New learning communities can be understood through a theoretical framework that draws from connectivism and the learning ecosystem model. Key aspects include personal learning skills, conversation across networks, dynamic and overlapping communities, and organic connections formed between learners. Collective leadership models from nature, like those seen in bioteams, provide examples of distributed leadership styles for new learning communities characterized by fluid roles and responsibilities.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
NMSU College of Extended Learning has integrated the concepts of learning ecosystems, connectivism, and bioteams to establish a framework for integrating course management systems, Web 2.0 tools, and social networks with new learning skills and contexts. The ecosystem model connects pedagogy and practice to tools, enhancing new learning communities. Strategies for implementing, fostering and assessing communities will be shared.
Resources at http://newlearningcommunities.pbworks.com/
Persons cited in this presentation are Siemens, Downes, Tittenberger, Gutl, Chang, Thompson, @hollyrae, @suceppib, @retazens, @nmsu, @desertjul, @tektrekker, @phlipper3000, @laurapresently
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.
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
NMSU College of Extended Learning has integrated the concepts of learning ecosystems, connectivism, and bioteams to establish a framework for integrating course management systems, Web 2.0 tools, and social networks with new learning skills and contexts. The ecosystem model connects pedagogy and practice to tools, enhancing new learning communities. Strategies for implementing, fostering and assessing communities will be shared.
Resources at http://newlearningcommunities.pbworks.com/
Persons cited in this presentation are Siemens, Downes, Tittenberger, Gutl, Chang, Thompson, @hollyrae, @suceppib, @retazens, @nmsu, @desertjul, @tektrekker, @phlipper3000, @laurapresently
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.
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
This document discusses the impact of Web 2.0 technologies and the shifting of control to end users. Key points include:
- Web 2.0 allows for interactive sharing of user-generated content through sites like YouTube, Flickr, and social networks.
- Control is shifting away from traditional gatekeepers to content creators and rankers as everyone can now access and share information.
- Learning is becoming more social and networked through personal learning environments leveraging social software.
- New technologies like cloud computing and mobile devices are changing how we create and access information.
- Institutions will need to adapt to how this new generation of "Web 2.0 citizens" operates and expects to learn in open
1. The document discusses the emergence of Web 2.0 technologies and their potential applications for education, including wikis, blogs, social networking, tagging, and user-generated media.
2. It outlines several pedagogical approaches using Web 2.0, such as collaborative writing, social object lessons, and storytelling with photos and videos.
3. Challenges of Web 2.0 integration are also examined, such as platform limitations, privacy concerns, and copyright issues. Academic adoption of these new technologies remains uneven.
This document discusses the emergence of Web 2.0 and gaming and their relevance to education. It covers topics like wikis, blogs, social media, virtual worlds, and how these can be used for pedagogical purposes. Gaming is analyzed in terms of its history, genres, economics and the arguments that games can promote skills like problem solving and social learning. The growth of fields like game studies and conferences on games and learning are also mentioned.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Emerging tech for teaching and learning: heading into fall 2008Bryan Alexander
This document discusses emerging technologies related to Web 2.0, gaming, and mobile devices and their potential applications in education. It covers topics like wikis, blogs, social networking, virtual worlds, games, podcasting, and more. It also discusses various pedagogical approaches using these tools, including collaborative writing, multimedia literacies, and skills developed through gaming simulations. Overall, the document takes an optimistic view of how these new media can enhance teaching and learning if integrated thoughtfully into academic contexts.
Emerging technologies for teaching and learning: into fall 2008Bryan Alexander
This document discusses the intersections between gaming and education in the context of Web 2.0. It notes that gaming is a huge, globally successful domain that is perceived as lacking seriousness. However, it argues that education can take advantage of existing gaming projects, services, and influence by modifying, hacking, and engaging in do-it-yourself literacy activities around new media like gaming.
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
This document discusses issues with over-emphasis on grading in education systems and the role of technology in perpetuating this. It argues that grades reduce complex human learning experiences to simplistic metrics, taking away student agency. Current digital tools and platforms are designed around assessment and ranking rather than relationship-building and emergent learning. The document calls for reimagining assessment approaches that focus on formative feedback, intrinsic motivation, and listening to students rather than surveillance.
Presentaiton to the NITLE Reed College Learning Management Systems meeting (http://nitle.org/index.php/nitle/opportunities/fall_2006/learning_management_systems_at_liberal_arts_colleges).
