This document discusses how learners in personal learning environments use various online tools and services to aggregate and share content, which can foster serendipitous and emergent learning. It presents findings from a study on the tools and services used by participants in open online courses to collect and share knowledge. The open and connected nature of these environments may lead to unexpected discoveries and realizations of hidden connections through interacting and connecting with diverse information.
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Malinka Ivanova
The document analyzes personal learning networks (PLNs) and how they can support optimizing teachers' effectiveness and productivity. It explores related work on networked learning and social networks. A survey of teachers from various countries and subjects was conducted to understand how teachers structure their PLNs using social media and what purposes they use their networks for. The results found that teachers actively use social networks like Facebook, Twitter and LinkedIn both personally and professionally to expand their knowledge and collaborate with others. The document discusses developing a model to optimize PLNs to better facilitate teachers' practice.
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
This paper presents how platforms initially designed to enable the construction of personal learning environments can help teachers and learners to aggregate their own MOOCs from resources freely available in the Cloud under Creative Commons licenses. Compare to the mainstream MOOC platforms like Coursera or EdX which are basically learning management systems open to external students, the proposed solution offers built-in social media features to boost opportunistic interaction and informal exchanges between students.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
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.
Dr Steven Warburton presented on design challenges for future learning environments that leverage social software. He discussed transforming bibliographic references and course content into social objects that can be commented on, tagged, and discovered through tools like Bibsonomy. Warburton also examined scaling learning through a distributed toolset that integrates personal tools and content across emerging technologies. Key challenges addressed leveraging models of virtual learning environments versus personal learning environments and understanding changing learner and educator roles and blurring formal and informal learning spaces with tools like educational blogging.
Professor Frank Rennie discusses how social networking can be used in education. He outlines several issues related to social networking, including what it is, how it is used, and how it can benefit education. Rennie also discusses different learning approaches that are well-suited to social networking, including associative learning, constructivism, and connectivism. He notes opportunities for further study around topics like complex adaptive systems and the attention economy in the digital age. Overall, Rennie argues that open access to user-generated resources is changing how information is used and that educational technology should exploit pedagogical approaches to enable worthwhile learning experiences through social networking.
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Malinka Ivanova
The document analyzes personal learning networks (PLNs) and how they can support optimizing teachers' effectiveness and productivity. It explores related work on networked learning and social networks. A survey of teachers from various countries and subjects was conducted to understand how teachers structure their PLNs using social media and what purposes they use their networks for. The results found that teachers actively use social networks like Facebook, Twitter and LinkedIn both personally and professionally to expand their knowledge and collaborate with others. The document discusses developing a model to optimize PLNs to better facilitate teachers' practice.
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
This paper presents how platforms initially designed to enable the construction of personal learning environments can help teachers and learners to aggregate their own MOOCs from resources freely available in the Cloud under Creative Commons licenses. Compare to the mainstream MOOC platforms like Coursera or EdX which are basically learning management systems open to external students, the proposed solution offers built-in social media features to boost opportunistic interaction and informal exchanges between students.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
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.
Dr Steven Warburton presented on design challenges for future learning environments that leverage social software. He discussed transforming bibliographic references and course content into social objects that can be commented on, tagged, and discovered through tools like Bibsonomy. Warburton also examined scaling learning through a distributed toolset that integrates personal tools and content across emerging technologies. Key challenges addressed leveraging models of virtual learning environments versus personal learning environments and understanding changing learner and educator roles and blurring formal and informal learning spaces with tools like educational blogging.
Professor Frank Rennie discusses how social networking can be used in education. He outlines several issues related to social networking, including what it is, how it is used, and how it can benefit education. Rennie also discusses different learning approaches that are well-suited to social networking, including associative learning, constructivism, and connectivism. He notes opportunities for further study around topics like complex adaptive systems and the attention economy in the digital age. Overall, Rennie argues that open access to user-generated resources is changing how information is used and that educational technology should exploit pedagogical approaches to enable worthwhile learning experiences through social networking.
