su come migliorare le strategie web e massimizzare la presenza sui social media dei progetti LLP rivolto ai manager di Progetti Europei LLP.
Tema: Selezionare gli strumenti di social media
Author: Maria Ranieri
Website: http://web2llp.eu/it/training/online-session-3-gestire-la-propria-presenza
This document summarizes the key points from a course on open education and MOOCs. It discusses the design challenges of MOOCs, including issues around scale, motivation, identity and support for students. It also addresses debates around the role of MOOCs and their implications for higher education. Specifically, it notes concerns that MOOCs could exacerbate the digital divide or that their use may ignore the need for student support. Overall, the document emphasizes that MOOCs are an important development in online learning and open education that higher education institutions should engage with rather than ignore or panic about.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This document summarizes a presentation about the Learning2gether initiative, which facilitates online professional development events. It discusses:
1) How Learning2gether has hosted over 200 events since 2011 on topics such as connectivist learning and using games like Minecraft for education.
2) How participants in Learning2gether events learn from each other through discussion and sharing experiences in a community of practice model.
3) Examples of how Learning2gether has experimented with MOOC models and gamification to provide engaging and interactive professional development for educators.
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
What can I do with my eportfolio after formal education and training?Vanguard Visions
Research shows (Leeson, 2011) that learners are much more likely to engage in the use of an eportfolio to support their formal education and training if they know that they will be able to use their eportfolio for beyond their course. Thinking about how learners will be able to use and access their eportfolio beyond their studies is very important, but it also a difficult issue to solve for many institutions.
This hands-on workshop looked at why learners should be using their eportfolio beyond formal study and what they can do with their eportfolio. It also looked at how they can get their eportfolio out of a formal institution’s system and where they can house it. The workshop was a combination of ideas from the workshop facilitator’s experience, as well as draw on the questions and experiences of the participants in the workshop which will lead to new ideas, solutions and questions.
The 5C Framework by Chrissi Nerantzi and Sue BeckinghamSue Beckingham
The 5C Framework initially developed as a thematic framework for the open learning event Bring Your Own Device for Learning (BYOD4L) which has evolved into a pedagogical framework for wider use, particularly to foster social learning underpinned by critical and creative thinking and action.
This document discusses strategies for successful online foreign language classrooms, with a focus on instructor interactivity, teaching realities, and collaborative learning. It recommends that instructors build a sense of community among students, provide timely feedback, and encourage interaction and collaboration through discussion forums, group activities, and technology tools like VoiceThread. Both asynchronous and synchronous engagement are important. Developing interdependence among students through shared work and goals can enhance collaborative learning online.
The 5C Framework by Chrissi Nerantzi and Sue BeckinghamChrissi Nerantzi
The 5C Framework was initially developed in 2013 by Chrissi Nerantzi and Sue Beckingham as a thematic framework for an open learning event called BYOD4L. It later evolved into a pedagogical framework in 2014 to foster social learning through critical and creative thinking. The 5C Framework involves connecting, communicating, curating, collaborating, and creating to support learning through social interactions and experiences.
The document summarizes some of the key lessons from Mike Rowe's TED talk. It discusses how Rowe emphasized the importance of both innovation and repetition/imitation in work. It also notes that Rowe successfully showed his authentic self and connected emotionally with the audience, following two of the TED commandments. The document compares Rowe's talk to Ken Robinson's, noting they both engaged the audience through passion and emotional connection. It also comments that Rowe, like Robinson, used humor while staying focused on the topic.
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
The document summarizes key lessons from Mike Rowe's TED talk on imitation and innovation. It highlights that while innovation is important, repetition and imitation are still needed for learning skills. It also discusses how Mike connected emotionally with the audience by presenting like he was talking to a friend and using humor, aligning with TED Commandments. A comparison is made between Mike and another speaker who also engaged the audience emotionally.
The document outlines seven steps for giving a school an "extreme makeover" focused on technology and critical thinking. The steps include honoring what is presented, making learning personal and authentic, fostering critical and creative thinking through activities, using technology to help students see connections, allowing students to learn anywhere and anytime, presenting student work to audiences beyond the classroom, and giving students powerful tools to demonstrate their understanding. It also provides the schedule for a course on the topic which includes sharing project updates and ideas.
This document discusses digital lifelong learning. It notes that technology is accelerating and more new technologies are emerging. Lifelong learning and digitalization are changing how people learn throughout their lives. Mobile devices make learning easy anywhere as they provide constant access to online resources and collaboration tools. The document proposes that public services and libraries could support digital lifelong learning by providing access to technology, digital skills training, and serving as community hubs for learning and meeting across generations.
This document discusses developing 21st century literacy skills in students. It defines 21st century literacy as developing students who are effective learners, collaborators, and creators. It encourages teachers to infuse global collaboration and networking into the classroom using various technology tools like blogs, wikis, social media and video chat. The goal is to help students learn anytime, anywhere by developing personal learning networks that allow them to communicate, connect and collaborate globally.
A presentation by Mr. K Thyagrajan Mott MacDonald Ahmedabad, during National Workshop on Library 2.0: A Global Information Hub, Feb 5-6, 2009 at PRL Ahmedabad
The document outlines plans to redesign the Learning Hub space at Aalto University's Kesko Hall. It summarizes feedback from students about their needs, including studying alone or in groups, and having both silent and social spaces. The proposed redesign concept includes dividing the 5th and 6th floors into functional areas for silent study, group work, computers, and presentations. It aims to improve the space to enhance learning and collaboration while strengthening the Aalto BIZ community.
