Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
This presentation is for teachers and school personnel, such as school improvement committees, who are considering implementing blogging in the classroom.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
This presentation is for teachers and school personnel, such as school improvement committees, who are considering implementing blogging in the classroom.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
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
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
An Educational Leadership class presentation describing how to use data and information visualization in team leadership, change management, and complex problem solving. Also skills for developing infographics
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Building and Leveraging Social NetworksLaura Gogia
A introduction to network theory and the principles behind developing professional relationships through social media. Includes references to the work of Howard Rheingold and Bonnie Stewart.
Annotation-Centric Assessment of Blogging in Higher Education Laura Gogia
Open Education Conference 2015 Presentation on preliminary results from a study that aimed to explore the appropriateness of assessing student performance through student annotation use in digital learning environments
Open Access Publishing: An Author's PerspectiveLaura Gogia
A brief introduction to open access publishing for potential authors, presented at Virginia Commonwealth University's Open Access Week in November 2013.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
EDU-BLOGGING: A launch pad for connectivity, metacognition & personal learning networks
1. Laura Gogia, MD, PhD
@googleguacamole • www.lauragogia.com
Division of Learning Innovation & Student Success
March 16, 2016
EDU-BLOGGING:
A launch pad for
connectivity,
metacognition & personal
learning networks Photo Credit: Terranceandbecky.com
2. Photo credit: Flickr User Anonymous Account
BLOG
“a website containing a writer's own experiences, observations,
opinions, etc., and often having images and links to other
websites.” (Dictionary.com)
“diary of thoughts, ideas, and
innovations…” (Goyal, 2012)
“updated frequently” (Merriam Webster)
“often with opportunities for
readers to respond” (Sullivan, 2008).
12. AGGREGATING:
Collecting from the
information stream
ORGANIZATING: Filtering
information to make it
manageable
ANALYZING:
Understanding
implications & critiquing
sources
REPURPOSING:
Synthesizing &
transforming
information pieces
FEEDING FORWARD:
Sharing new knowledge
to receive feedback &
assist others
(Connectivist) Digital Workflow
Downes, 2008; Kop, 2011
13. What sort of pedagogical strategies are
associated with these educational principles?
Connected.
Networked.
Open.
16. My discussion of PLNs emerges from:
CONNECTED LEARNING LIT
• Groups: DML Research Hub ; Mozilla Labs; HIVE
• Geography: U.S.
• Sector: K-12 Informal Learning
• Example Articles: Gee, 2005; Ito et al., 2013; Ching et al.,
2015
CONNECTIVIST & TEAL LIT
• Groups: JISC
• Geography: U.K. & Canada
• Sector: Higher, Adult & Continuing Education
• Example Articles: Downes, 2006; Cormier, 2010;
White, 2011
17. Personal Learning Network
Credit: http://educationtechnologysolutions.com.au
Self-directed system meant to
support lifelong learning
through the development,
maintenance & leveraging of
digital networks.
18. Purpose of Personal Learning Networks
Create ParticipateShare
• Information
• Feedback
• Opportunities*
• Learning Products
• Presentation
• Dissemination
• Conversations
• Co-construction
* “Brokering”
19. • Connectivist alternative [augmentation] to learning
communities found in learning management systems.
Personal Learning Network
Cormier, 2010; Downes, 2007; Gee, 2005
21. Three ways to think about PLNs.
People &
Topics
Digital
Platforms
(Cormier, 2010)
Digital
Workflow
AGGREGATION: Collecting
from the information
stream
ORGANIZATION: Filtering
information to make it
manageable
ANALYSIS: Understanding
implications & critiquing
sources
REPURPOSING:
Synthesizing &
transforming information
pieces
FEEDING FORWARD:
Sharing new knowledge to
receive feedback & assist
others
22. SLACK
My PLN
GOOGLE
TWITTER
YouTube
WORDPRESS
INSTAGRAM
Research
(Papers, Articles, Reports)
Self-Reflection
Idea Composition
Receiving Feedback
Self-Directed Study
Work-Related Information
Resources for Presentations
Informal Learning Interests
Research & Experiments
Personal Relationships
Research & Writing Collaborations
Research (Organizations &
Professional Hashtags)
News & Informal Learning
Interests MY PLN
Digital Platform Lens
23. JISC – University of Oxford
Digital Resident & Visitor Project
https://www.jisc.ac.uk/guides/evaluating-digital-
services/mapping-process
Mapping Process
25. Self-Brokered
Opportunities
• Started an internationally attended journal club
• Been mentioned in international publications
• Peer-reviewed journal article
• Conference steering committee
• Invited seminars, panel talks, conference
presentations (Local & International)
• Countless conversations, research assistance,
mentoring, & support
26. Digital Workflow: An example
I participate in the Twitter component of a c-MOOC.