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Take up my Tags: Exploring Benefits of Meaning Making in a Collaborative Lear...Sebastian Dennerlein
In the digital realm, meaning making is reflected in the reciprocal manipulation of mediating artefacts. We understand uptake, i.e. interaction with and understanding of others’ artefact interpretations, as central mechanism and investigate its impact on individual and social learning at work. Results of our social tagging field study indicate that increased uptake of others’ tags is related to a higher shared understanding of collaborators as well as narrower and more elaborative exploration in individual information search. We attribute the social and individual impact to accommodative processes in the high uptake condition.
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
This document discusses how learners can use personal web technologies (PWTs) like social bookmarking, blogging, and widgets to create personalized learning environments (PLEs) and networks (PLNs). It explains how PWTs support connectivist learning principles by allowing knowledge to reside in networks. While PWTs provide learning opportunities, they can also lead to issues like distraction, privacy concerns, and isolated "echo chambers" if not used critically.
Uni Bridges Workshop: Virtual Learning Environmentsdigimuve
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
This document discusses the use of information and communication technologies (ICT) in education. It defines ICT as technologies used to communicate, create, disseminate, store, and manage information, including computers, the internet, broadcasting technologies, and telephony. ICT in education refers to teaching and learning using technology as a tool to enhance the learning process across subjects. Examples of ICT used in education discussed in the document include mobile learning, virtual and augmented reality, learning management systems, massive open online courses, and various digital tools. The document also discusses how ICT has expanded Bloom's taxonomy of learning domains and enabled additional 21st century skills.
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
It's hardly easy to be softly hard: freedom and control in learning spacesjondron
The document discusses different generations of distance learning pedagogies and how they align with different structures. The first generation used instructivist pedagogies focused on individual learning. The technologies of this generation included CAI, textbooks, and one-way broadcasts. The second generation used social constructivist pedagogies centered around groups and collaboration. However, groups have limitations in terms of openness, scale, and preparation for lifelong learning. The document then examines how different structures like groups, networks, and collectives relate to different levels of freedom and control in learning.
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
The document discusses FORGE, a project that aims to enhance eLearning and research in ICT through remote experimentation. FORGE seeks to transform existing FIRE facilities, which are vital for European research, into a learning resource for higher education. It does this by developing methodologies and best practices for offering FIRE experimentation facilities to learners. FORGE will enable educators to easily create experiment-based learning resources using FIRE platforms and tools. It has produced an interactive electronic book containing networking courses that utilize remote FIRE facilities to introduce networking concepts.
Technological advances have enabled three generations of distance education pedagogies: 1) behaviorist/cognitive pedagogies emphasizing individual study, 2) constructivist pedagogies focusing on group learning, and 3) connectivist pedagogies based on network learning. Each generation is associated with different types of knowledge and technologies that both determine and are determined by the pedagogical approach. New technologies continue to enhance existing pedagogies while also enabling new forms of learning to emerge.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
- An open learning project at Nottingham Trent University used digital technologies to improve students' skills in creating online content, understanding copyright and attribution, and working collaboratively.
- Before the project, many students lacked confidence creating online and understanding copyright. After participating, more students used open platforms for assignments and properly attributed sources.
- Students reported improvements in digital skills, referencing skills, understanding professional values, and valued working in groups through the open learning experience.
This document discusses how educators can use social media and knowledge structures for professional learning. It begins by explaining how authentic learning through discussion can link to prior knowledge and be useful. It then outlines different types of social media and collaborative tools that educators are using, including social networks, collaborative environments, communication tools, and interactive tools. Specific examples discussed include Nings, Knols, wikis, blogs, and tools like SlideShare, Scribd, and Flickr. The document encourages educators to identify three tools to try and provides resources for continued learning on using social media for teaching.
