The document discusses designing a connected future for school libraries. It proposes taking a networked learning approach framed around principles of equity, participation and social connection. This involves cultivating connections between people, information and ideas. The library should act as a hub where passion-driven learning occurs through participation, interconnection, challenge and creation. A connected future is outlined as one that values, promotes and creates an environment of connectivity by connecting students, teachers and information.
This document discusses connectivism, which is a learning theory that describes learning as a social process facilitated by making connections between ideas and information. It provides an agenda that covers what connectivism is, influential theorists, examples of connectivism in action, and a concluding reflection. As an example of connectivism in practice, it describes an activity where students work in pairs and online to construct a shared understanding of imperialism by connecting their own ideas to build a network of concepts.
Connectivism -Learning in the digital ageJose Silva
Connectivism is a learning theory proposed by George Siemens that is suited for the digital age. It asserts that learning occurs through connections within networks, and that knowledge resides in diversity of opinions from specialized nodes. The ability to see connections and navigate complex information landscapes is more important than what is currently known. Seven broad trends including increased individualism and connectivity, immediacy, and blurring of physical and virtual worlds shape the need for connectivist learning principles like anchoring information, filtering, evaluating, and developing pattern recognition skills.
Connectivism sees learning as creating connections between nodes of information rather than knowledge residing in individuals. It emphasizes collaboration, creativity, and connectivity as important skills for the future. A connectivist pedagogy facilitates students learning from the world by making collaboration, creativity, and connectivity central to teaching.
The theory of connectivism proposes that learning occurs through connections within networks. Some key principles are that learning is an ongoing process of connecting information sources, knowledge of how to find information is more important than possessing it, and learning can occur outside of humans through online communities and databases. The document discusses how connectivism and flexible learning environments are well-suited theories and models for online learning in the digital age. It provides examples of using connectivism to create a flexible online space for sharing information and learning.
Connectivism is a new learning theory based on the concept of networking and connections. It posits that learning occurs through forming connections between information sources and that the ability to see relationships between different fields and concepts is a core skill. The theory shares similarities with established theories like Chickering's Seven Principles of Good Practice, which emphasize active learning and cooperation. According to connectivism, learning rests on diversity of opinions and maintaining connections to facilitate continual learning. The key aspects are that knowledge resides on networks rather than just within individuals, and that keeping current on information is important for learning in this digital age.
Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.
Connectivism is a learning theory that focuses on connections within networks. It posits that learning resides in the connections between nodes of information sources, including those found in non-human appliances and online networks. Knowing how to find and utilize information from diverse sources is more important than memorizing facts. Maintaining connections is key to facilitating continual learning, and the ability to see connections between different fields, ideas, and concepts is a core skill.
Connectivism is a learning theory developed by George Siemens and Stephen Downes that argues knowledge exists throughout a network and learning occurs as connections are formed within that network. The theory was proposed in response to limitations of existing learning theories in the digital age where knowledge and information grow exponentially. According to connectivism, learning is a process of connecting specialized information sources, and the ability to construct and evaluate the relevance of connections is important. Technology plays an integral role by facilitating networked learning and sharing of experiences.
This document discusses connectivism, which is a learning theory that describes learning as a social process facilitated by making connections between ideas and information. It provides an agenda that covers what connectivism is, influential theorists, examples of connectivism in action, and a concluding reflection. As an example of connectivism in practice, it describes an activity where students work in pairs and online to construct a shared understanding of imperialism by connecting their own ideas to build a network of concepts.
Connectivism -Learning in the digital ageJose Silva
Connectivism is a learning theory proposed by George Siemens that is suited for the digital age. It asserts that learning occurs through connections within networks, and that knowledge resides in diversity of opinions from specialized nodes. The ability to see connections and navigate complex information landscapes is more important than what is currently known. Seven broad trends including increased individualism and connectivity, immediacy, and blurring of physical and virtual worlds shape the need for connectivist learning principles like anchoring information, filtering, evaluating, and developing pattern recognition skills.
Connectivism sees learning as creating connections between nodes of information rather than knowledge residing in individuals. It emphasizes collaboration, creativity, and connectivity as important skills for the future. A connectivist pedagogy facilitates students learning from the world by making collaboration, creativity, and connectivity central to teaching.
The theory of connectivism proposes that learning occurs through connections within networks. Some key principles are that learning is an ongoing process of connecting information sources, knowledge of how to find information is more important than possessing it, and learning can occur outside of humans through online communities and databases. The document discusses how connectivism and flexible learning environments are well-suited theories and models for online learning in the digital age. It provides examples of using connectivism to create a flexible online space for sharing information and learning.
Connectivism is a new learning theory based on the concept of networking and connections. It posits that learning occurs through forming connections between information sources and that the ability to see relationships between different fields and concepts is a core skill. The theory shares similarities with established theories like Chickering's Seven Principles of Good Practice, which emphasize active learning and cooperation. According to connectivism, learning rests on diversity of opinions and maintaining connections to facilitate continual learning. The key aspects are that knowledge resides on networks rather than just within individuals, and that keeping current on information is important for learning in this digital age.
Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.
Connectivism is a learning theory that focuses on connections within networks. It posits that learning resides in the connections between nodes of information sources, including those found in non-human appliances and online networks. Knowing how to find and utilize information from diverse sources is more important than memorizing facts. Maintaining connections is key to facilitating continual learning, and the ability to see connections between different fields, ideas, and concepts is a core skill.
Connectivism is a learning theory developed by George Siemens and Stephen Downes that argues knowledge exists throughout a network and learning occurs as connections are formed within that network. The theory was proposed in response to limitations of existing learning theories in the digital age where knowledge and information grow exponentially. According to connectivism, learning is a process of connecting specialized information sources, and the ability to construct and evaluate the relevance of connections is important. Technology plays an integral role by facilitating networked learning and sharing of experiences.
Connectivism is a learning theory proposed by George Siemens and Stephen Downes that describes learning as a process that occurs within nebulous environments of shifting core elements - not entirely under the control of individual agents. It emphasizes how learning can reside outside of individuals as knowledge networks, and focuses on connecting specialized information sets. The theory is influenced by chaos, network, complexity, and self-organization theories. According to connectivism, knowledge is distributed across a network, and therefore learning consists of tapping into and navigating these networks. Teachers facilitate learning by maintaining connections and introducing students to new information. Connectivism addresses the challenges of continual learning in a digital age where knowledge is constantly changing.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
The outline of this presentation on Connectivism presented at the Teaching and Learning Research Series at the University of Western Cape (UWC) in South Africa addresses the following questions: What is it? Why is it? How is it? and Whose is it?
The document outlines a school district's vision and strategic plan to empower students for opportunities in the global workforce through the use of technology. The district aims to provide a 1:1 computing environment for students and teachers. It also wants to establish schools and libraries as community learning hubs that offer public wireless access and professional development. The strategic plan encourages project-based and problem-based learning using digital media to extend learning beyond the traditional school day.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
This document summarizes a presentation on exploring the digital university given at Macquarie University. It discusses how digital technologies have profoundly impacted higher education but true transformation in teaching and learning has been elusive. It then outlines a model for the digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environments. The second part of the document summarizes a case study of Edinburgh Napier University's efforts to envision their digital future through a working group examining areas like digital literacies and infrastructure.
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
Connectivism is a learning theory that posits knowledge is derived through connections within networks. It recognizes that learning is a continuous process impacted by shifting environments and available information. According to this theory, learning occurs by exploring and making connections between fields, ideas, and concepts through curiosity and actively seeking knowledge. Teachers must be aware of available networks and technologies to engage students in driving their own self-directed learning through connections.
Connectivism is a learning theory that posits knowledge is derived through connections in networks. Learning occurs through exploring and making connections between information sources over the internet and other technologies. According to this theory, knowledge exists across networks rather than solely within individuals. Effective learning requires actively seeking out and making connections between ideas, fields, and concepts from various sources. Teachers must be aware of available technologies and networks so they can guide students in driving their own learning through network connections.
Personal learning networks and personal learning environmentsTumelo Matlou
This document discusses personal learning environments (PLEs) and connectivism as a learning theory for the digital age. It explains that PLEs allow learners to take control of and manage their own learning through goals, content, communication, and achieving learning outcomes. PLEs involve self-organized learning across different contexts through personal web tools, networks, and experiences beyond formal education. The transition from PLEs to personal learning networks (PLNs) further supports lifelong, self-organized learning.
The document discusses modern approaches to teaching, including behaviorism, cognitivism, constructivism, and connectivism. It describes connectivism as a learning theory based on the premise that knowledge exists within systems and is accessed through participation. Connectivism views learning as creating connections within a network, where knowledge can reside outside of individuals. The principles of connectivism include that learning rests in diverse opinions and connecting information sources, and that the ability to see connections is a core skill. Connectivism learning activities aim for currency of knowledge and see decision-making as part of learning. Examples of media used in connectivism are provided such as social networks, forums, blogs, and portals.
The document discusses what a digital university might look like. It presents a model for a digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environment. Each theme is connected to the University of Dundee's learning and teaching strategy. The model aims to develop graduates who can shape society through global and local engagement, using technology and information effectively in interdisciplinary ways. It emphasizes self-regulated, collaborative and work-based learning through physical and digital environments.
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
The document discusses the shift from formal institutional learning environments to personal learning environments (PLEs) that recognize individual-driven lifelong learning. PLEs allow learning to occur across different contexts using various tools and take into account informal learning. They provide access to educational technologies for organizing one's own learning, including workplace and home learning. PLEs also facilitate connecting people and applications to support exploring ideas through trying things and social, concrete learning.
Ajay Garg, a Student of Padmashree Dr. D. Y. Patil Institute of Engineering and Technology, has been selected for INTED2011 (International Technology, Education and Development Conference) that will be held in Valencia (Spain) on the 7th, 8th and 9th of March, 2011. He has been selected for his innovative work on two Research Papers in Indic Languages and Next Generation Approach towards education. Ajay will be the only student participating from Pune and Pimpri-Chinchwad for "INTED2011".