This document presents a 4C model for library media center design to support 21st century learning. The 4C model includes four centers: a Learning and Research Center, a Collection and Resource Center, a Collaborating and Sharing Center, and an Educational Technology and Tools Center. Each center is designed to support specific skills aligned with 21st century standards, including inquiry, research, collaboration, and use of educational technologies. The model aims to provide equitable access to information and opportunities to support student success through a flexible learning environment.
This document discusses the library's implementation of online learning programs using videoconferencing software. It identifies an increasing demand for training programs and costs of in-person training as reasons for the new service. The library chose online conferencing as it requires little hardware and allows for both internal and external uses, starting with staff training programs and later expanding to public offerings. Requirements included high-speed internet, equipped staff PCs, and semi-private spaces for presenters. The library created an information hub on its website to promote upcoming and past online programs. Staff training on participating in and teaching online continued the successful implementation.
Designing Engaging Learning for Library Staff and UsersPaul Signorelli
This document outlines a presentation on designing engaging learning experiences for library staff and users. It discusses the ADDIE model of instructional design, which includes the phases of analysis, design, development, implementation, and evaluation. It also covers concepts from theorists like Malcolm Knowles on adult learning principles and Robert Gagné's nine events of instruction. The presentation provides guidance on how to apply these frameworks to better meet the needs of adult learners and create effective learning both for library staff and public users. It encourages participants to discuss which elements they can immediately apply to current projects.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
Digital identity: developing your professional online presence as an academic...Sue Beckingham
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
What can I do with my eportfolio after formal education and training?Vanguard Visions
Research shows (Leeson, 2011) that learners are much more likely to engage in the use of an eportfolio to support their formal education and training if they know that they will be able to use their eportfolio for beyond their course. Thinking about how learners will be able to use and access their eportfolio beyond their studies is very important, but it also a difficult issue to solve for many institutions.
This hands-on workshop looked at why learners should be using their eportfolio beyond formal study and what they can do with their eportfolio. It also looked at how they can get their eportfolio out of a formal institution’s system and where they can house it. The workshop was a combination of ideas from the workshop facilitator’s experience, as well as draw on the questions and experiences of the participants in the workshop which will lead to new ideas, solutions and questions.
The 5C Framework by Chrissi Nerantzi and Sue BeckinghamSue Beckingham
The 5C Framework initially developed as a thematic framework for the open learning event Bring Your Own Device for Learning (BYOD4L) which has evolved into a pedagogical framework for wider use, particularly to foster social learning underpinned by critical and creative thinking and action.
This document discusses strategies for successful online foreign language classrooms, with a focus on instructor interactivity, teaching realities, and collaborative learning. It recommends that instructors build a sense of community among students, provide timely feedback, and encourage interaction and collaboration through discussion forums, group activities, and technology tools like VoiceThread. Both asynchronous and synchronous engagement are important. Developing interdependence among students through shared work and goals can enhance collaborative learning online.
The 5C Framework by Chrissi Nerantzi and Sue BeckinghamChrissi Nerantzi
The 5C Framework was initially developed in 2013 by Chrissi Nerantzi and Sue Beckingham as a thematic framework for an open learning event called BYOD4L. It later evolved into a pedagogical framework in 2014 to foster social learning through critical and creative thinking. The 5C Framework involves connecting, communicating, curating, collaborating, and creating to support learning through social interactions and experiences.
The document summarizes some of the key lessons from Mike Rowe's TED talk. It discusses how Rowe emphasized the importance of both innovation and repetition/imitation in work. It also notes that Rowe successfully showed his authentic self and connected emotionally with the audience, following two of the TED commandments. The document compares Rowe's talk to Ken Robinson's, noting they both engaged the audience through passion and emotional connection. It also comments that Rowe, like Robinson, used humor while staying focused on the topic.
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
The document summarizes key lessons from Mike Rowe's TED talk on imitation and innovation. It highlights that while innovation is important, repetition and imitation are still needed for learning skills. It also discusses how Mike connected emotionally with the audience by presenting like he was talking to a friend and using humor, aligning with TED Commandments. A comparison is made between Mike and another speaker who also engaged the audience emotionally.
The document outlines seven steps for giving a school an "extreme makeover" focused on technology and critical thinking. The steps include honoring what is presented, making learning personal and authentic, fostering critical and creative thinking through activities, using technology to help students see connections, allowing students to learn anywhere and anytime, presenting student work to audiences beyond the classroom, and giving students powerful tools to demonstrate their understanding. It also provides the schedule for a course on the topic which includes sharing project updates and ideas.
This document discusses digital lifelong learning. It notes that technology is accelerating and more new technologies are emerging. Lifelong learning and digitalization are changing how people learn throughout their lives. Mobile devices make learning easy anywhere as they provide constant access to online resources and collaboration tools. The document proposes that public services and libraries could support digital lifelong learning by providing access to technology, digital skills training, and serving as community hubs for learning and meeting across generations.
This document discusses developing 21st century literacy skills in students. It defines 21st century literacy as developing students who are effective learners, collaborators, and creators. It encourages teachers to infuse global collaboration and networking into the classroom using various technology tools like blogs, wikis, social media and video chat. The goal is to help students learn anytime, anywhere by developing personal learning networks that allow them to communicate, connect and collaborate globally.