PRESENTACIÓ LLIBRE: Dimarts 9 de juny. Hora: 19,30. Llibreria Jaimes, carrer València 318, Barcelona.
"Compromeses, vuit dones catalanes excepcionals" El text va acompanyat amb 133 imatges i fotografies de l’època
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Take up my Tags: Exploring Benefits of Meaning Making in a Collaborative Lear...Sebastian Dennerlein
In the digital realm, meaning making is reflected in the reciprocal manipulation of mediating artefacts. We understand uptake, i.e. interaction with and understanding of others’ artefact interpretations, as central mechanism and investigate its impact on individual and social learning at work. Results of our social tagging field study indicate that increased uptake of others’ tags is related to a higher shared understanding of collaborators as well as narrower and more elaborative exploration in individual information search. We attribute the social and individual impact to accommodative processes in the high uptake condition.
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
This document discusses how learners can use personal web technologies (PWTs) like social bookmarking, blogging, and widgets to create personalized learning environments (PLEs) and networks (PLNs). It explains how PWTs support connectivist learning principles by allowing knowledge to reside in networks. While PWTs provide learning opportunities, they can also lead to issues like distraction, privacy concerns, and isolated "echo chambers" if not used critically.
Uni Bridges Workshop: Virtual Learning Environmentsdigimuve
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
This document discusses the use of information and communication technologies (ICT) in education. It defines ICT as technologies used to communicate, create, disseminate, store, and manage information, including computers, the internet, broadcasting technologies, and telephony. ICT in education refers to teaching and learning using technology as a tool to enhance the learning process across subjects. Examples of ICT used in education discussed in the document include mobile learning, virtual and augmented reality, learning management systems, massive open online courses, and various digital tools. The document also discusses how ICT has expanded Bloom's taxonomy of learning domains and enabled additional 21st century skills.
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
It's hardly easy to be softly hard: freedom and control in learning spacesjondron
The document discusses different generations of distance learning pedagogies and how they align with different structures. The first generation used instructivist pedagogies focused on individual learning. The technologies of this generation included CAI, textbooks, and one-way broadcasts. The second generation used social constructivist pedagogies centered around groups and collaboration. However, groups have limitations in terms of openness, scale, and preparation for lifelong learning. The document then examines how different structures like groups, networks, and collectives relate to different levels of freedom and control in learning.
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
The document discusses FORGE, a project that aims to enhance eLearning and research in ICT through remote experimentation. FORGE seeks to transform existing FIRE facilities, which are vital for European research, into a learning resource for higher education. It does this by developing methodologies and best practices for offering FIRE experimentation facilities to learners. FORGE will enable educators to easily create experiment-based learning resources using FIRE platforms and tools. It has produced an interactive electronic book containing networking courses that utilize remote FIRE facilities to introduce networking concepts.
Technological advances have enabled three generations of distance education pedagogies: 1) behaviorist/cognitive pedagogies emphasizing individual study, 2) constructivist pedagogies focusing on group learning, and 3) connectivist pedagogies based on network learning. Each generation is associated with different types of knowledge and technologies that both determine and are determined by the pedagogical approach. New technologies continue to enhance existing pedagogies while also enabling new forms of learning to emerge.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
- An open learning project at Nottingham Trent University used digital technologies to improve students' skills in creating online content, understanding copyright and attribution, and working collaboratively.
- Before the project, many students lacked confidence creating online and understanding copyright. After participating, more students used open platforms for assignments and properly attributed sources.
- Students reported improvements in digital skills, referencing skills, understanding professional values, and valued working in groups through the open learning experience.
This document discusses how educators can use social media and knowledge structures for professional learning. It begins by explaining how authentic learning through discussion can link to prior knowledge and be useful. It then outlines different types of social media and collaborative tools that educators are using, including social networks, collaborative environments, communication tools, and interactive tools. Specific examples discussed include Nings, Knols, wikis, blogs, and tools like SlideShare, Scribd, and Flickr. The document encourages educators to identify three tools to try and provides resources for continued learning on using social media for teaching.