Ajay has put forth a new proposition in Learning & Administration for effective education and literacy as a new paradigm in Virtual Universities, through which new and emerging technologies will empower university and college administration and staff to implement changes in processes without relying on direct support from IT professionals. In the present competitive world it is important to cope up with the demanding speed of changes to systems. Ajay's invention will help towards bringing education at the grassroot level.
Behaviorism, Cognitivism, Constructivism and other growing theories such as Actor-Network and Connectivism are circulating in the educational field. For each, there are allies who stand behind research evidence and consistency of observation. Meantime, those existing theories dominate the field until the background is changed or new concrete evidence proves their insufficiencies. Connectivists claim that the background or the general climate has recently changed: a new generation of researchers, connectivists propose a new way of conceiving knowledge. According to them, knowledge is a network and learning is a process of exploring this network. Other researchers find this notion either not clear or not new and probably, with no effect in the education field. This paper addresses a foggy understanding of knowledge defined as
a network and the lack of resources talking about this topic. Therefore, it tries to clarify what it means to define knowledge as a network and in what way it can affect teaching and learning.
The Evolution & Impact of Massive Open Online Courses - Final Oral Presentati...Rolin Moe
These slides accompany the final oral presentation for the research project "The Evolution & Impact of Massive Open Online Courses," a project done in partial fulfillment of the Doctorate of Education in Learning Technologies at Pepperdine University. This research will
The document discusses various topics related to elearning including different types of elearning models, the role of Web 2.0 and social software, challenges of keeping content up to date and students engaged, and how other educational institutions are incorporating new technologies like wikis, podcasting and virtual worlds into their programs.
The story of learning in university an introduction to connectivismHamideh Iraj
The document discusses the author's experience with traditional education and lack of preparation for independent learning. It then outlines key changes in the nature of knowledge and learning, including that knowledge is unstable and produced individually, learning speed and knowledge creation speed are more important, and learning happens through networks. It introduces the principles of connectivism - that learning rests in diversity of opinions and connecting information sources. It stresses the need for universities to teach students how to learn independently, realize what to learn, and learn through online networks and discussions. Organizations must also adapt to lifelong learning and knowledge management.
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Kay Oddone is a PhD candidate at the Queensland University of Technology who researches the pedagogical potential of personal learning networks (PLNs). A PLN is an individual's online network of connections to people, information, and resources that is strategically developed to provide access to informal learning. Developing students' PLNs can embed principles of excellent teaching by creating learning experiences that are active, participatory, open, self-directed, and exploratory. Some ways students can engage with their PLNs include consuming information critically from various sources, creating a digital portfolio through blogging, and initiating and maintaining social media connections to build their capacity as connected professionals.
Connectivism is a learning theory proposed by George Siemens and Stephen Downes that describes learning as a process that occurs within nebulous environments of shifting core elements - not entirely under the control of individual agents. It emphasizes how learning can reside outside of individuals as knowledge networks, and focuses on connecting specialized information sets. The theory is influenced by chaos, network, complexity, and self-organization theories. According to connectivism, knowledge is distributed across a network, and therefore learning consists of tapping into and navigating these networks. Teachers facilitate learning by maintaining connections and introducing students to new information. Connectivism addresses the challenges of continual learning in a digital age where knowledge is constantly changing.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
The outline of this presentation on Connectivism presented at the Teaching and Learning Research Series at the University of Western Cape (UWC) in South Africa addresses the following questions: What is it? Why is it? How is it? and Whose is it?
The document outlines a school district's vision and strategic plan to empower students for opportunities in the global workforce through the use of technology. The district aims to provide a 1:1 computing environment for students and teachers. It also wants to establish schools and libraries as community learning hubs that offer public wireless access and professional development. The strategic plan encourages project-based and problem-based learning using digital media to extend learning beyond the traditional school day.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
This document summarizes a presentation on exploring the digital university given at Macquarie University. It discusses how digital technologies have profoundly impacted higher education but true transformation in teaching and learning has been elusive. It then outlines a model for the digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environments. The second part of the document summarizes a case study of Edinburgh Napier University's efforts to envision their digital future through a working group examining areas like digital literacies and infrastructure.
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
Connectivism is a learning theory that posits knowledge is derived through connections within networks. It recognizes that learning is a continuous process impacted by shifting environments and available information. According to this theory, learning occurs by exploring and making connections between fields, ideas, and concepts through curiosity and actively seeking knowledge. Teachers must be aware of available networks and technologies to engage students in driving their own self-directed learning through connections.
Connectivism is a learning theory that posits knowledge is derived through connections in networks. Learning occurs through exploring and making connections between information sources over the internet and other technologies. According to this theory, knowledge exists across networks rather than solely within individuals. Effective learning requires actively seeking out and making connections between ideas, fields, and concepts from various sources. Teachers must be aware of available technologies and networks so they can guide students in driving their own learning through network connections.