The document discusses how technology has changed how groups can interact and be together. It explores polarities around togetherness and separateness, interacting and publishing, and individual and group identities. It then examines how different orientations like meetings, projects, relationships, and individual participation can be supported through various technologies. Examples are provided of how the Birdwatchers community and KM4Dev network demonstrate different orientations. The document is intended to help people identify what technologies and tools might best support their specific community's needs and activities.
This document discusses the concept of a personal learning environment (PLE) where learning is facilitated through connections in a network rather than a traditional curriculum. It emphasizes active engagement over passive learning and sees knowledge as distributed across connections rather than contained within an individual. Effective learning involves skills in navigating complex connections, not just memorizing information. The PLE is composed of various tools and systems like RSS feeds, blogs and social networks that the learner uses to collect, organize and share information in a self-directed manner.
Online organisation techniques and a bit of connected learning theory – LT06Rob Flavell
The presentation explores serendipity on the web, folksonomies as organisational structures. I also touched on Connectivism (Social Constructivism?) and some of the learning theory associated.
Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Sy...Lane Wilkinson
Slides from my talk at ACRL/NY 2011. December 2, 2011. Baruch College, New York, NY.
Read a summary explanation at: http://librariesandtransliteracy.wordpress.com/2011/12/05/skills-that-transfer/
The document discusses the concept of "community" and how it relates to learning. It explores where individuals, small groups, and large networks fall on a continuum and how people's efforts can be aimed at different points on this continuum. The document also considers how facilitating roles, practices, and enabling participation across this continuum could support learning and connection.
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services such as access and identity management as well as license negotiation. Eduserv also funds research grants and sponsors activities related to teaching and learning in virtual worlds like Second Life. Some of the projects it has funded include researching learning in online social worlds like Second Life and World of Warcraft, developing computer modeling tools and online communities, and creating an open source platform called Sloodle that combines Moodle and Second Life.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Introduction to Online Creative CollaborationKurt Luther
This document discusses online creative collaboration through examples like Mass Animation, Mozilla Firefox, and Star Wars Uncut. It then summarizes research on collaborative projects like Wikipedia and Newgrounds. For Newgrounds collaborations, the document outlines challenges collaboration leaders face in structuring projects, directing artists, and integrating animations. Leaders must balance authority with egalitarianism to avoid artists dropping out or projects remaining unfinished.
Critical Pedagogy, Organic Writing, and the Changing Nature of ScholarshipJesse Stommel
This document summarizes key ideas from the provided text about critical pedagogy and organic writing. It discusses how critical pedagogy interrogates power hierarchies and is emergent and not ideologically neutral. It also discusses how organic writing is generative and maximized in the digital environment by rebuilding audience, exposing composition layers, and inviting participation. The summary is in 3 sentences as requested.
Este documento presenta varios problemas aditivos y sustractivos para resolver, incluyendo cuántos gatos tiene Francisca ahora después de que se escaparon 6 de sus 12 gatos originales, cuántos perros tiene Nicolás ahora después de que su tía le dejó 5 perros para cuidar además de los 5 que ya tenía, y cuánto dinero tiene Camilo ahora después de haber colocado $10 en su alcancía que originalmente contenía $27.
Este documento presenta una propuesta para mejorar el uso de las TIC en el aprendizaje de los alumnos con discapacidad visual del nivel básico de la Unidad Educativa Vicente León. Se identifican estrategias para el aprendizaje de personas con discapacidad visual y se determinan programas necesarios. El objetivo es mejorar la calidad de vida de estos estudiantes a través del uso de las TIC en su educación.
This document discusses the impact of Web 2.0 technologies and the shifting of control to end users. Key points include:
- Web 2.0 allows for interactive sharing of user-generated content through sites like YouTube, Flickr, and social networks.
- Control is shifting away from traditional gatekeepers to content creators and rankers as everyone can now access and share information.
- Learning is becoming more social and networked through personal learning environments leveraging social software.
- New technologies like cloud computing and mobile devices are changing how we create and access information.
- Institutions will need to adapt to how this new generation of "Web 2.0 citizens" operates and expects to learn in open
1. The document discusses the emergence of Web 2.0 technologies and their potential applications for education, including wikis, blogs, social networking, tagging, and user-generated media.