Through my Twitter interactions related to this hashtag, I become
recognized as someone researching connected learning.
I share my mock prospectus slides on my blog (via an embed
from slideshare.net)
I promote my blog post on Twitter, using the c-MOOC hashtag.
The same people with whom I tweet in the c-MOOC look at my
presentation and comment on my blog post.
27. I notice a trend in the comments (both on my blog and Twitter)
towards an interesting research question.
I propose the research question and summarize the
comments through a Storify (which I publish on my blog and
promote through Twitter).
Several scholars express interest; we communicate through
google plus and arrange times for regular google hangouts.
We collaborate via google hangout and google docs towards a
conference proposal and publications.
We become friends as well as professional colleagues.
28. Take Home Points
• PLNs are systemic approaches to student success &
are based on the development of sustainable personal
relationships.
• Student blogs provide a docking space & “calling card”
• Public nature broadens scope of access & audience
30. My discussion of e-portfolios emerges from
DIGITAL HUMANITIES
• Centers of Activity: Florida State; JISC
• Examples: JISC E-Portfolio Study 2008-2012;
Yancey, 2009
HIGHER EDUCATION
• Centers of Activity: AACU
• Examples: Kuh, 2008; Eynon, 2009
CONNECTED LEARNING
• Centers of Activity: DML Research Hub
• Examples: Sefton-Green (2014)
E-Portfolios
31. E-Portfolios as product.
“Filing cabinet in dialogue”
An aggregation of digital items,
evidence, reflections, and feedback
which presents the audience with
evidence of learning and/or ability.
Image Credit: https://blogs.uww.edu
JISC: E-portfolios 2008-2012
32. E-Portfolios as process.
In the process of creating presentational
e-portfolios, learners develop the key
skills of capturing evidence, reflecting,
sharing, collaborating, annotating, and
presenting.”
JISC: E-portfolios, 2008-2012
Photo Credit: Flickr User: Design Milk
33. E-Portfolios
• Easier to share with a variety of stakeholders
• More likely to be used longitudinally through
a student’s learning journey, rather than
isolated to one discipline, context, or course.
34. • More opportunities for presenting evidence
• Consistent with UDL principles
• Higher levels of student engagement
(Eynon, 2009; Yancey, McElroy, & Powers, 2012)
E-Portfolios support multimodal
expression.
Photo Credit: marketingland.com
35. E-portfolios support hyperlinking.
• Connect posts with other web documents to
provide source, background, or supportive
information.
• Order and reorder learning points and
accomplishments….In doing so, unexpected
patterns emerge across academic achievements,
professional pursuits, and personal interests
37. One-size-fits-all approaches to e-
portfolios do not work very well. So I’m
not suggesting that.
However, in terms of e-portfolios, some
component of blogging makes sense.
39. An E-Portfolio
BLOG
• Think pieces
• Reflections
• Summaries of papers, conference
presentations, &professional
experiences
• Working out sections of my
dissertation
• Platform for call for action*
41. Bringing it all together
E-Portfolios
Personal
Learning
Networks
EduBlog
A launch pad for
connectivity, metacognition, &
personal learning networks.
Editor's Notes
Definitions – many of us understand what a blog is. If you are less familiar, I like the dictionary.com definition as a base: A website containing one’s own experiences, often with images and links to other websites.
Others have likened it to a diary - not necessarily like a 12 year old’s journal, but more like a scholarly journal of thoughts, ideas, and innovations. Blogs are typically updated frequently and the often give readers the opportunity to respond.
Stick an edu- in front of it and it just becomes a faster way of saying course-related or educational-related blogging.
Today, I’m going to make an argument – that public edu-blogging is an essential element of digital age education, because a student blog acts as a launchpad for connectivity, metacognition, and personal learning networks.
By way of a brief review, digitally networked spaces are being explored as potential areas for relevant, engaging, and participatory learning. These educational environments run on the power of three intertwined concepts – open, networked, and connected.
Openness refers to education which is accessible and shared with others on a global scale. Open educators are interested in all aspects of equitable and accessible education including but not limited to the optimization of course formats and costs of educational materials and programming.