PRESENTACIÓ LLIBRE: Dimarts 9 de juny. Hora: 19,30. Llibreria Jaimes, carrer València 318, Barcelona.
"Compromeses, vuit dones catalanes excepcionals" El text va acompanyat amb 133 imatges i fotografies de l’època
The DESIRE project consulted science teachers, project managers, communicators and policymakers from 2011-2013 to identify how to more efficiently disseminate results from STEM education projects to teachers and schools. It analyzed stakeholders' experiences to determine the main obstacles and facilitators. The DESIRE survival kit provides recommendations for project managers and policymakers on how to plan and carry out dissemination of funded science education projects based on lessons learned. It identifies targets, obstacles to reaching them, and offers tools to create multiplier effects and mainstream results into policies.
The document discusses the evolving landscape of e-learning and new technologies. It examines how technologies are changing learner experiences and enabling new pedagogical approaches. The author explores open practices in education and questions how to best promote the adoption of new technologies and e-learning strategies among teachers.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
This document provides an overview of contemporary perspectives in e-learning research. It discusses the evolving e-learning landscape including new technologies, learner experiences, and pedagogical approaches. It also examines open practices in resources, courses, scholarship, and research. Key topics covered include the shift from Gutenberg to digital technologies, disruptive innovations, mapping pedagogies to technologies, and metaphors like ecologies, spaces, memes, and rhizomes for conceptualizing e-learning.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
The document discusses the evolving landscape of e-learning and the future of learning through new technologies and pedagogies. It outlines several key trends in technology including mobile devices, augmented reality, learning analytics, and cloud computing. It also discusses how the web has transformed from Gutenberg to Zuckerberg and the implications of disruptive technologies. New approaches to learning design are proposed to promote the adoption of e-learning strategies through interventions and the strategic use of learning management systems.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
This document discusses personal learning networks (PLNs) and professional learning networks. It provides information on how individuals can use their PLN for learning new things, asking questions, collaborating with others, finding validation, and staying connected with friends. It also discusses using tools like blogs, RSS feeds, and social networks to discover resources, have conversations, and form connections with other professionals to break through teacher isolation and collaborate. The goal of a PLN is to connect people and allow them to collaborate and contribute to each other's learning.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
Learning Ecology Potential Of Google EarthGerard Brady
The document proposes a pedagogical framework called a "learning ecology" to assess online learning tools and environments. It defines learning ecology as situated within communities of practice and occurring through network formation. The framework is used to analyze Google Earth's potential as a learning tool. While Google Earth supports spatial literacy and visualization, its current educational uses are limited. However, it shows potential as a learning ecology platform if its personalization and social connectivity features are further developed.
Generations and Change - Ont University Council 2012Terry Anderson
This document summarizes Terry Anderson's presentation on MOOCs, walled gardens, analytics and networks in multi-generation pedagogical innovations. It discusses the three generations of educational technology and pedagogy: 1) behaviorist/cognitive self-paced individual study, 2) constructivist emphasis on groups, and 3) connectivist focus on networks and sets. Recent developments discussed include open educational resources, learning analytics, MOOCs, walled social networks, and the unbundling of higher education services.
This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
What Is Social Learning Sandeep Rathod4 Wud2011UExS
Social learning refers to informal learning that occurs outside of formal training settings through communities sharing common interests. It typically involves sharing information through activities like rating, commenting, blogging, and collective authoring. Companies are increasingly recognizing social learning as a major component of employee learning and are looking to enhance these informal knowledge sharing activities.
Some key benefits of social learning strategies include promoting collaboration, breaking down communication barriers, enabling expertise sharing, and enhancing knowledge transfer throughout an organization. New technologies now allow achieving many social learning benefits through online environments. Younger learners expect to utilize technology and social networking in their learning. User experience design must consider how social media supports different learning styles and facilitates socially situated learning.