2. It outlines several pedagogical approaches using Web 2.0, such as collaborative writing, social object lessons, and storytelling with photos and videos.
3. Challenges of Web 2.0 integration are also examined, such as platform limitations, privacy concerns, and copyright issues. Academic adoption of these new technologies remains uneven.
This document discusses the emergence of Web 2.0 and gaming and their relevance to education. It covers topics like wikis, blogs, social media, virtual worlds, and how these can be used for pedagogical purposes. Gaming is analyzed in terms of its history, genres, economics and the arguments that games can promote skills like problem solving and social learning. The growth of fields like game studies and conferences on games and learning are also mentioned.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Emerging tech for teaching and learning: heading into fall 2008Bryan Alexander
This document discusses emerging technologies related to Web 2.0, gaming, and mobile devices and their potential applications in education. It covers topics like wikis, blogs, social networking, virtual worlds, games, podcasting, and more. It also discusses various pedagogical approaches using these tools, including collaborative writing, multimedia literacies, and skills developed through gaming simulations. Overall, the document takes an optimistic view of how these new media can enhance teaching and learning if integrated thoughtfully into academic contexts.
Emerging technologies for teaching and learning: into fall 2008Bryan Alexander
This document discusses the intersections between gaming and education in the context of Web 2.0. It notes that gaming is a huge, globally successful domain that is perceived as lacking seriousness. However, it argues that education can take advantage of existing gaming projects, services, and influence by modifying, hacking, and engaging in do-it-yourself literacy activities around new media like gaming.
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
This document discusses issues with over-emphasis on grading in education systems and the role of technology in perpetuating this. It argues that grades reduce complex human learning experiences to simplistic metrics, taking away student agency. Current digital tools and platforms are designed around assessment and ranking rather than relationship-building and emergent learning. The document calls for reimagining assessment approaches that focus on formative feedback, intrinsic motivation, and listening to students rather than surveillance.
Presentaiton to the NITLE Reed College Learning Management Systems meeting (http://nitle.org/index.php/nitle/opportunities/fall_2006/learning_management_systems_at_liberal_arts_colleges).
The document discusses how technology has changed how groups can interact and be together. It explores polarities around togetherness and separateness, interacting and publishing, and individual and group identities. It then examines how different orientations like meetings, projects, relationships, and individual participation can be supported through various technologies. Examples are provided of how the Birdwatchers community and KM4Dev network demonstrate different orientations. The document is intended to help people identify what technologies and tools might best support their specific community's needs and activities.
This document discusses the concept of a personal learning environment (PLE) where learning is facilitated through connections in a network rather than a traditional curriculum. It emphasizes active engagement over passive learning and sees knowledge as distributed across connections rather than contained within an individual. Effective learning involves skills in navigating complex connections, not just memorizing information. The PLE is composed of various tools and systems like RSS feeds, blogs and social networks that the learner uses to collect, organize and share information in a self-directed manner.
Online organisation techniques and a bit of connected learning theory – LT06Rob Flavell
The presentation explores serendipity on the web, folksonomies as organisational structures. I also touched on Connectivism (Social Constructivism?) and some of the learning theory associated.
Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Sy...Lane Wilkinson
Slides from my talk at ACRL/NY 2011. December 2, 2011. Baruch College, New York, NY.
Read a summary explanation at: http://librariesandtransliteracy.wordpress.com/2011/12/05/skills-that-transfer/
The document discusses the concept of "community" and how it relates to learning. It explores where individuals, small groups, and large networks fall on a continuum and how people's efforts can be aimed at different points on this continuum. The document also considers how facilitating roles, practices, and enabling participation across this continuum could support learning and connection.
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services such as access and identity management as well as license negotiation. Eduserv also funds research grants and sponsors activities related to teaching and learning in virtual worlds like Second Life. Some of the projects it has funded include researching learning in online social worlds like Second Life and World of Warcraft, developing computer modeling tools and online communities, and creating an open source platform called Sloodle that combines Moodle and Second Life.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Introduction to Online Creative CollaborationKurt Luther
This document discusses online creative collaboration through examples like Mass Animation, Mozilla Firefox, and Star Wars Uncut. It then summarizes research on collaborative projects like Wikipedia and Newgrounds. For Newgrounds collaborations, the document outlines challenges collaboration leaders face in structuring projects, directing artists, and integrating animations. Leaders must balance authority with egalitarianism to avoid artists dropping out or projects remaining unfinished.