A presentation by Mr. K Thyagrajan Mott MacDonald Ahmedabad, during National Workshop on Library 2.0: A Global Information Hub, Feb 5-6, 2009 at PRL Ahmedabad
The document outlines plans to redesign the Learning Hub space at Aalto University's Kesko Hall. It summarizes feedback from students about their needs, including studying alone or in groups, and having both silent and social spaces. The proposed redesign concept includes dividing the 5th and 6th floors into functional areas for silent study, group work, computers, and presentations. It aims to improve the space to enhance learning and collaboration while strengthening the Aalto BIZ community.
This document presents a 4C model for library media center design to support 21st century learning. The 4C model includes four centers: a Learning and Research Center, a Collection and Resource Center, a Collaborating and Sharing Center, and an Educational Technology and Tools Center. Each center is designed to support specific skills aligned with 21st century standards, including inquiry, research, collaboration, and use of educational technologies. The model aims to provide equitable access to information and opportunities to support student success through a flexible learning environment.
This document discusses the library's implementation of online learning programs using videoconferencing software. It identifies an increasing demand for training programs and costs of in-person training as reasons for the new service. The library chose online conferencing as it requires little hardware and allows for both internal and external uses, starting with staff training programs and later expanding to public offerings. Requirements included high-speed internet, equipped staff PCs, and semi-private spaces for presenters. The library created an information hub on its website to promote upcoming and past online programs. Staff training on participating in and teaching online continued the successful implementation.
Designing Engaging Learning for Library Staff and UsersPaul Signorelli
This document outlines a presentation on designing engaging learning experiences for library staff and users. It discusses the ADDIE model of instructional design, which includes the phases of analysis, design, development, implementation, and evaluation. It also covers concepts from theorists like Malcolm Knowles on adult learning principles and Robert Gagné's nine events of instruction. The presentation provides guidance on how to apply these frameworks to better meet the needs of adult learners and create effective learning both for library staff and public users. It encourages participants to discuss which elements they can immediately apply to current projects.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
Digital identity: developing your professional online presence as an academic...Sue Beckingham
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens, we will explore how social media can be used to connect, communicate, curate, collaborate and create, and in doing so learn how to:
develop a digital professional persona to share scholarly achievements
cultivate valued personal learning networks and co-learning communities
benefit from 'working (and learning) out loud'
find new approaches and practical examples of using social media
as co-learners share examples of effective practice and consider how these might be applied in your own contexts
Leonne Beebe, Associate Professor, University of Fraser Valley
Sylvia Currie, Professional Learning, Bccampus
Sylvia Riessner, Consultant, Educomm
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Closing Time: Efficient and Effective End of Day Processes (October 2019)ALAeLearningSolutions
This document summarizes a webinar about efficient and effective end of day processes for closing library buildings. The webinar discusses conducting an informal poll to understand staff experience with closing procedures. It also covers announcing closing times in a positive manner, closing in stages, gaining patrons' attention, and addressing challenges like unaccompanied minors. The webinar encourages libraries to take a playful approach to closing announcements and explores potential policy resources and conflict resolution strategies. Attendees are prompted to discuss their closing processes and ways to improve the closing experience.
Developing Effective Community Partnerships (December 2017)ALATechSource
This document summarizes a webinar about developing productive community partnerships for libraries. The webinar covered topics like outreach techniques that work well in communities, effectively fostering partnerships, and examples of successful partnership programs. These included a walking program partnership in Markham, art space partnerships in Topeka and Montgomery-Floyd Regional Library, and a community storytime room partnership in Lynchburg Public Library. Exercises had participants identify local outreach opportunities and ways to adapt partnership examples. The webinar provided resources on collaboration and highlighted steps to applying the partnership strategies discussed.
This presentation, facilitated PCI Webinars on July 17, 2014, explores how libraries are increasingly serving as lifelong learning centers to the benefit of their communities.
Developing Effective Community Partnerships (May 2018)ALATechSource
The document outlines techniques for developing productive community partnerships for libraries. It discusses developing initial outreach approaches and building engagement and trust with potential partners. The webinar provides examples of successful partnerships including programs in schools, an art space collaboration, and a community story time room. Attendees are given exercises to identify current outreach methods and potential new partners in their own communities. The goal is to help libraries foster partnerships that benefit the community.
Collaborative Partnerships: Choosing the right ingredientsCamilla Elliott
Collaboration is a common term in school library conversations but developing collaborative partnerships is not a simple task. The Learning Commons model of school libraries has the student as learner at its heart and collaboration between library staff and the school community as essential elements. It's time to look closely at operating routines, time management and relationships to develop priorities. Much depends on the Head of Library as a professional and committed collaborator.
This first of four webinars on "Mastering Online Facilitation," originally delivered and delivered for SEFLIN, provides an overview of how to design and facilitate webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
Brian Kelly gave a presentation on open practices for researchers. Some of the key tips included being proactive in sharing research outputs through blogs, repositories and social media; monitoring the impact of different sharing approaches; developing an online network through Twitter and other platforms; and optimizing search engine visibility by providing links from highly ranked sites. The presentation emphasized the potential benefits of open engagement for increasing citations, downloads and the visibility of research.