MOOC Design: Community MOOCs – Back to Basics, Back to the FutureEADTU
The document discusses community MOOCs and their pedagogical approach of encouraging active learning, content creation, and community building through connectivism, curation, and heutagogy. It emphasizes using universally available and familiar mobile platforms to combine the technical and pedagogical benefits of MOOCs with learner empowerment. Key aspects discussed include selecting tools like Google Docs and YouTube to host content, curating content and communities through metadata like search terms and languages, and building participation through feedback, progression of learner roles, and ground rules set with community input.
1) Dr. Alec Couros presented on academic collaboration and learning in a networked age, discussing how Web 2.0 tools can transform research, teaching, and service if academics build serious online presences.
2) The document discusses openness in education, arguing knowledge should be free and distributed through communities of practice, and that education benefits from open source experiences.
3) Couros shares lessons learned from open teaching practices like open access courses and shared resources that immerse students in greater learning communities focused on connections over content.
Conole ntu 1_oct epedagogies and social mediaGrainne Conole
This document discusses how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.
The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Content Aggregation and
Knowledge Sharing in a
Personal Learning Environment:
Serendipitous and Emergent Learning in
Open Online Networks
Mohsen Saadatmand, Kristiina Kumpulainen
University of Helsinki
Finland
2. First of all!
I like …
www.blog.schoox.com
Don’t you? www.govloop.com
5. Characteristicsabundance and the(Conole 2012)
The of disruptive technologies learner’s choice!
No central ownership
Ecology of abundance
Personalized digital learning environment
Pedagogy of Abundance
(Weller 2011)
www.disruptive-tech.com
8. Personal Learning
Environment (PLE)
A combination of social media-enabled systems,
applications and services which help learner to
take control of their learning by using them for
aggregating, manipulating, creating digital
contents and learning artifacts and sharing them
with others.
9. The Study
• Tools and services used by participants in open online courses for aggregating
contents and sharing knowledge as part of their PLEs
• Likelihood of serendipitous learning and emergent learning in the process of
seeking, aggregating and sharing contents using various web 2.0 tools and
services?
Online Ethnography
Auto-ethnography
10. Participants
MOOCs (Massive Open Online Courses)
Data
• Online survey
• Online semi-structured interviewing
• Online public data (blogs, FB groups)
• Participant observation
12. Semantic principles of learning in networks:
•Openness
•Connectedness
•Diversity
Unexpected discoveries, by accident and sagacity
(Kop, 2012)
13. The unanticipated benefits
of content aggregation
http://www.bethkanter.org/nten-curation/
• searching for knowledge may happen by chance, or as a by-product of the main
task
• surprising information and unexpected social relationships can lead to meaningful
learning
• unexpected realization of hidden, seemingly unrelated connections or analogies for
learning and research
(Buchem, 2010)
14. Emergence and unexpected
connections
Emergent learning (Williams et al. 2011)
• Self-organizing agents interact freely and openly
• Unpredictable and unprecedented
• Open and distributed
• Interactivity and connectivity
www.ideonexus.com
15. Conclusions
• Unanticipated benefits of content aggregation and
curation
• Openness and connectedness are important
• Abundance and disruptiveness may foster
serendipitous learning
• Serendipity as a great source for learning
• Need for more research to explore the value of
serendipty for learning
Examples of openeducationalpractices inhighereducation …..