Critical Pedagogy, Organic Writing, and the Changing Nature of ScholarshipJesse Stommel
This document summarizes key ideas from the provided text about critical pedagogy and organic writing. It discusses how critical pedagogy interrogates power hierarchies and is emergent and not ideologically neutral. It also discusses how organic writing is generative and maximized in the digital environment by rebuilding audience, exposing composition layers, and inviting participation. The summary is in 3 sentences as requested.
Este documento presenta varios problemas aditivos y sustractivos para resolver, incluyendo cuántos gatos tiene Francisca ahora después de que se escaparon 6 de sus 12 gatos originales, cuántos perros tiene Nicolás ahora después de que su tía le dejó 5 perros para cuidar además de los 5 que ya tenía, y cuánto dinero tiene Camilo ahora después de haber colocado $10 en su alcancía que originalmente contenía $27.
Este documento presenta una propuesta para mejorar el uso de las TIC en el aprendizaje de los alumnos con discapacidad visual del nivel básico de la Unidad Educativa Vicente León. Se identifican estrategias para el aprendizaje de personas con discapacidad visual y se determinan programas necesarios. El objetivo es mejorar la calidad de vida de estos estudiantes a través del uso de las TIC en su educación.
Dubai is set to offer 10 new attractions in 2016, including the Dubai Opera House, a 2000-seat multi-format theater in Downtown Dubai. The Dubai Frame, located in Zabeel Park, will consist of two 150-meter towers connected by a bridge, providing panoramic views of Dubai. The Dubai Water Canal will be a 3km canal connecting Business Bay to the Persian Gulf, hosting facilities like marinas, hotels, and restaurants. Other new attractions include the Dubai Eye Ferris wheel, IMG Worlds of Adventure indoor theme park, Bollywood Park at Dubai Parks and Resorts, Legoland water park, Dubai Safari zoo, Palm Jumeirah Board
Attitudes and motivation toward learning l2 in internet based informal contextonaliza
A FULL THESIS ON ATTITUDES AND MOTIVATION TOWARD LEARNING A SECOND
LANGUAGE IN AN INTERNET-BASED INFORMAL CONTEXT:
PERCEPTIONS OF UNIVERSITY ESL STUDENTS
An overview of our first ever Talent Social, a brand new club for the most curious and progressive culture makers across the creative and media industries. The aim of Talent Social is to inspire those people who are best placed to create and nurture cultures to support creativity and innovation and help develop the industry of the future. If you are interested in getting involved, please e-mail jamesk[at]creativesocial.com
El documento presenta un ensayo de matemática para cuarto básico que consta de 30 preguntas de alternativas múltiples. Instruye a los estudiantes a contestar las preguntas en la hoja de respuestas provista, usando lápiz grafito y borrador si es necesario, dentro de un tiempo límite de 90 minutos.
9 Current and Future Trends of Media and Information.pptxMagdaLo1
This document outlines a presentation on current and future trends in media and information. It discusses concepts like ubiquitous learning, massive open online courses, wearable technology, 3D environments, and prototyping for empathy. Learners will be able to define these terms, identify trends, evaluate impacts, and predict innovations. Formative assessments and a performance task involving designing prototypes are also outlined. The goal is for learners to understand emerging media and demonstrate ideas through exhibits.
The document summarizes a paper about Cloudworks, a social networking tool for sharing learning designs. It was created to address challenges in getting teachers to share innovative teaching practices. The tool is based on principles of object-oriented social networking, where users are connected through shared "social objects" like designs. This approach aims to encourage user participation and contribution through a user-generated culture of sharing, as seen on sites like Flickr and YouTube. The document outlines the theoretical basis for considering learning designs as social objects and the framework used to guide Cloudworks' development.
CURRENT AND FUTURE TRENDS IN MEDIA AND .pdfMagdaLo1
This document discusses current and future trends in media and information. It outlines learning competencies related to defining ubiquitous learning, discussing massive open online courses, identifying current media trends, evaluating their impact, and predicting future innovations. Specific trends covered include ubiquitous learning, massive open online courses, wearable technology, 3D environments, and a performance task involving prototyping for empathy. Learners will synthesize knowledge to create a prototype of a future media innovation.