Personal learning networks and personal learning environmentsTumelo Matlou
This document discusses personal learning environments (PLEs) and connectivism as a learning theory for the digital age. It explains that PLEs allow learners to take control of and manage their own learning through goals, content, communication, and achieving learning outcomes. PLEs involve self-organized learning across different contexts through personal web tools, networks, and experiences beyond formal education. The transition from PLEs to personal learning networks (PLNs) further supports lifelong, self-organized learning.
The document discusses modern approaches to teaching, including behaviorism, cognitivism, constructivism, and connectivism. It describes connectivism as a learning theory based on the premise that knowledge exists within systems and is accessed through participation. Connectivism views learning as creating connections within a network, where knowledge can reside outside of individuals. The principles of connectivism include that learning rests in diverse opinions and connecting information sources, and that the ability to see connections is a core skill. Connectivism learning activities aim for currency of knowledge and see decision-making as part of learning. Examples of media used in connectivism are provided such as social networks, forums, blogs, and portals.
The document discusses what a digital university might look like. It presents a model for a digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environment. Each theme is connected to the University of Dundee's learning and teaching strategy. The model aims to develop graduates who can shape society through global and local engagement, using technology and information effectively in interdisciplinary ways. It emphasizes self-regulated, collaborative and work-based learning through physical and digital environments.
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
The document discusses the shift from formal institutional learning environments to personal learning environments (PLEs) that recognize individual-driven lifelong learning. PLEs allow learning to occur across different contexts using various tools and take into account informal learning. They provide access to educational technologies for organizing one's own learning, including workplace and home learning. PLEs also facilitate connecting people and applications to support exploring ideas through trying things and social, concrete learning.
Ajay Garg, a Student of Padmashree Dr. D. Y. Patil Institute of Engineering and Technology, has been selected for INTED2011 (International Technology, Education and Development Conference) that will be held in Valencia (Spain) on the 7th, 8th and 9th of March, 2011. He has been selected for his innovative work on two Research Papers in Indic Languages and Next Generation Approach towards education. Ajay will be the only student participating from Pune and Pimpri-Chinchwad for "INTED2011".
Ajay has put forth a new proposition in Learning & Administration for effective education and literacy as a new paradigm in Virtual Universities, through which new and emerging technologies will empower university and college administration and staff to implement changes in processes without relying on direct support from IT professionals. In the present competitive world it is important to cope up with the demanding speed of changes to systems. Ajay's invention will help towards bringing education at the grassroot level.
Behaviorism, Cognitivism, Constructivism and other growing theories such as Actor-Network and Connectivism are circulating in the educational field. For each, there are allies who stand behind research evidence and consistency of observation. Meantime, those existing theories dominate the field until the background is changed or new concrete evidence proves their insufficiencies. Connectivists claim that the background or the general climate has recently changed: a new generation of researchers, connectivists propose a new way of conceiving knowledge. According to them, knowledge is a network and learning is a process of exploring this network. Other researchers find this notion either not clear or not new and probably, with no effect in the education field. This paper addresses a foggy understanding of knowledge defined as
a network and the lack of resources talking about this topic. Therefore, it tries to clarify what it means to define knowledge as a network and in what way it can affect teaching and learning.
The Evolution & Impact of Massive Open Online Courses - Final Oral Presentati...Rolin Moe
These slides accompany the final oral presentation for the research project "The Evolution & Impact of Massive Open Online Courses," a project done in partial fulfillment of the Doctorate of Education in Learning Technologies at Pepperdine University. This research will
The document discusses various topics related to elearning including different types of elearning models, the role of Web 2.0 and social software, challenges of keeping content up to date and students engaged, and how other educational institutions are incorporating new technologies like wikis, podcasting and virtual worlds into their programs.
The story of learning in university an introduction to connectivismHamideh Iraj
The document discusses the author's experience with traditional education and lack of preparation for independent learning. It then outlines key changes in the nature of knowledge and learning, including that knowledge is unstable and produced individually, learning speed and knowledge creation speed are more important, and learning happens through networks. It introduces the principles of connectivism - that learning rests in diversity of opinions and connecting information sources. It stresses the need for universities to teach students how to learn independently, realize what to learn, and learn through online networks and discussions. Organizations must also adapt to lifelong learning and knowledge management.
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Kay Oddone is a PhD candidate at the Queensland University of Technology who researches the pedagogical potential of personal learning networks (PLNs). A PLN is an individual's online network of connections to people, information, and resources that is strategically developed to provide access to informal learning. Developing students' PLNs can embed principles of excellent teaching by creating learning experiences that are active, participatory, open, self-directed, and exploratory. Some ways students can engage with their PLNs include consuming information critically from various sources, creating a digital portfolio through blogging, and initiating and maintaining social media connections to build their capacity as connected professionals.
This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
This document discusses trends in eLearning and education for the 21st century. It outlines how eLearning can transform learning by connecting schools and communities and supporting evidence-based practices. It also discusses ongoing work in New Zealand to improve connectivity, share online resources, and increase digital skills. Emerging trends include portable apps, browser-based tools, web 2.0 technologies, and a shift towards more personalized, lifelong learning without boundaries.