With the advancement of Web 2.0 and yet other generations of Web (Semantic Web, Web 3.0 or Web X) [35] and their applications into learning, students can create and form different forms of learning spaces for themselves which are more learner-centered and gives more flexibility and autonomy for them to control their learning.we no longer in highereducationsomuchdepend on classroom and teachers as the majorsources of knowledge . Wearenotsomuchdepending, as itused to be , on libraries in phisicalform to goratherdigitaldatabasesembarking from institutionalized learning systems to more student-centered learning environments which is known as personal learning environments (PLE).
a term used quite often in TEL: Technically, the PLE represents the integration of a number of "Web 2.0" technologies like blogs, Wikis, RSS feeds, Twitter, Facebook, etc.— around the independent learner. PLE is a metaphor that embraces the potential of these emerging tech to promote learner-centered approaches to learning. It is not a single application but rather a collection of interoperating applications (Downes) In e-learning PLE is contrasted to LMS , learner centered- content centered, personal driven, institutional driven , open , closed A PLE is more of a concept than a particular toolset and a new approach to learning which is defined as distributed, personal, open, learner autonomous. The metaphor of PLE which is conceptualized based on web 2.0 tools and networked technologies, and refers to the one’s own knowledge management tools, services, resources and connections which shapes the individual’s educational platform to direct learning, is promising such learning ecologies which tend to be more open, personalized and networked. ---------------------PLEs represent pedagogic approaches of constructivist and connectivist learning that put learner at the center and gives more autonomy and control over the learning experiences. PLE is an evolving environment to fit the needs of learner and evolve as long as technology evolves.
Chatti 2010, “ A PLE is not only a personal space , which belongs to and is controlled by the learner, but is also a social landscape that offers means to connect with other personal spaces in order to leverage knowledge within open and emergent knowledge ecologies. (…)The distributed PLEs can be loosely connected to build a knowledge ecology (which) is open, distributed, diverse, emergent, self-organized, and learner-controlled
The word ‘serendipity’ was entered into the lexicon by Horace Walpole derived it from the Persian fairy tale 'The Three Princes of Serendip', (now Sri Lanka) whose heroes were always making discoveries, by accidents and sagacity, of things they were not in quest of [10]. An important component of this would be 'sagacity': the ability to connect unconnected facts to come to a valuable conclusion [9].Openness >how a person is willing to give and receive information, knowledge, opinions and ideas; connectedness and interactivity that how a person use different technologies to facilitate connectivity; and diversity in which how various people, groups and tools is person engaged with [32]. When individuals engage in a diverse load of resources and materials available for them online through different repositories, when they are connected to many networks and groups, and when they are open to share their thoughts freely and openly with others, the whole of these processes promote the possibility of unexplored incidents and unpredictable coincidences which we describe as serendipity and emergent learning. Knowledge in MOOCs is emergent and MOOC is a catalyst for creating an unpredictable knowledge base for what people is going to learning and which they are going to engage [27]. Downes [19] states that learning in networks entails some semantic principles including: diversity, autonomy, openness, interactivity or connectedness. These are the issues that make a PLE a dynamic entity for fostering serendipity.
. “For example, a search for information may launch the user off on a tangent that ends up being more productive than the original search query. In such instances, Bowles argues, serendipitous learning has taken place.” Buchem[8] discusses that surprising information and unexpected social relationships can lead to meaningful learning and enhance exploratory behavior. “The term «serendipitous learning» has been used to refer to learning through gaining new insights, discovering interesting aspects and recognizing new relations, which occurs by chance or as by-product of other activities. Serendipitous learning emphasizes the role of unexpected realization of hidden, seemingly unrelated connections or analogies for learning and research.” (P.2). This type of learning can occur by chance and as a by-product of other activities like information browsing through social status updates in micro-blogs [8].
In open networked contexts, serendipitous learning and emergent learning are connected to each other. Emergent learningis likely to occur when many self-organizing agents interact frequently and openly, with considerable degrees of freedom, but within specific constraints; no individual can see the whole picture; agents and systems co-evolve [23]. So emergent learning seems to have something with a mass of agents involved in a process or context for instance in networks and communities but, serendipitous learning can happen just with individuals themselves seeking and browsing information on the internet even without being involved in any networks or communities. Nevertheless, serendipity is also more likely to occur in networks and communities while an individual is diversely involved.