Networked emphasizes the impact and experience of decentralized or distributed information sources in the digital world. It focuses attention on the importance of interpersonal connection between learners and their peers, instructors, and other people. The goal of networked educators is to create digital learning communities that promote collaborative and cooperative learning. Networked learning spaces facilitate interaction and knowledge co-construction with the purpose of enabling students to function in and even leverage digital, decentralized environments.
Connected learning emphasizes the overlap between the diverse spaces in which people learn, including personal passion projects, peer organizations and cultures, and academic environments. Connected educators help student explore, develop, and drive their own learning lives, the compilation of informal and formal learning experiences that make up the student’s learner identity.
Last time we discussed that one of the pedagogical goals that ties these research communities and educational philosophies together is connectivity: the act of connecting current thought and experience with and across networks of people, other concepts, contexts, and times to create knowledge and inform future action.
As we discussed last time, connectivity draws from social learning theory, schema theory, threshold concepts, and concept mapping and knowledge transfer research to suggest
that students learning through the active, experiential process of making connections, reflecting on them, analyzing them, and making plans around what to connect next.
Digital educators are equally interested in supporting student development of digital workflows. In particular, connectivist-based scholars make the argument that students must develop skills necessary to filter, organize, remix, repurpose, and disseminate information.
So what sort of pedagogical strategies are associated with these educational principles?
Both the connectivist and connected learning literatures tend to point toward the benefits of personal learning networks and e-portfolio systems.
This is not to say that these are the only strategies associated with these pedagogical approaches, however I’m going to focus on these because of the role that blogging can potentially play in both
This becomes a useful moment to point out that blogging is a pedagogical tool , and it works within a system of digital and analogue tools and platforms that allow students to create personal learning networks and e-portfolios.
My discussion of PLNs emerges from the connected learning, connectivist, and technology-enhanced active learning literature.
A PLN is a elf-directed systems meant to support lifelong learning through the development, maintenance, and leveraging of digital learning communities
The purpose of PLNs is to act as a platform for
sharing information, feedback, and learning opportunities – and the connected learners call this last act “brokering”
Creating learning products, an act that comes with directly related skills around presentation and information dissemination
Participating in conversations and co-construction of knowledge
A quick note on brokering – according to Ching, faculty can use their PLNS to connect students with relevant learning opportunities such as events programs, internships, people, and other resources, theeboy supporting the ongoing development of students’ personalized, interest-driven learning. These faculty help seed the students’ personal learning networks and assist them in developing the necessary skills to develop and leverage them for themselves, so that students can eventually “self-broker.” In this way, plns become a sustainable source of lifelong learning, social capital, and opportunity.
P>NS emerged in the mid-2000s as a connectivist alternative to the closed educational spaces associated with learning management systems.
To summarize the differences between PLNs and LMS’s, PLNs:
Shift ownership of learning, knowledge, and social capital from the institution to the student
Shift the orientation of the learning from the individual course to more holistic and longitudinal definitons of learning (i.e.co-curricular, extracurricular, and home)
Increase the scope of potential resources from institution-based peers and instructors to the world. This last point is particularly important for students seeking mentorship and opportunities around niche or locally underrepresented interests.
There are at least three ways to conceptualize personal learning networks: digital platforms, people and topics, and digital workflows. The first requires the participant to create a concept map of the digital platforms and then identify how they use them. There is research to suggest that the creation of these concept maps and ensuing reflection and discussion can increase efficiency and engagement in digital workflows (i.e. productivity). The JISC-funded Digital Residents and Visitors Project provides a nice explanation of this process, as well as ideas for how to use it in a workshop or professional development setting.
The JISC-funded Digital Residents and Visitors Project provides a nice explanation of this process, as well as ideas for how to use it in a workshop or professional development setting.
Another way of looking at this is through the lens of people. This is a snapshot (October 2015) of the people in my personal learning network, seen through the lens of my Twitter interactions. Twitter is my primary digital residence. Approximately 40 of the listed individuals are academicians who work in areas related to digital pedagogies. Only ten are from my institution (and would therefore be available to me in a hypothetical university-based LMS). My relationships with those beyond my institution have yielded opportunities to publish in peer-reviewed journals, present at national and internationalconferences, give invited lectures, participate on conference steering committees.
So, the role of blogging in a PLN is best demonstrated through a discussion of PLNs as digital workflow. DML Research Hub collects stories and supports ethnographic and case student research about how students use personal learning networks to support their learning, but I’m going to supply you with one of my own.
In the fall of 2014, I participated in the Twitter component of DML Research Hub’s Connected Courses, a connectivist MOOC.
Through my Twitter interactions related to the course, I became recognized in this community as someone who researched connected learning.