Educational design and innovative pedagogies for open and online teaching and...EADTU
1. The document discusses various emerging pedagogical innovations in open and online teaching and learning, including MOOCs, badges, learning analytics, seamless learning, crowd learning, and more.
2. It notes that these innovations are not independent of each other and instead fit together into new disruptive forms of education that transcend traditional boundaries.
3. The document provides examples and potential issues or considerations for several of the innovations, such as the need for support structures in MOOCs and privacy concerns regarding location-based learning.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Curriculum pathway to curriculum innovationJune Wall
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
Educational design and innovative pedagogies for open and online teaching and...Patrick McAndrew
This document discusses emerging trends in educational technology and pedagogy including MOOCs, badges, learning analytics, seamless learning, crowd learning, citizen inquiry, geo-learning, gaming, maker culture, and digital scholarship. It notes that these innovations are interconnected and have the potential to transform formal education by complementing traditional methods rather than replacing them. Key themes discussed are how to support less experienced MOOC students, using analytics to improve learning design, harnessing crowd knowledge flexibly, linking formal and informal learning across contexts, and empowering learner-driven making and investigation.
Schalk Louw Connectivism & Connective Knowledge 2009 Final ProjectSchalkMLouw
This document discusses connectivism and its influence on learning. It defines connectivism as the ability to construct and traverse knowledge networks. Successful networks have properties like diversity, autonomy, openness, and connectivity. The document examines the author's learning networks, which utilize tools like Facebook, Twitter, and blogs. It emphasizes that learning is not just the transfer of knowledge from educator to student, but that educators should encourage students to form their own networks and learn through connections that can last a lifetime. Finally, it discusses how the author's university incorporates connectivism principles into its learning management system and course design through features that enable blogging, peer assessment, and open discussions.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
This document provides an overview of a keynote presentation on connected learning and 21st century skills. The key goals of the keynote are to build a case for change in education and lay the foundation for the presenter's Powerful Learning Practice team's work. Some of the topics covered include the changing world and needs of students, defining connected learning, examining trends like mobile learning and open content, and discussing skills like collective intelligence and transmedia navigation. The presentation emphasizes that meaningful technology integration depends on innovative teaching approaches.
The digital learning landscape is being transformed by new media and communications technologies. Key trends include the rise of social media, Web 2.0 tools, and virtual spaces where people can socialize, learn, work and play. This shifting landscape has implications for how youth learn and socialize, challenging traditional schooling approaches. Effective digital pedagogy incorporates social learning, virtual environments, blended learning models, and learning networks that extend beyond institutional walls. Teachers must develop new digital literacy and technology skills to design engaging learning experiences in this new digital age.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
This document discusses new models for designing learning environments including pedagogy, technology, learning theories, and standards. It summarizes key technology trends impacting education like mobile devices, cloud computing, and open educational resources. Models for blended and online learning are presented along with learning theories including connectivism and heutagogy. Standards from ISTE, Quality Matters, and iNACOL are also referenced.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
The document discusses challenges and opportunities for educators in the digital age. It notes that today's learners are digital natives who are collaborative and co-creators of content. However, many educators remain "digital immigrants" who are more independent and single-source dependent. It emphasizes the need for educators to engage learners both in-person and online, and to participate in advanced pedagogical discussions. The document also outlines pressures like technological changes that are influencing educational design and the transition to more social models of learning.
The document discusses using cloud computing and social software tools to enhance teaching and learning. It describes how these technologies can encourage student-faculty interaction, cooperation among students, and active learning. Examples of social software tools mentioned include Twitter, YouTube, Google Calendar, Diigo, blogs, and Netvibes. The document advocates building online communities using these tools to facilitate collaboration, feedback, and presentation of student work.
1. The document discusses the shift from traditional professional development to connected, self-directed professional learning through online networks and communities.
2. Key aspects of connected learning mentioned include learning through collaboration and interaction, making connections to develop a learning network, and learning as a social process that occurs within communities.
3. Different types of online communities that can support professional learning are discussed, including personal learning networks for individual connections, communities of practice for collaborative knowledge-building, and professional learning communities for local, job-embedded collaboration.
1) Social media is becoming increasingly prevalent in students' personal lives and they want to see it integrated into their educational experiences for collaboration, communication, and a more social learning environment.
2) There are opportunities but also challenges for educators in utilizing social media, such as negotiating shifts in perceptions of authority and ensuring appropriate relationships between students and staff.
3) Social media can supplement formal learning by creating new channels for communication, learning from various sources, and exposing students to networking opportunities.
Open pedagogy can be thought of as having two key aspects: 1) an access-oriented commitment to learner-driven education, and 2) a process of designing architectures and tools that enable students to shape public knowledge. It values reducing barriers to learning through choices like open educational resources and accessible technology. It also prioritizes learner agency, production-centered learning, and student-curated resources. Effective open pedagogy involves providing online spaces for collaboration, inviting connections within and beyond the course, and using tools that consider student access and data/privacy issues. It recognizes students as fellow learners rather than consumers, valuing the humanity of education.
Do Twitter chats fill you with confusion and fear? Let this document guide you through the process of engaging in a fun and rewarding professional learning activity!