This document provides an introduction and overview of the #FSLN12 course on Media Didactics & Design. The course is taught by Professor Dr. Ilona Buchem and focuses on designing technology-enhanced and mobile learning. It involves international and interdisciplinary collaboration on developing contextualized mobile learning solutions using tools like mobile devices, gamification, and social media. The course will proceed over three phases of exploration, design, and evaluation, using a variety of online tools and platforms for collaboration among partner universities.
This document summarizes a conversation about helping students develop skills for lifelong learning and employment. It discusses exposing students to habits of mind like critical thinking, research practices, and communication skills. It also suggests connecting students to professional networks through associations, conferences and using social media to build personal learning networks. The conversation focused on preparing students for an uncertain future by emphasizing adaptable skills over specific career preparation alone.
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
Blogging at Sinau.me: Social Learning, Knowledge Sharing and Professional De...Hora Tjitra
SinauOnline is based on constructive learning approach which will put learner in the focus of the learning process. On the core of its approach is to encourage people to learn through sharing (speak coordinated blogging), and jointly create an open learning materials, which than be provided and packaged for everybody interested in.
Its regional focus are in particular in China, Indonesia and APAC areas. SinauOnline is built based on the social learning 2.0 philosophy, mostly using open source technology.
Sinau is a Javanese word, means Learning. The chinese character "欣“ (xin) has the meaning of "happy; joyful", while the "翱" (ao) means "take wing". By joining us, you identify yourself as passionate learner who take a wing in your professional development.
Transforming Information Literacy for NowGen StudentsBuffy Hamilton
This slidedeck supports a virtual presentation by Buffy Hamilton about the Media 21 project given February 28, 2010 at 7:00 PM as part of the CRSTE (The Capital Region Society for Technology in Education) 2010 Cyberconference. Additional supporting materials are available at http://theunquietlibrarian.wikispaces.com/crste2010-media21.
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
Active Blended Learning (ABL) is the University of Northampton's new standard approach to learning and teaching. ABL combines face-to-face classroom sessions with pre-session online content exposure and post-session online work. It aims to develop students' knowledge, independent learning, digital fluency, autonomy, and employability skills. The university will support faculty development and provide resources for ABL implementation, while addressing challenges like workload, space constraints, and digital transformation.
This document summarizes an ELI town hall meeting that took place on October 13, 2010. It provides information about upcoming ELI events, including the annual meeting in Washington D.C. from February 14-16, 2011 that will take place both in-person and online. The document also outlines pre-conference seminars at the annual meeting, innovations at ELI, resources available from ELI like white papers and workshops, and ways to get involved with ELI initiatives.
Similar to 2015 11-05--engaging learners--connected-learning--pci_webinars (1) (20)
This deck, which includes speaker notes prepared for a highly interactive opening keynote session, was used to set the stage for a dynamic daylong exploration ("From eLearning to Learning: The Library, Community, and Learning Innovation") for Mount Prospect Public Library's 2016 "Staff Inservice Day" May 13, 2016. The deck is part of an online suite of components designed to be used as stand-alone learning objects or in tandem with each other and benefited tremendously from continuous collaboration with the onsite "co-conspirators" who participated as co-learners..
A Storify document captures some of the online exchanges participants were having throughout the day and for a few hours after the onsite event concluded:
https://storify.com/paulsignorelli/from-elearning-to-learning-the-library-community-a From eLearning to Learning: The Library, Community, and Learning Innovation
Online documents that were collaboratively created by participants in a series of onsite breakout sessions are available to Mount Prospect Library staff on their intranet.
Links to blog articles documenting the planning and facilitation process will be posted here as soon as they are available.
For more information about how this onsite-online (blended) event was organized, how it produced concrete results for participants, or how you can work with Paul to have a similarly innovative day of learning designed for your organization, please contact Paul Signorelli (paul@paulsignorelli.com)..
This one-hour session for PCI Webinars features a discussion of what trainer-teacher-learners in libraries can learn from the New Media Consortium (NMC) 2015 Horizon Report > Higher Education edition about ed-tech trends, challenges, and technologies. Speaker notes include excerpts from the report, which is available free of charge online at http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/.
This presentation, prepared and delivered for PCI Webinars, begins with a brief summary of the ATD (Association for Talent Development) 2014 State of the Industry report, surveys a couple of related ATD documents, then focuses on 12 aspects of the state of the training-teaching-learning industry in summer 2015. Topics covered include Clark Quinn's "Revolutionize Learning & Development"; science of learning; learning to learn; adaptive learning technologies; the continuing evolution of MOOCs; flexible learning spaces; and others. Speaker notes accessible by clicking on the NOTES option below the slides.
This session, prepared for an American Library Association Annual Conference LITA presentation in June 2015, continues explorations on bringing onsite and online colleagues together via social media tools including Google Hangouts and Twitter.
This presentation, prepared by Paul Signorelli and Samantha Becker for delivery at the New Media Consortium 2015 Summer Conference (in Washington, D.C.), focuses on developing skills needed to deal with unexpected change--particularly for those working in educational technology. The slides were designed by Samantha; Paul wrote the script that is accessible by clicking the "Notes" icon directly below and to the right of this description.
This "invited talk" for the KIPA (Knowledge & Information Professiona Association) 2015 Annual Conference in Denton, TX (March 6-7, 2015) explores what the New Media Consortium "2015 Horizon Report > Higher Education Edition" calls a key trend in educational technology.
