Cnie2011 social networking in sp
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The document outlines an agenda to discuss how social networking software can help address higher dropout rates in self-paced distance education models. It will discuss examples from Athabasca University, TÉLUQ, and University of Montreal. The discussion aims to explore if social/networking tools designed for sharing, collaboration and relationship building can make a difference for learners in self-paced programs who have more freedom but lack community.
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Abstract. The importance of collaborative electronic textbooks in the context of Open Educational Resources has been growing worldwide. This paper presents an state-of-the-art analysis of collaborative methodologies necessary for the shared creation of collaborative books, with a more specific attention given to open academic textbooks. This paper explore the academic literature of general concept of collaboration to more specific task of collaborative writing and example of successful initiatives of open textbooks around the world. The main conclusion of this study is that the any methodology for such creation should depend heavily on the conformation and cultural context of the writing group.
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Nings To Knols Upload
This document discusses how educators can use social media and knowledge structures for professional learning. It begins by explaining how authentic learning through discussion can link to prior knowledge and be useful. It then outlines different types of social media and collaborative tools that educators are using, including social networks, collaborative environments, communication tools, and interactive tools. Specific examples discussed include Second Life, Middle School Portal, K-12 Online Conference, Google Wave, Eduspaces, and knols. The document encourages educators to participate in order to identify three useful tools and understand how social media can help educators. It provides resources for continued learning on the topics.
Social Learning in the Context of OpenLearn
This document discusses social learning on the OpenLearn platform. It defines social learning and the importance of learner-centered and collaborative approaches. It describes the types of learners and activities on OpenLearn, including participating in discussions, creating profiles, and observing others. Motivations for social interaction are examined, such as exploring content and connecting with others. The potential for OpenLearn to support lifelong learning and key competencies through flexible, personalized learning and networking is also discussed.
Affordances of an iPLE Network
1) The document evaluates the affordances of an iPLE (institutionally-powered personal learning environment) network in an undergraduate online course compared to a traditional VLE like Moodle.
2) Two groups were studied - a control group using Moodle and an experimental group using the iPLE network. Social network analysis found greater and more homogeneous social interaction in the iPLE group.
3) The iPLE is proposed to better enable students to contact their personal learning networks, providing more interaction facilities like instant feedback and discussions. It also helps students discover new resources through recommendations.
Edutec 2013 Costa Rica
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
Estonia E-Learning Conference 2011 - Tartu
Terry Anderson presented on the three generations of distance education pedagogies: behavioral/cognitive, social constructivist, and connectivist. The first generation focuses on self-paced individual study using direct instruction. The second generation emphasizes group learning and social construction of knowledge. The third generation involves networked learning where knowledge is distributed and emergent through connections in networks. Each generation is enhanced by new technologies and builds upon the previous ones, with skills and knowledge becoming more advanced and suited to lifelong learning in complex contexts.
AWESOME: A widget-based dashboard for awareness-support in Research Networks
This document presents the design and evaluation of AWESOME, a widget-based dashboard to support awareness in research networks. The dashboard was designed based on interviews with 42 researchers about challenges with awareness in their networks. Paper prototypes of the dashboard were created and evaluated against existing tools. User tests showed AWESOME performed better in being easier to use, less time-consuming, more supportive of technology/awareness needs, and helping researchers complete tasks more effectively compared to existing tools.
Learning Environments Research Group - Media Lab Helsinki
The Learning Environments Research Group (LeGroup) at the Media Lab Helsinki researches and develops new media tools for learning. The group takes a theory-based and design-oriented approach. Examples of past projects include Future Learning Environments, LeMill, and tools for reflection, participation, and informal learning. Current areas of focus include open education, self-monitoring, mobile learning, and augmented reality. The group's work brings together technology trends like growing computing and automation with learning trends involving formal/informal learning, social environments, and analytics/reflection.
Are Open Educational Resources the future of (e-)learning?
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
A networked learning perspective on teacher professional development
A networked learning perspective on teacher professional developmentMaarten de Laat, LOOK, Open Universiteit, The Netherlands
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.isajahnke ictml umea 2011-05-v1
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
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Cnie2011 social networking in sp
- 1. Hamilton May 2011 Bruno Poellhuber Terry Anderson Nicole Racette
- 2. Agenda 1. Problem and theoretical base (Terry) - 5 min 2. Objectives and methodology (Bruno) - 5 min 3. Athabasca (with ELGG tour) - 10 min 4. TÉLUQ - 10 min 5. University of Montreal - 10 min 6. General discussion - 20 min
- 3. Social Networking in Self Paced Models of Distance Education Self Paced, continuous enrolment programming maximizes learner freedom, accessibility and control Very little DE programming and research done on this model Canada’s largest and single mode universities use self –paced model
- 4. Associated with higher drop out rates Can Social/Networking Software Make a Difference??
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