Twitter can be used to create connections for learning. The document discusses why Twitter and explains how the Twitter interface works, including how to write tweets, mention or tag other users, and use hashtags. It also provides an anatomy of a tweet, showing the typical components of a tweet like the account name, date, any links, mentions, hashtags, and metrics on shares and likes. The goal is to demonstrate how Twitter can function as a place for learning through connections with others on the platform.
Why Twitter? Why Now? Using Twitter to create connections for learningKay Oddone
A brief tutorial used to highlight the positive and negative ways that Twitter can be used, and how to leverage it for professional learning effectively. Aimed at newbies to Twitter.
This document discusses a study on how teachers experience professional learning through personal learning networks (PLNs). The research question asks how teachers experience professional learning through PLNs. The study uses a qualitative methodology to collect data from 10 teacher participants about their experiences with PLNs. Key findings indicate that learning through PLNs can transform professional learning by helping teachers enhance their content knowledge, understand themselves as professionals, and gain professional recognition - representing three tiers of "learning as a professional." Overall, the study provides insight into how PLNs support teachers as connected professionals who engage in ongoing learning and growth.
The document outlines a presentation titled "Make, Play, Learn" about investigating how play can stimulate creativity, engagement, discovery and learning. The goals are to explore new tools and technologies through hands-on exploration and to have fun while learning. It discusses how skills and experiences for future jobs are changing from consumption to creation and from classrooms to design houses. Resources for makerspaces are provided.
Kay Oddone successfully completed the course Open Networked Learning (ONL161) held from February 15 to April 24, 2016, which covered topics such as connecting and networking, digital literacy, collaborative learning, flexible and mobile learning, and open educational practices. The course comprised approximately 8 hours of work per week over 10 weeks, including collaborative problem-based learning and individual blog reflections. The certificate was issued on May 30, 2016 and signed by the five course organizers.
Augmented reality digitally enhances reality by overlaying additional digital information on the real world. It allows for a complete immersion in a digital world while still being grounded in reality. AR has significant potential for learning and assessment by enabling interactive and visual forms of learning. Examples of educational uses include using virtual objects to explore concepts, bringing large objects into the classroom for hands-on study, and making phonics fun with AR prompts. Teachers can create their own AR experiences using tools like Aurasma.
This document discusses the rise of ebooks and ereaders. It provides a brief history of ebooks, noting that ebook sales now account for 25% of all book sales in the US and are projected to reach 50% by 2014. It examines the advantages and disadvantages of ebooks compared to printed books. Finally, it considers options for accessing ebooks and their use in educational settings.
This is the introductory presentation I used for the whole day workshop that I ran as a consultant for Pearson. This workshop was run in both Sydney and Melbourne, for groups of Teacher Librarians, and focused on refreshing skills and knowledge as well as introducing and sharing new ideas.
Digital content curation is a strategy for managing information overload by finding, selecting, and organizing online content. It involves finding valuable information, evaluating it critically, adding context through annotations and commentary, and sharing it with others. The goal is to create a cohesive collection of resources rather than just accumulating information randomly. Curation requires search skills, critical thinking, and sharing curated materials through social media or library systems to build knowledge networks.
Lismore Diocese Teacher Librarians: Hack Your LibraryKay Oddone
This was the opening presentation for a day long workshop presented to the Teacher Librarian Network Group from the Lismore Catholic Education Diocese.
This document discusses the importance of digital literacy and critical evaluation of online information. It recommends the REAL strategy for students to evaluate websites: Read the URL, Examine the site's content and history, Ask about the author/publisher, and Look at the links. Following this strategy helps students analyze a site's reliability and assess the credibility of information on the internet. The document stresses that students need skills to critically analyze digital information online and verify the trustworthiness of sources.
Makerspaces - the hot trend right now in schools, libraries and education - but what is it about makerspaces that encourages learning, and are they really worth the time and effort for students, or just a fad that will gather dust when the next big thing comes along?
Develop your Professional Learning Network with Social MediaKay Oddone
This document discusses professional learning networks (PLNs) and how to develop one using social media. It defines a PLN as a teacher-driven global support network that decreases isolation. The benefits of a PLN include accessing ongoing learning, forming connections with others, and deriving competence from those connections. It recommends starting with platforms like Diigo, Twitter, Facebook, or blogging to connect with others, share resources and ideas, and gain different perspectives. Mobile apps allow sharing on the go. The document compares features of different tools and encourages growing one's PLN to continue learning and take advantage of opportunities to connect with others.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
4. wicked
/ˈwɪkɪd/
A wicked problem is a
problem that is difficult or
impossible to solve because of
incomplete, contradictory, and
changing requirements that
are often difficult to recognize.
Wicked?
5. How might we design a
connected future for
school libraries?
6. We live in a networked society.
Some context...
9. What students (and teachers) need now are
the skills to navigating networks in order to
find quality information, and being able to
make use of the connections available to
people and information to create, remix,
redesign and redistribute content (Jenkins,
2009).
10. How might we design a
connected future for
school libraries?
11. A pedagogical approach underpinned by
networked learning and connectivism,
framed around the values of equity, full
participation and social connection.
