Local Learning Communities
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The document discusses the disruptive potential of massive open online courses (MOOCs) to reach millions of students globally through online classes. It notes that facilitating self-organized student learning communities can allow teachers to take on more of a facilitator role. A 2012 poll found that study group availability, practical exercises, hands-on projects, and access to experts were factors that increased student favorability of online classes. The document proposes a minimum viable product (MVP) of a web-based tool to help students in global online classes discover local study groups.
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This document summarizes two teaching vignettes that used blogs and the open web for student reflection and identity exploration. In the first vignette, an elementary education course used a blog for students to reflect on their teaching experiences and development of personal, situated, and professional identities. In the second vignette, a graduate course used a learning journal blog to build community and engage students in new media. Both experienced challenges around student privacy and time commitment, but blogging provided opportunities for active learning and preparation for future faculty roles.
Educause 2012 scaffolding
This document summarizes Dr. Julia Parra's presentation on collaboration and technology to scaffold online student success. The presentation discusses the benefits of group work for online students, challenges of online group work, collaboration tools that can be used, existing models for supporting online collaboration, an emerging four-phase model to scaffold group work, research on the impact of scaffolding group work, and resources provided.
How many online spaces do students need?
Solstice 2008 conference presentation on having less formal institutional spaces for student learning
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This document provides information about developing a digital writers' workshop. It discusses balancing traditional workshop models with incorporating digital experiences and tools. This includes introducing authors through digital means like YouTube videos, using blogs as mentors for craft and structure, and having students capture and share their writing process. The document emphasizes that teaching digital writing requires explicit instruction in choosing the right tools for different writing purposes and audiences, as well as developing digital literacy and networking skills. The goal is to help students see writing as a social practice and publication as the midpoint of the process.
You're a Leader - Lead!
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This document summarizes a presentation about the next generation of learning practices in the age of knowledge sharing and collaboration. The key points discussed include:
- How learning in the workplace is changing with the rise of enterprise social networks and new learning practices that are more collaborative.
- The importance of knowledge sharing and building personal learning networks for keeping skills and knowledge up to date.
- How traditional e-learning is becoming less effective and new approaches like connected learning and learning flows are emerging.
- The changing role of workplace learning professionals to encourage and support knowledge sharing across organizations.
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Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Student autonomy for flat learning and global collaboration
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Flat Students - Flat Learning - Global Understanding
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
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This document discusses promoting individual attention within large classroom groups. It suggests trying an experiment where the teacher works one-on-one with a student while the rest of the class listens and observes. The teacher is asked to reflect on whether this was different than usual, if the rest of the class was engaged, if the teacher's attention was fully on the student or dispersed due to worrying about the class, and if a connection exists between the quality of attention to the student and class engagement.
Edu 337 Week 3 Guidance
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
Leadership for connected & global learning: Session 1 connected learning - En...
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
Students' use of social media for academic studies - The connecting bridge be...
This document discusses how students use social media to support academic group work. It notes that while group work provides benefits, it can also be challenging to coordinate in person meetings for diverse students with different responsibilities. The research shares student perspectives on how social media and technology helped support group cohesion, trust, and productivity by providing an online space for communication, collaboration, and coordination between in person meetings. Insights from final year students and recent graduates illustrate how technology helped them develop effective group work skills and how they now apply those skills in the workplace.
Global Education Conference Keynote 2013
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
e-tivities: scaffolding learning online
The document discusses e-tivities, which are online learning activities designed by Gilly Salmon. E-tivities provide a structured framework to guide online learning through five stages: access and motivation, online socialization, information exchange, knowledge construction, and development. They aim to deliver social constructivist learning online through a learner-centered approach. E-tivities can be an affordable way for teachers without instructional design experience to develop effective online materials. When implemented as part of a structured team process, e-tivities can gradually build an organization's online learning capabilities.
Kickoff2012
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
Who Needs A VLE?
How one lecturer used a social network tool to engage his distance learning students in social interaction, discussions and blogging.
July 2012 Course identity
This document summarizes a research project on creating a sense of course identity through social networking platforms for undergraduate English students. Focus groups and interviews were conducted with students and staff. Key findings included that students felt social networking could help them feel part of the course and make friends, while staff emphasized the importance of physical space. Both groups agreed an alternative user-friendly platform with social elements, managed jointly by staff and students, could benefit course identity.
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The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
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Local Learning Communities
- 1. The ability to reach millions of students with a single course is the most disruptive force in education since Gutenbergs printing press. -- Steve Blank
- 2. Global Online Classes Local Learning Communities
- 3. “It's not exactly a matter of making my own role of teacher obsolete. If we do this right, I'll learn more about facilitating others to self-organize learning.” -- Howard Rheingold
- 4. Local Collaborative Learning Global Online Classes
- 5. Learned From Customers What makes students favor one online class? Study Group Availability Practical Exercises Hands On Projects Access to Experts (source: May 2012 poll of San Diego study groups for global online classes)
- 6. Benefits of Study Groups Feel like I'm headed towards failure in this class Don't give up. If you can, study with someone else, I know that is not easy, but maybe in your area there are friends who are taking the class and would be happy with a study group./ -- Umm Sulaim Iman Taqwa posted on ML-Class forum Mar 2012
- 7. New Value Proposition Web based tool to discover study groups for global online classes MVP!!! Later: Personal Learning Environment