Around that same time, I was developing and presenting a mock prospectus. I posted my mock prospectus slides on slideshare.net, embedded that presentation in a blog post that explained my research
I promoted my blog post on Twitter, using the c-MOOC hashtag so it would reach all those people who I was talking to about connected learning.
Well, those people took a look at my presentation and gave me feedback both on Twitter and on my blog post.
I noticed a trend in the comments that pointed to additional research questions.
I summarized the commentary and my argument for potential research collaboration in a Storify, which I also embedded in a blog post and promoted on Twitter using the courses hashtag.
Several scholars expressed interest in collaboration.
We spent the next 18 months communicating through Google hangouts, Google docs, and Google plus to develop conference proposals and publications. Ultimately, we became friends and professional colleagues.
Take Home Point:
Personal Learning Networks are systemic approaches to student success based on the development of sustainable personal relationships
However, in terms of logistics and necessary digital tools, student blog spaces provide a student controlled “dock” (or launch pad) for displaying calls to action and facilitating the organization of collaborative efforts.
Blogs provide spaces for longer format proposals and a “calling card” that wrangles a decentralized digital identity so that potential collaborators and employers may come to know who and what an individual might be able to achieve.
the blog posts must be public or else they cannot perform these necessary functions in a true PLN.
My understanding of e-portfolios emerges from the digital humanities, higher education, and connected learning literatures.
E-porfolios can be defined as products and processes for learning.
In terms of being a product, e-portfolios are an aggregation of digital items, evidence, reflections and feedback which presents the audience of evidence of learning and/or ability.
However, only some components of the e-portfolio are “presentational;” In fact, many aspects of the e-portfolio are process-related, an experimental learning sandbox in which students develop the key skills of capturing evidence, reflecting, sharing, collaborating, annotating, and presenting.
Digital, electronic, or e-portfolios help students demonstrate coherence and integrated learning while developing a sense for connections, reflectiveness, and intellectual community (St. Olaf College, 2015). They are most often defined as a “set of materials gathered for a particular purpose and audience, and narrated or introduced by means of a reflective text” (Yancey, 2004, p. 94) and are most commonly associated with progressive educational approaches.
The digital platforms used in the creation of e-portfolios provide several pedagogical affordances not found in paper-based formats.
E-portfolios support also multimodal expression, which provides more opportunities for presenting evidence; encouraging students to express themselves through different modalities is consistent with universal design for learning and it has been associated with higher levels of student engagement.
Hyperlinks in e-portfolios allow students to connect content of their posts with other web documents, providing source, background, and supporting information. Moreover hyperlinks, along with categories and tags enable students to order and reorder, link, unlink, and relink their learning points and accomplishments….In doing so, unexpected patterns and connections emerge across academic achievements, professional pursuits, and personal interests
However, not all e-portfolio programs are created equal. Yancey found that students were most engaged in their e-portfolio projects when they had the most agency and choice over their e-portfolios in terms of aesthetics and structure.
A student blog can act as the entire portfolio or some procedural aspect (“the experimental sandbox”) for the e-portfolio.
My e-portfolio is an aggregation hub for reigning in the digital sprawl of my digital presence. It acts as a personal dashboard.
There are presentational components like the CV, videos, and writing links. There are links to active collaborative projects. The dashboard includes Twitter and Instagram feeds to offer a real time perspective on my activity.
The purpose of this post was to introduce personal learning networks and e-portfolios as two pedagogical strategies that embody digital participatory cultures and learning while also showing promise in terms of enhancing student engagement and success. Both of these strategies represent the development of "systems" - in terms of crossing digital (and nondigital) platforms and resources and in terms of spanning academic courses, informal learning spaces, and time. Blogging can and should play a role in both of these systems - it's not the only platform required (because systems always have more than one platform, right?), but it is one that plays an important role in both:
In a PLN, a student blog offers a student-controlled long-form platform for calls to action, other proposals, and organization. In an e-portfolio, a student blog offers a platform for connecting, reflecting, presenting, and experimenting. Do you see the overlap? I'm hoping that it is clear.
When students blog in public, the space simultaneously acts as a launch pad for PLN and e-portfolio activity. Does every blog post need to be public? Of course not. Do students need to be provided with opportunities to learn about Internet safety, privacy, copyright and ownership, and voice? Of course. Does every blog need to be easy to find? Of course not. However, providing students with opportunity to work in public opens the doors to tremendous potential for learning and professional growth, while giving them control (agency, choice) over their own education. It's worth the consideration.