This document summarizes the Horizon Report for Libraries from 2014. It identifies several technologies to watch over the next 1, 2, and 4-5 years that could impact libraries. These include electronic publishing, mobile apps, bibliometrics/citation technologies, open content, the internet of things, and semantic web/linked data. It also discusses key trends like prioritization of mobile content/delivery. Additionally, it outlines challenges facing libraries like rethinking librarian roles and embracing radical change. Discussion questions are provided throughout to engage participants.
This third of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on organizing material, scripting, and preparing/rehearsing for webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This presentation, prepared and facilitated for local library branch programs and neighborhood association meetings in spring/summer 2014, is an updated version of a conference presentation originally given in Davis, CA by Paul Signorelli and Aileen Barr in March 2014. Presenter notes are included with the slides.
This interactive session reviewing mentoring basics, types of mentoring, and mentoring tips that can be used onsite, online, or in blended onsite-online mentoring situations was prepared for and presented through PCI Webinars on May 22, 2014. The session ends with an exercise designed to encourage participants to immediately put the content to use in their own workplaces,and includes a few resources for further exploration of the topic. Although the target audience was colleagues working in libraries, the content can easily be adapted for use in other worksites.
This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.
Flights of Fancy: Taking Mosaic Design & Grassroots Fundraising to New HeightsPaul Signorelli
Delivered at the 15th Biennial Community Built Association Conference (in Davis, CA) with artist Aileen Barr, this presentation reviews how the two ceramic-tiled staircases and adjacent gardens in San Francisco's Inner Sunset District were created through extensive community collaborations that drew donations from across the United States and a few other countries--and may be inspiring a third set of ceramic-tiled steps in the same neighborhood.
This document summarizes a presentation on social media, library partnerships, and collaboration. The presentation defined community and collaboration, discussed how social media can extend the reach of library activities, and provided examples of partnerships local libraries have formed with organizations in their communities. These partnerships help address needs in the community and inspire further collaboration and action through reading.
This daylong presentation for library directors attending the Northeast Kansas Library System Library Directors Institute on November 7, 2013 in Valley Falls, Kansas, is designed to help participants further hone their skills in fostering community collaborations through a series of conversations and exercises demonstrating the collaborative process.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
This document provides an overview of techniques for effective learning. It discusses using stories and chunking information to aid retention. Experiential learning through real-world application and communities of learning are emphasized. Visual aids are also recommended to reinforce lessons. The document concludes by summarizing the key points in a visual format.
This document is the credits and acknowledgments section for a digital story titled "David: A Digital Story". It lists the sources for each of the images used in the digital story, crediting their original photographers on Flickr. It provides attribution for 10 different images, citing the photographer's Flickr username and URL for each image. The document was prepared by Paul Signorelli & Associates for an online course on digital storytelling.
This proposed presentation was prepared for delivery at the New Media Consortium Future of Education summit held near Austin, TX January 22-24, 2013. It's based on work I've done with my colleagues Maurice Coleman, Buffy Hamilton, and Jill Hurst-Wahl, and is part of our continuing efforts to support the development of social learning centers onsite and online for libraries and other learning organizations.
This presentation for ASTD (American Society for Training & Development) chapter leaders offers tips on how to effectively recognize and reward volunteers so they remain engaged within the organizations they serve. Co-presented by Paul Signorelli and Rick Kerner, ASTD National Advisors for Chapters advisors, on December 5, 2012 as part of ASTD's ongoing series of webinars.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
11. Discussion #1:
What elements of Connected Learning are already present in your library?
What are the biggest barriers you face in taking a Connected Learning approach to
training-teaching-learning in yourlibrary?
14. Connected Learning Case Study 2:
A Connected Learning Report
DML Research Hub Report:
http://dmlhub.net/publications/connected-learning-agenda-for-research-and
18. Discussion #2:
What can we learn from the examples we have just reviewed?
What can you do to overcome obstacles to Connected Learning
within yourown library?
21. Discussion #3:
What can you do within the next two to fourweeks to build an
additional component of Connected Learning into yourtraining-
teaching-learning efforts?
30. ForMore Information
Paul Signorelli & Associates
1032 Irving St., #514
San Francisco, CA 94122
415.681.5224
paul@paulsignorelli.com
http://paulsignorelli.com
Twitter: @paulsignorelli
http://buildingcreativebridges.wordpress.com
31. Credits & Acknowledgments
Slide Design by Paul Signorelli
(Images taken fromlickr.comunless otherwise noted):
The Mix, at San Francisco Public Library: Photo by Paul Signorelli
T is for Training: Photo from T is for Training Facebook page at https://www.facebook.com/tisfortraining
Connected Learning Infographic: From Connected Learning website at http://connectedlearning.tv/infographic
Learners Are the Focus (NMC 2015 Summer Conference): Photo by Paul Signorelli
Pumpkin Patch: Photo by Paul Signorelli
Connected Learning Through Connecting Spheres of Learning: Photo by Paul Signorelli
T is for Training at ALA Midwinter 2015: Screenshot from YouTube video at https://youtu.be/GR2XyaFeA68
YOUmedia Center, Chicago Public Library: Photo by Paul Signorelli
Question Marks: From Valerie Everett’s photostreamat
http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/
Light Bulb: From Kate TerHarr’s photostreamat http://tinyurl.com/pstmzuh
Connected Learning: An Agenda for Research & Design: Free download available from DML Learning Hub at
http://dmlhub.net/publications/connected-learning-agenda-for-research-and-design/
Connected Courses: From the Connected Courses MOOC website at http://connectedcourses.net/
Editor's Notes
Let’s be transparent from the first moments of our time together:
This hour-long session is designed to be an exploration of Connected Learning, and the session itself relies heavily on Connected Learning basics, so we’re going to be as engaged as possible in a session that demonstrates what we are exploring.