Connected learning:
12. Analogue Digital
Tethered Mobile
Isolated Connected
Generic Personal
Consumption Creation
Closed Open
David Wiley, CC:BY 4.0
https://www.slideshare.net/opencontent/openness-and-the-future-of-education
Networked learning:
13. • learning occurs through connections between people,
sources & the network
• learning occurs through seeing connections between
fields, ideas & concepts
• learning involves cultivating & nurturing the network
• learning depends on a diversity of opinions and currency
of information
Siemens, George (2005) Connectivism: A Learning Theory for the
Digital Age. International Journal of Instructional Technology &
Distance Learning (2)1 http://www.itdl.org/journal/jan_05/article01.htm
Connectivism:
14. https://dmlhub.net/publications/connected-learning-agenda-for-
research-and-design/
‘Connected learning is realized when a
young person is able to pursue a personal
interest or passion with the support of
friends and caring adults, and is in turn able
to link this learning and interest to
academic achievement, career success or
civic engagement.’ (p. 4)
https://dmlhub.net/wp-content/uploads/files/Connected_Learning_report.pdf
17. A model for the connected educator
Open Practitioner
(sharing, and transparency)
Connectivist Perspective
(learning through connections)
Growth Mindset
(always learning)
Network
identity
Connection
management
Social network
literacy
Accesses
Engages
Shares
Oddone, K & Lupton, M (2018) A conceptual model of the
connected educator (draft manuscript)
Dispositions Capabilities Actions
Enacted
through
Open
Pedagogy
Informed
through the
Personal
Learning
Network (PLN)
18. Three arenas of professional learning through PLNs…
Pedagogical
PublicPersonal
24. Designing a connected future step two…
use the connected learning design principles
Participation –
everyone can
participate
The library as hub
–
everything is
interconnected
Passion –
challenge is
constant
Creation –
learning
happens by
doing
25.
26. How might we design a connected
future for school libraries?
• By valuing connectivity
• By promoting connectivity
• By creating an environment that
encourages connectivity
• By connecting!
Good morning! I am thrilled to be here, to begin this exciting day of learning. For those of you who do not know me, my name is Kay Oddone. I have spent the past twenty years working in school, library and university environments.
At the moment, I am completing the final year of my PhD through Queensland University of Technology, working with Associate Professor Hilary Hughes and Dr Mandy Lupton. The focus of my PhD has been on the experience of teachers who engage with professional learning through personal learning networks (PLNs).
One of the best experiences I have had during my PhD happened earlier this year, as a result of my own PLN. I was invited to Lulea in Sweden, to work with the Pedagogical Centre of Lulea University of Technology. This experience was directly as a result of my own connected learning. Oskar and Malin were reading my blog, and decided to contact me as they were considering ways in which they might design their Undergraduate Degrees around PLNs and connected learning. My time there has confirmed my belief that it is essential that contemporary educators understand and create connected learning opportunities for our students. These opportunities will help students develop the connectedness capacities that they need to thrive in a society that is characterised by continual change and which demands life long learning.
It is hard to believe that we are 19 years into the 21st century. These 19 years have been challenging for school libraries and teacher librarians.
The 2017 Horizon Report for Libraries found that embracing the need for radical change is a wicked challenge facing academic and research libraries, and school libraries are no different.
The challenge as I see it is not so much embracing change – it is about communicating how the role of the library and the TL has and is changing so that others can understand how the library plays a vital role in this new context.
A wicked challenge is one which is complex to even define, much less address.
However, wicked challenges are not impossible to overcome. Design literature tells us that the way to resolve wicked challenges is to understand that completely new solutions are needed – and design thinking, which you will hear more about later today, is one strategy for framing problems and designing solutions which are radically innovative.
Design thinking often begins with a question. Today, my question is:
Coined by Jan van Dijk in 1991, and expanded upon by Manuel Castells, the networked society is one where key social structures and activities are organised around digital networks.
Previously our society was organised around groups, organisations and communities that were created by physical co-presence.
Our families were less geographically dispersed, and if we did have family and friends who lived far away, we might have talked with them a few times a year, or perhaps seen them at Christmas time.
We physically travelled to our workplace and we physically visited shops and offices when we wanted to conduct business.
Our community was built around local groups – the church, the sports club or the charitable organisation.
When was the last time you stepped inside a bank? A travel agent? A Government office? Today, much of our lives are lived ‘online’.
I would like you to stop and think about the past 24 hours. Can you do a rough count of how many times you have taken advantage of a digitally mediated network. You may have scrolled through Twitter, or sent an email, shared a photo on Instagram or Facebook, paid a bill, bought something online, completed an online form, booked a flight, borrowed an ebook, checked the TV schedule then watched TV gone to BOM for the weather, used GPS to navigate in your car, counted your steps on your morning walk…
Living in a networked society has massive implications for how we understand knowledge and learning, which is our core business as educators.
Social network literacy
Create, maintain and work with connections
Collaborate
Co-create
Move between different platforms and spaces online and offline
This is an exciting but very challenging time to be a teacher librarian.
