Keynote: eWrapper Cluster_20Nov12

This document summarizes a presentation given by Helen Keegan about embracing social technologies in curriculum design. Some key points: 1) Keegan discussed several examples of incorporating social technologies at the University of Salford, such as BYOD (Bring Your Own Device) policies, international collaborations using hashtags, and mobile film projects across multiple platforms. 2) She emphasized concepts like openness, flexibility, learner agency, and designing for change. Curricula should blur boundaries, embrace serendipity, and be driven by learner interests. 3) Keegan showcased a transmedia storytelling project for a course where students collaborated on a mobile film across different media over multiple weeks.

alt.media : Create to Engage

Helen Keegan is a senior lecturer who discusses using creativity and engagement to create alternative media. She talks about topics like remix culture, memes, spreadability, and participatory culture. The document describes assigning students to create a mobile film project and experience an alternate reality game that engaged them through puzzles, codes, and an unexpected live reveal. The project inspired deep engagement and creativity in solving problems as a team.

Open Learning Broadly Construed

Patrick McAndrew

Learning and Teaching in Networked Publics

Social Media Training Workshop for SSI

pablo.thirteen

Social media tools are enabling more collaboration and sharing of ideas outside traditional structures. This "amateur innovation" allows anyone to share expertise. In schools, social media is being used to market the school, share student work, give reminders and praise, and update families during trips. While social media has benefits for learning, there are also risks like privacy issues, inappropriate content, and cyberbullying. Schools must consider policies around vetting comments, privacy settings, and legal liability when using social media.

Clc lf 2012

This document discusses connected learning and professional development in a digital age. It emphasizes that effective professional development requires shifting from isolated learning to connected learning in communities. Connected learning communities allow educators to collaborate locally through professional learning communities, globally through personal learning networks, and in focused communities of practice. This represents a shift to more active, collaborative, and reflective knowledge building.

Collaboration and teamwork are becoming increasingly important skills. New technologies now allow individuals around the world to work together. Examples discussed include Innocentive, which connects over 120,000 scientists and engineers to solve problems, and Wikipedia, where thousands collaborate on documents. The "Flat Classroom Project" uses tools like email, Skype and social networks to connect classrooms globally and foster understanding between students. Scientists in Antarctica also use blogs and online exchanges to share their work and educate the public through projects like "Ice Stories".

Guerilla Productions for Very Small Screens: Transformations through Mobile C...

This document discusses mobile filmmaking and creativity using small screens. It highlights how mobile devices can make everyday experiences and locations interesting by capturing them spontaneously and intimately. Quotes from filmmakers discuss how the technical quirks and limitations of mobile cameras can be aesthetically appealing. The document also examines how mobile filmmaking can be authentic, spontaneous, intimate, democratic and shareable. It considers how new media like mobile phones may disrupt traditional filmmaking practices or represent a blend of continuity and disruption when integrated into education.

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Social Networking with Our Students | digital identity, privacy & authenticity

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This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.

Trialling technology to grow writers

Connectededc catc

This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.

A Tweet and a Poke: How Educators Harness the Power of Social Networks

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Creativity In Learning

Keepingup hra2012

This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.

Tri-West Teachers Assoc

This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.

Social learning moira de roche

moiraderoche1

This document discusses social learning and how incorporating social media and online tools can enhance learning. It defines "mutant learners" who frequently use social media for learning versus "zombie learners" who are more skeptical. Top social learning tools like Twitter, YouTube, and Google Docs are highlighted. The presentation emphasizes designing learning with a bottom-up approach that harnesses tools learners already use and encourages collaboration over top-down control. The future of learning is predicted to incorporate 3D virtual worlds like Second Life to foster experiential learning.

Passion hilliard

This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.

Rethinking Learning in the Age of Digital Fluency

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Going Global - Schoolwires

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This document discusses preparing students to be global citizens. It provides context on the changing educational landscape and need for 21st century skills. Global problems require globally connected classrooms where students can collaborate across networks. The speaker advocates teaching students to be good local and global citizens through connected learning experiences and ensuring classrooms keep pace with how students live and learn online. Resources like the Global Education Conference can facilitate international projects to develop students' global competence.

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This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.

Yavneh

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.

Learning at the Speed of Mobile

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Authorspeak ce

This document discusses the concepts of connected learning and professional development. It introduces connected learning communities (CLCs) as the next generation of professional learning communities (PLCs) that are more connected through online networks. It emphasizes becoming a connected learner through developing personal learning networks (PLNs) and communities of practice. Professional development needs to change to focus on teachers as connected learners who engage in "do it yourself" PD through online collaboration and networking. The document provides definitions of key terms like community, networks, and connected learning and discusses how CLCs, PLNs, and communities of practice can support connected, self-directed professional learning.

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Why do people share online?

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This document summarizes a study into the motivations behind why people share content online. The study used ethnographies, interviews, and a survey to identify six personas of online sharers (Altruists, Careerists, Hipsters, Boomerangs, Connectors, Selectives) defined by their emotional motivations and values. Key findings were that sharing helps people connect with others, manage information, and fulfill emotional needs like feeling involved or validated. The document outlines guidelines for marketers to appeal to these motivations like building trust, keeping messages simple, and responding to shared content.

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Braille provides a recap of the Apocalypse family's story to the narrator who had been absent for over a year. Key events include Braille's grandmother becoming a space pirate and father clearing phone lines. Braille had several children including Diesel. A mysterious zombie woman threatened the family and Braille became a vampire. An ally named Kaya, who is the grandmother's zombie twin, provided clues but not all the answers. The narrator and Braille discuss the challenges ahead to lift more career rewards and find out who the "girl that brings green" is that will save the family.

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Social media has the potential to transform higher education but its use remains limited. It poses challenges as people's behaviors and identities online are different, and institutions are still focused on control rather than learning benefits. However, social media can enhance learning through social interaction, collaboration, and knowledge sharing if implemented properly. The document advocates for a pedagogical approach that leverages social media's interactive and engaging qualities by focusing on questions, community, and connectivity to drive learning rather than limiting its use. Action is needed to resolve tensions and integrate social media for learning enhancement.

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AALFs 21 Steps To 21st Century Learning Asb Unplugged Workshop

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Andy for HODs

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This document discusses the concept of a "second strand" of education that utilizes online and connection-centric learning. It argues that our view of education is changing from teacher-centric to learner-centric. The second strand consists of online learning where learners, mentors, content, and conversation are connected. In this model, parents become "learner facilitators" who help their children navigate online resources and the web becomes the classroom. Learner autonomy is emphasized. The roles of learner facilitators are discussed, including understanding learners' needs, curating appropriate content, bringing coherence to learning, and co-exploring as guides. Social learning theories support this facilitation approach. Web 2.0 enables online social learning by connecting learn

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ABSTRACT The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning. This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning. This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.

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This document discusses the concept of teachers as adaptive experts who engage in ongoing professional inquiry. It emphasizes that inquiry should be a fundamental part of a teacher's practice in the 21st century. The document provides examples of how teachers can frame questions about their students' needs based on data and observations, develop small trials to test approaches, and engage in continuous reflection and improvement. It also highlights the importance of collaboration, using student data and feedback to guide professional learning goals, and integrating technology strategically to support student-centered learning.

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