Something we should address up front:
It would be very easy to mistakenly believe technology is at the heart of connected learning, so let’s dispel that misperception right away.
People are—and always need to be—at the heart of great learning experiences. As we dive into the topic of Connected Learning to explore what it means to us and to those we serve, we’ll see plenty of wonderful ways that technology fosters a Connected Learning approach. But we will always find ourselves working from the point of view that technology is the tool and people are the drivers. When we let technology drive the learning, we’re headed for a major learning train wreck.
The power of Connected Learning was clear to me again late last week when I took a break from preparing for this PCI Webinars presentation so I could call in to join the discussion on the latest episode of Maurice Coleman’s biweekly library training podcast, T is for Training.
Although the photograph on this slide shows the T is for Training group together in one of our rare face-to-face gatherings, we’re primarily an online, Connected Learning community, and that’s what I was preparing to join again last Friday.
The show is always a wonderful learning opportunity because , thanks to Maurice’s wonderful facilitation skills, it brings together training-teaching-learning colleagues interested in exploring specific topics related to training-teaching-learning in libraries and other settings. It’s also a familiar virtual-learning venue to me because I so frequently participate.
So, as I often do, I logged into the program chat window via a platform called TalkShoe. Then, using my phone to call in for the audio portion of the program, I began to settle back for what I expected to be a participatory role in a discussion about what trainer-teacher-learners need to do to take care of themselves during times of tremendous stress. What I actually found myself doing, with no advance notice, was filling in for Maurice as host for the first 10 or 15 minutes; a last-minute commitment was pulling him away from his own show.
Here’s where I believe our commitment to Connected Learning paid off at that point even though I had never hosted or even co-hosted T is for Training:
We were connected by technology that was comfortable to both of us (the combination of TalkShoe and a phone).
We were connected by numerous experiences of being on the show together and having a clear vision of what the show is designed to promote. (It also helps that we’ve done other projects together, so are completely comfortable working and engaging in improv together.)
We had already collaborated--as T is for Training participants so often do—to select the topic for discussion.
The two other colleagues who had arrived for the opening segment of the program were equally well-versed in and comfortable with this equitable, social, and collaborative approach to the show as well as to learning overall.
So, rather than being a moment in which I felt any sort of stress or disorientation, I simply moved from one role into another until Maurice was able to return and step back into the “host” role he plays so well.
Let’s put that story into context by getting right into a concrete definition of what we’re exploring:
Connected Learning, as Mimi Ito from the Digital Media Lab Research Hub has described it, is an “equitable, social, and participatory” approach to learning…and it’s no coincidence that I used similar words to describe T is for Training—just as I would describe so many of the training-teaching-learning experiences all of us are attempting to foster these days regardless of whether we’ve thought to label them as “Connected Learning.”
As we can see from this segment of an infographic from the Connected Learning site, Connected Learning “draws on the power of today’s technology to fuse…interests, friendships, and…achievement through experiences laced with hands-on production, shared purpose, and open networks.”
The creators of that site also describe it as a “Learning Approach Designed for the Demands and Opportunities of the Digital Age: Powerful, Relevant, Engaging.” They point out that it is centered on the ideas that “learners are the focus”; “[w]e build on the basics”; [w]e connect three critical spheres of learning: academics, a learner’s interests, [and] inspiring mentors and peers”; “[w]e harness the advances and innovations of our connected age to serve learning”; and “[m]aking, creating and producing are powerful paths to deeper learning and understanding.”
Let’s look at each of those elements.
From the Connected Learning website:
“Connected Learning is an educational approach designed for our ever-changing world. It makes learning relevant to all populations, to real life and real work, and to the realities of the digital age, where the demand for learning never stops.
“Learners are the focus: Specifically, developing lifelong learners with higher-order skills.”
Link: http://connectedlearning.tv/what-is-connected-learning
Just as pumpkin patches grow from the nurturing of hundreds of pumpkins, learning is a process that grows through the careful development of connected elements that are built one upon another.
From the Connected Learning website:
“We build on the basics: The basics are important, but not enough for youth to thrive in our rapidly-changing world.”
Link: http://connectedlearning.tv/what-is-connected-learning
Let’s also think about what we know from learning theory:
Learning doesn’t take place in a vacuum. Learners acquire new skills by building upon what they already know. We can facilitate that process by helping our learners make connections between what they already know—as I’m doing here, with you—and what they are continuing to learn.
What we’re seeing here is a wonderful example of Connected Learning in action. The facilitator in the foreground is one of four working in that auditorium with peers who are learners. She and the others are completely engaged in two-way exchanges designed to facilitate the learners’ abilities to seek and nurture opportunities for collaboration between library staff and members of nonprofit organizations in their shared communities. The nonprofit and library representatives had brief periods of time to learn about each other and see where their overlapping service needs might provide the foundations for collaborations. And you just know that because everyone had a stake in finding ways to work together, the sessions ended with the beginnings of collaborative efforts already coming together.