This document discusses current and future trends in media and information. It aims to define concepts like ubiquitous learning and massive open online courses. It identifies learning competencies around discussing these trends, evaluating their impact, and predicting future innovations. The document outlines topics on ubiquitous learning, MOOCs, wearable technology, 3D environments, and a performance task involving prototyping. Learners are expected to understand these trends, assess their effects, and create prototypes of future media innovations.
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Introduction to WEBQUEST & Language Learning: Proposal of a WEB2QUEST modelMaria Perifanou
The document discusses the use of WebQuests for language learning. It defines a WebQuest as an inquiry-oriented activity where learners interact with online resources. WebQuests incorporate critical thinking, collaboration, authentic assessment, and scaffolding. They provide structure by outlining an introduction, task, process, resources, evaluation, and conclusion. WebQuests support language learning by providing meaningful, authentic contexts for interaction and negotiation of meaning in the target language.
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
10.MIL 9. Current and Future Trends in Media and Information.pptxEdelmarBenosa3
This document outlines the learning competencies and topics for a course on media and information literacy. It discusses key concepts like ubiquitous learning, massive open online courses, wearable technology, and 3D environments. It provides definitions and examples for each topic. The document outlines a performance task where students will work in groups to prototype a solution to a media/information problem by going through the design thinking process.
Let's start with teacher autonomy: Multiliteracies and Lifelong LearningVance Stevens
1) The document discusses the need for teachers to model autonomous learning for their students through their own professional development and learning practices.
2) It advocates for connectionist and constructivist models of learning using social networking tools, rather than traditional expert systems or algorithms.
3) For teachers to effectively teach autonomous learning, they must practice it themselves through blogging, participating in online communities, and reflecting on their practices.
Personal learning networks and personal learning environmentsTumelo Matlou
This document discusses personal learning environments (PLEs) and connectivism as a learning theory for the digital age. It explains that PLEs allow learners to take control of and manage their own learning through goals, content, communication, and achieving learning outcomes. PLEs involve self-organized learning across different contexts through personal web tools, networks, and experiences beyond formal education. The transition from PLEs to personal learning networks (PLNs) further supports lifelong, self-organized learning.
The document discusses simulations as open educational resources (OER). It defines simulations and outlines three types: institutional initiatives like MIT OpenCourseWare, disciplinary initiatives like HumBox, and pedagogical initiatives like simSHARE. simSHARE aims to collate simulation resources, create guidelines for publishing simulations as OER, and help staff use simulations more widely through staff development. The project involves several UK universities and is funded by JISC and HEA to make simulations openly available as educational resources.
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.
The document summarizes efforts by UBC Library staff to stay current with emerging technologies used by students through a series of workshops called Tools for Outreach and Teaching (TOTS). TOTS was organized as a participatory learning experience where library staff could explore new tools like wikis, virtual worlds, social networking, and social bookmarking. The informal, experimental approach proved productive and encouraged continued exploration of cutting-edge technologies relevant to students and library services.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Digital media and e-learning provide a cost-effective means of reaching large widely-distributed communities and building their research capacity.
The session offers experiential advice on
- the strategies that could be adopted, particularly to support informal learning within communities
- the resources that are available and
- how these resources can be used to help build research capacity.
Emerging technologies refer to new technologies, especially those being adopted for educational use, such as wikis, blogs, and social networking sites. These technologies are characterized as being participatory, networked, two-way, interactive, flexible, and potentially experiential or mobile. While emerging technologies generate hype about improving education, their impact remains uncertain as technologies and ideas go through cycles of adoption and use. Both opportunities and challenges are presented by these diverse technologies and abundance of online content and participants. For learning, emerging technologies allow learning to extend beyond the classroom and for learners to have more control, through exploring, networking, participating, and reflecting on their experiences using blogs or other personal online spaces.
AWESOME: A widget-based dashboard for awareness-support in Research NetworksWolfgang Reinhardt
This document presents the design and evaluation of AWESOME, a widget-based dashboard to support awareness in research networks. The dashboard was designed based on interviews with 42 researchers about challenges with awareness in their networks. Paper prototypes of the dashboard were created and evaluated against existing tools. User tests showed AWESOME performed better in being easier to use, less time-consuming, more supportive of technology/awareness needs, and helping researchers complete tasks more effectively compared to existing tools.