We need a language to communicate these changes to others, and a strategy to plan for these changes. We began with the question ‘how might we design a connected future for school libraries?
One way may be to position the school library as a hub for connected learning.
Connected learning is both a learning strategy and a blueprint for learning design.
Using a connected learning approach may give a pedagogical language to describe the innovations the school library is undertaking so that they may be more easily communicated to the school community.
It may also give direction for future innovations – by providing a strategic framework that guides the role of the library as central hub within the school.
Connected learning is a pedagogical approach, underpinned by networked learning and connectivism. It is framed around the valued of equity, full participation and social connection.
Networked learning and connectivism are the theoretical explanations for how learning happens in networked contexts, and
connected learning provides a framework for understanding how we might bring about this type of learning in practice,
so that learners have equitable access, are challenged to take active part in their learning and are able to learn and connect with others.
So to understand connected learning, we need to investigate networked learning and connectivism.
Networked learning explains how learning takes place in networked contexts.
Learning used to be analogue. It was the transmission of a physical signal from one source to another.
To receive this transmission, you had to be tethered, usually to a teacher or the source of information (e.g. the book) and this meant you were isolated.
You had to be in a particular physical setting, with the information source in order to receive it. Learning was generic.
There was one teacher or book for many receivers, and the receivers consumed this information and this was what we called learning. It was a closed system. Only the teacher and learner were involved.
Networked learning describes learning when information and resources are no longer analogue.
They are digital – represented by a series of zeroes and ones. This has a huge influence on how we understand what knowledge is, and what learning is.
Because digital information is easily replicated, it is no longer limited to one isolated source such as the teacher or the book.
It can come via multiple streams, and because of mobile technology, we can receive these streams anywhere that we can access the network. The network means that we are connected.
We can have many people and information sources communicating together at any time – and this can be synchronous or asynchronous.
Because information is now digital, we can personalise it. Not only is there more information accessible, it can be easily altered or remixed to make it more suitable to our personal needs.
If you had two books, and each one had a complicated diagram you needed to remember, you couldn’t cut the paragraph out of the books and glue the two diagrams side by side in another book.
Because of digital information, we can copy and paste each diagram, put them into a new document, import them into an app and manipulate them, add our own information and notes.
This brings us to creation. We all can create and add to digital information. And we do. Then we share it online.
Learning can be open in that I can publish my work on a blog and share it with the world, and anyone out there may choose to read it.
Previously I may have written the same things, but in a diary, where no one else except maybe family or friends may have had access.
This is what networked learning is. It recognises the context of learning, the information that we access and the connections that we have to information and to others as all parts of the learning process.
Connectivism builds on networked learning. It says that learning occurs by the process of making connections to other sources of information and to others.
Cultivating our connections and develop a diverse network means that we are more likely to consider the widest range of opinions, and the most up to date information.
It is not about what we know, but our capacity to make connections and learn through these connections that is what is important.
Connected learning recognises that learning happens through networks and connections.
It takes networked learning and presents a pedagogical framework that explains how young people might best take advantage of this capacity to connect with others for their learning.
It is about personalising learning (pursuing personal interests or passions) and connecting with others (friends and caring adults) and then linking this activity to academic achievement, career success or civic engagement – what we want for young people in our schools – to be academically oriented, to be developing their employability and to be taking an active part in community and society.
You can read in depth about connected learning in this free report which can be downloaded (just google Connected Learning pdf) or go to my blog and I will have all the links there.
Connected learning is based upon three learning principles and three design principles.
The learning principles are that learning is interest powered, that it is peer supported and that it is academically oriented. When students are following their interests, working with their peers they are likely to be engaged and motivated to learn. Most of the things that they are learning have academic flow ons – it might not be directly linked to curriculum, but it will be building skills, or knowledge that the young person is likely to be able to use or develop in a way that helps them grow.
The design principles are that learning is production centred, has a shared purpose and is openly networked. Basically this means that learning is active and hands on, focused on creating something – not just receiving information, but actually doing something with that information, applying it in some way to produce something. Having a shared purpose means it is the purpose for the learning that draws people together, not their age or their skill level – by taking advantage of connectivity, you can have older people guiding younger people, young people working together, a young person advising an older person. Shared purpose is what propels the group, not an artificial grouping like grade. Openly networked is what allows shared purpose and learning through production to happen. By allowing connections to happen, and work to be shared openly, the real, authentic learning may take place.
So what does connected learning look like in real life? As you know, I am not based in a school library currently. But my research over the past three years has shown me that learning through networks is highly personal, extremely flexible and different for everyone. I would like to share with you three vignettes from my research, that demonstrate how learning through networks can look very different for
People from all over the world, schools, universities, consultants, students…
Online community – drawn together for a shared purpose
Production centred: focused on producing new ways to predict and share emerging technologies and pedagogies
Openly networked: Slack channel , Web conferences, Blog
The library as a place of knowledge creation and exchange
Invite speakers other than authors and illustrators; a human library
Everyone can participate – students, staff, parents, community groups
Low barrier to entry – virtual and physical, 24-7 presence