From the Connected Learning website:
“We connect three critical spheres of learning: academics, a learner’s interests, [and] inspiring mentors and peers.”
Link: http://connectedlearning.tv/what-is-connected-learning
As we look at that image again, let’s think about a few obvious critical spheres of learning worth exploring…
Staff training offerings
Learning opportunities for library users
The roles of libraries as learning organizations in collaboration with other learning organizations and learning opportunities (e.g., conferences, existing online learning opportunities)
If these efforts are grounded in a commitment to connecting critical spheres—in learning and beyond—we’re likely to continue seeing the successes that so often grow from effective Connected Learning endeavors.
From the Connected Learning website:
“We harness the advances and innovations of our connected age to serve learning: Just as earlier generations tapped the tools of their time to improve learning, we must do the same in the digital age.”
Link: http://connectedlearning.tv/what-is-connected-learning
We see possibilities here in numerous options discussed in PCI Webinars sessions and many other learning communities:
Incorporating Skype and Google Hangouts into our learning toolkits, as some of us from T is for Training did earlier this year from the American Library Association 2015 Midwinter Conference
Finding ways to support learners involved in massive open online courses, as New York Public Library does by creating space for MOOC participants who want to meet face to face while their online course is underway
Highly interactive webinars—like those we do so often here—as opposed to the “I-Lecture, You-Listen” offerings that leave learners with events rather than a process that makes learning stick. (Think, for example, of how often we leave these sessions with concrete action and learning steps that are meant to extend this from an hour-long diversion into something that is one of thousands of learning moments that contribute to an overall construction of meaningful lifelong learning.)
From the Connected Learning website:
“Making, creating and producing are powerful paths to deeper learning and understanding: Connected learning asks learners to experiment, to be hands-on, and to be active and entrepreneurial in their learning, recognizing that this is what is now needed to be successful in work and in life.”
Link: http://connectedlearning.tv/what-is-connected-learning
From observing and engaging with colleagues and from attending other PCI Webinars sessions, you know how much the maker movement and makerspaces are helping to support learning that produces concrete results as well as tangible learning objects:
Our time together often concludes with you having created a simple, actionable plan for how to continue your learning experiences after you leave these webinars.
You see interesting, innovative approaches to learning as they play out in makerspaces within your libraries and other organizations.
You know that engaged learners of all ages find pleasure and identifiable rewards that keep them—and us—coming back for more rather than seeing training-teaching-learning as a burden or something that detracts us from our “real” work.
So as we reach the end of this introduction to and review of Connected Learning basics, let’s note something else well worth keeping in mind:
We don’t need to spend 24 hours a day, seven days a week, overtly promoting or thinking about Connected Learning, nor do we need to wear t-shirts or baseball caps with the words “I love Connected Learning” on them.
Promoting or even focusing on Connected Learning at that level would be similar to spending 24/7 thinking about and promoting the air we breathe:
It’s there.
We appreciate it.
And, when it’s good, we thrive in it.
That’s how Connected Learning is once we become comfortable with it.
With that in mind, let’s use the remainder of our time together exploring what we’re already doing within the realm of Connected Learning, see what we can learn from our colleagues’ efforts, and see what we can do to use Connected Learning principles to produce learning opportunities that serve us, our colleagues, our libraries, and the library users we ultimately serve through our day-to-day efforts.
The first of several questions to move us further into Connected Learning…
What elements of Connected Learning are already present in your library?
As usual, I’ll read what is entered into the chat window so colleagues listening to the archived version of this program can draw upon the resources you identify.
A related question…
Leading a week-long online discussion with library colleagues exploring Connected Learning earlier this year, I wasn’t too surprised to see many initially expressing interest in the topic while, at the same time, raising plenty of questions about how Connected Learning could possibly work in their varied settings.
It only took a few days of asynchronous discussion among themselves for those questions to be replaced by something very encouraging:
Ideas about how they could build upon what they were already doing and more effectively engage their learners through Connected Learning principles.
Here are excerpts from what they came up with:
“I have been teaching by lecturing and then, time permitting, allowing the students to get on the computer to find relevant books, articles, etc…. One idea would be to add more social media to the subject and assignment-specific Lib Guides that I have created….We do encourage project-based learning through small group study rooms where smart classroom technology is installed and we offer a room dedicated to the media students. There, they work collaboratively on their assignments.”
“I am an academic librarian at a small private university. I think connected learning can help our library staff view bibliographic instruction sessions differently and integrate more activaties that provide students with opportunities to make more connections between their own interests and the resources the library can provide….It might also give us an opportunity to reach our online and remote students in new ways, as we have previously struggled to reach this portion of our student body.”
“One of the things I like about the idea of connected learning is the ability to make it into small snippets of learning. It also gives us that opportunity to tailor the subject to each individual needs to learn. In my system (as I assume in most) we have many ages and technological comforts. What strikes me is the opportunity to take the conversation further using connected learning.”
“When I started working at the Public Library 6 months ago, I was impressed with the amount of technology that was offered. As time went on I noticed that the majority of our Patrons that used the Technology were Adults. Being that we work/live in an area with a large population of school age children, I was very surprised….I think as a library we need to go to the schools and ask how we can better serve our community. We need to find out why the students are not using the new equipment and what they need. We need to market our space as a meetup/maker space. IT would be helpful to find expert volunteers as well.”