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NM TIE 09 New Learning Communities: A Theoretical Framework
1. New Learning Communities:
A Theoretical Framework
Holly Rae Bemis-Schurtz, M.A. RETA & NMSU
New Mexico Technology in Education Conference
Oct.22.09
Ruidoso, New Mexico
@hollyrae
hollyrae@nmsu.edu
Wiki for this presentation: https://nmtiepresentation.pbworks.com/New-Learning-Communities%3A-A-Theoretical-
Framework
7. Big Shifts
•The world is
changing
Gutl & Chang
•Learning is
changing
Seimens &
Downes
•Communication is
changing
Thompson
Attributions at https://nmtiepresentation.pbworks.com/New-Learning-Communities%3A-A-Theoretical-Framework
10. Scoble’s Social Media Starfish
http://www.flickr.com/photos/dbarefoot/1814873464/
Social Media Landscape
http://www.fredcavazza.net/2008/06/09/social-media-
landscape/
The Conversation Prism
http://www.briansolis.com/2008/08/introducing-conversation-prism.html
11. What happens to learning in this
context?
“Our learning and information acquisition is a mashup. We
take pieces, add pieces, dialogue, reframe, rethink,
connect, and ultimately, we end up with some type of
pattern that symbolizes what’s happening ‘out there’ and
what it means to us. And that pattern changes daily.
G. Siemens and P. Tittenberger.
Handbook of emerging technologies for learning, March 2009.
12. The Golden Triangle as Interpreted by Brian Solis
http://www.flickr.com/photos/briansolis/ / CC BY 2.0
13. Connectivism
Affordance of tools
Contextual situated learning
Social learning theory
Epistemological views
Embodied cognition
New media theory
Systems theory
Network theory
‘A learning theory for a digital age’ from George Siemens &
Stephen Downes.
Influenced by learning theories, social structures, and
technologies, such as
Handbook of emerging technologies for learning, March 2009
http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologie
s_for_Learning
14. What is knowledge?
‘knowledge and cognition are distributed
across networks of people and technology is
the process of connecting, growing, and
navigating those networks'
the knowledge of the network is bigger than
any one node
Handbook of emerging technologies for learning, March 2009
http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologie
s_for_Learning
15. Learning is forming connections
Connectivism
(George Siemens & Stephen Downes)
Learning is connecting new experiences within our neural,
conceptual and social networks
Depth and diversity of the connections is what determines
understanding
Frequency of exposure and integration with other concepts can
strengthen understanding
Connections can be strong or weak – different networks serve
different needs
Expertise (the facility of using networks) is what is needed to
learn in this new context
16. New Learning Skills
G. Siemens and P. Tittenberger. Handbook of emerging technologies
for learning, March 2009. “New Learning, New Educators, New Skills”
17. Created with Wordle - http://www.wordle.net/
http://en.wikipedia.org/wiki/Soft_skills
Soft Skills
18. Flickr Creative Commons Search for ‘early adopters’ or ‘power users’
Technology Fluency & Adeptness
http://www.flickr.com/photos/hbemisschurtz/favorites/
19. Wayfinding
Wayfinding encompasses all of the ways in which people
and animals orient themselves in physical space and
navigate from place to place
•traditional navigation methods used by indigenous
peoples
•in the context of architecture to refer to the user
experience of orientation and choosing a path within
the built environment
•the set of architectural and/or design elements that
aid orientation.
From http://en.wikipedia.org/wiki/Wayfinding
20. Sensemaking
Sensemaking is the ability or attempt to make sense of an ambiguous
situation.
creating situational awareness and understanding in situations of high
complexity or uncertainty in order to make decisions.
"a motivated, continuous effort to understand connections (which can be
among people, places, and events) in order to anticipate their trajectories
and act effectively" (Klein et al., 2006a).
http://en.wikipedia.org/wiki/Sensemaking
Klein, G., Moon, B. and Hoffman, R.F. (2006a). Making sense of sensemaking I: alternative perspectives.
IEEE Intelligent Systems, 21(4), 70-73.