And just so we don’t lose sight of the underpinnings of what is happening here: the ideas came out of a learning opportunity much like the one you’re helping create here through PCI Webinars today. By focusing a bit on Connected Learning, we’re easily finding ways we can further incorporate it into what we’re doing.
Those of you who are already seeing possibilities will find plenty of additional inspiration in a wonderful report that itself contains a variety of Connected Learning case studies:
This report put out by the Digital Media Lab Research Hub and available for free download at the URL listed at the bottom of this slide.
It leads us through an engaging discussion of Connected Learning principles and Connected Learning in action. It provides examples that can easily be replicated in libraries and does include a case study on the Chicago Public Library YOUmedia center. And it leaves us with plenty of inspiration and encouragement.
As I wrote after first reading the report:
By the time we reach the end of the report, we have a clear understanding of the challenges and the rewards of adapting connected learning wherever it can be applied: “Online information and social media provide opportunities for radically expanding the entry points and pathways to learning, education, and civic engagement. Further, there is a groundswell of activity in diverse sectors that are taking to these connected learning opportunities, ranging from entrepreneurial young learners, open and online educational initiatives, technology innovations in gaming and other forms of learning media, new forms of activism, and innovative schools and libraries. The connected learning model is an effort at articulating a research and design effort that cuts across the boundaries that have traditionally separated institutions of education, popular culture, home, and community. Connected learning is a work in progress and an invitation to participate in researching, articulating, and building this movement (p. 87).”
--Building Creative Bridges blog, February 3, 2013; https://buildingcreativebridges.wordpress.com/2013/02/03/connected-learning-moocs-and-etmooc/
Since I’m clearly interested in helping you understand Connected Learning by showing how it plays out in Connected Learning environments, I suspect you won’t be surprised to learn that our third case study is a brief review of a MOOC—a massive open online course—that brought together some of the best innovators in Connected Learning for a semester-long exploration of how it fits into learning.
There’s plenty of great news here:
It inspired tremendous levels of interactivity among learning facilitators and learners themselves; it was, quite literally, one of those wonderful situations where everyone was a co-learner.
Some of us stayed together after the conclusion of the course to work together on a peer-reviewed paper that was published earlier this year.
The course materials and discussions remain available on the Connected Courses website (http://connectedcourses.net).
Let’s zoom in on that website home page a bit to see something else significant about what the Connected Courses community accomplished.
Looking below the row of colored tabs that include the terms “pre-course” and “why we need a why,” we see that this learning community continues to function as a community nearly a year after the course formally concluded—something we see in the best of the connectivist massive open online courses I’ve been lucky enough to join. The signs of activity are in those postings that begin at the bottom of this screenshot. They represent tweets, blog postings, and other interactions among Connected Courses community members that were still appearing last week as I was preparing for the webinar in which you’re participating today.
Inspired by what we’ve just reviewed, let’s engaged in some Connected Learning by addressing the question on this slide…
Again, I’ll read what is entered into the chat window so colleagues listening to the archived version of this program can draw upon the resources you identify.
There are obviously plenty of examples we could share if we wanted to be all-inclusive here. We could look at products coming out of makerspaces. We could look at what online learning communities develop and produce together in settings including connectivist MOOCs like the Connected Courses MOOC. And we could delve further into what the Digital Media Laboratory and Connected Learning Alliance, among others, are doing to expand the reach of Connected Learning.
But one very sweet example that I think captures quite a bit is this book which provides a “step-by-step guide to creating a global classroom.”
The fact that it addresses our topic quite nicely is only part of the story. The fact that it is a Connected Learning book that can be downloaded to your Kindle is also only part of the story. The real story here is that it was a project-based learning achievement produced by 27 Norwegian high school students under the guidance of their teacher, Ann Michaelsen…and that a few of the very young authors continued to serve as trainer-teacher-learners themselves by being interviewed on an episode of Steve Hargadon’s Future of Education series online shortly after the book was published.
[More information about the book and the authors is available at https://buildingcreativebridges.wordpress.com/2013/08/20/connected-learning-project-based-learning-and-learners-as-authors/]
So, where does that leave us?
With plenty of inspiration
With plenty of opportunities
And with plenty to do
…which, of course, leads to the most meaningful element of our time together today.
Time to engage in a bit of Connected Learning by preparing your own action plans—which, of course, can be further developed by borrowing from what you hear your co-learners say in response to the question on this slide…
We started with a clear definition of Connected Learning as an “equitable, social, and participatory” approach to learning.
We saw that learners are the focus in this approach.
We had a reminder that Connected Learning, as is the case with many great models of learning, builds upon basics to create something significant from interconnected smaller elements.
We saw that it works by connecting various spheres of our learning landscapes and harnesses advances and innovations.
We were reminded that it thrives through making/creating/producing.
And, through a variety of examples, we have seen that like any tech-supported learning opportunity, the technology remains the tool, while people remain the drivers—and the beneficiaries.
This is far from a new approach, but it certainly is one that takes advantage of our ever-changing educational-technology landscape. Through our collaborative efforts, we can continue finding ways to engage our learners—and ourselves—in ways that significantly contribute to positive transformations within the communities we serve.
A few more…
Our final wrap-up:
Any questions we haven’t yet addressed together?