22. Learning Ecosystem as a Model
Gutl & Chang, 2008
a comprehensive review of the ecosystem
model as used to describe highly dynamic
learning environments that change organically
and often
a model to identify perspectives, relationships,
approaches and implementations
assists in identifying pedagogical, cognitive,
social, organizational, and technological
aspects
23. Characteristics
Open and flexible to allow for student's self
direction
Support the individual learner and the
community in a natural learning process
Network of learning agents and sources
dynamically changes according to situations
and context
(Gutl & Chang, 2008)
25. A learning ecosystem is a framework…
for understanding new learning environments that incorporate a
variety of
tools (ie: course management systems, Web 2.0 applications) and
multiple touch points (web, client, mobile) that aims to make
transparent to the members of the learning community various
channels (relationships, pathways, protocols) in support of
learners (who learn in a variety of contexts) as facilitated by a
master learner who models the strategies of how to use the channels
26. External Communities
Current Events & Trends
FacilitationandAssessment
Nurturing a Professional Development Ecosystem - Julia Parra, Holly Rae Bemis-Schurtz & Susie Ceppi-Bussmann -
Virtual School Symposium, Phoenix, November 2008 http://vss2008.wikispaces.com/nurturing
28. Characteristics of
New Learning Communities
Personal learning skills are integral
Conversation is not just in one system/tool/place
Communities overlap between networks
Connections (the stuff of learning) are made
organically
Highly dynamic, Influenced by a wider social
experience
and...
30. Organizational Biomimicry
•Looking at ‘power users’ & ‘power’ communities of
natural ecosystems
•from Ken Thompson (the Bioteaming Manifesto,
@kenthompsonbio)
•Traits of successful bioteams
•Pheromone messaging
•Collective leadership
These are new communication styles for humans.
38. This is a tremendous shift!
Successful bioteams are highly dependent on
members’ beliefs and values
Collective communication is somewhat new to
humans
Each users experience is unique and personal
responsibility is substantially increased
40. Anyone can #harshtag
On this slide I relay a personal perspective on the#heweb09 keynote hashtag ‘drama’- probably does not
make sense from slide alone.
http://wthashtag.com/transcript.php?page_id=5224&start_date=2009-10-06&end_date=2009-10-07&tz=2%3A00&export_type=HTML
41. Anyone can pull a ‘Kanye’
http://www.safm.com.au/entertainment/music/mtv-vma-2009?selectedImage=6
42. Anyone can make a Kanye parody
http://mashable.com/2009/09/15/kanye-west-parodies/
43. Anyone can make a Kanye parody
http://mashable.com/2009/09/15/kanye-west-parodies/
44. Blended Teamwork
Original Source: From Small is Beautiful… but Big is Powerful (on NESTA site, no longer
available) by Ken Thompson
New source also by Ken Thompson, Nature’s four teamwork systems
http://www.bioteams.com/2006/01/16/natures_four_teamwork.html#
45. Teamwork in Nature
Anderson &
Franks
Description Ken Thompson’s Term
Individual Work •Single individuals
•Without help
Solo Work
Group Work •Multiple members
•Same tasks
•Concurrent/Synchro
nous
Crowd Work
(eg: Brainstorming)
Partitioned Work •Two or more
subtasks, sequential
•Not concurrent, can
be asynchronous
Group Work
(eg: Subtask 1 – Collect Data;
Subtask 2 – Analysis)
Team Work •Multiple individuals
•Different tasks
•Concurrent/Synchro
nous
Team Work
(eg: Responding to a threat;
Exploiting an opportunity)
46. Blended Teamwork
“You need the right sized team for the job.”
Successful bioteams have many types of inter-connected
groups.
A bioteam uses all type of collaboration in the right context.
Solo – sometimes the most effective
Group – great for asynchronous
Crowd – used carefully, too much = poor role definition, time
wasted
Teamwork – requires coordination of individuals and roles
Original Source: From Small is Beautiful… but Big is Powerful (on NESTA site, no longer
available) by Ken Thompson
New source also by Ken Thompson, Nature’s four teamwork systems
http://www.bioteams.com/2006/01/16/natures_four_teamwork.html#
49. Evaluating Collective Leadership
Is network membership growing?
Is the proportion of members who are active in the network growing?
Is network membership increasingly diverse?
Are members engaging in multiple kinds of activities provided by the
network?
Are members coming together in different combinations in the network?
Are members both bonding and bridging in the network?
http://link-to-results.com/index.php?option=com_content&view=article&id=54&Itemid=62
50. ORGANICS
Seven Key Behaviors which demonstrate Collective Leadership
Outgoing - get to know any members of the team you don't already know by
talking to them and finding common interests.
Recruit - when you meet a new team member or customer introduce them to
another team member with a common interest.
Go - network widely inside and outside the team and constantly expand your
field of operations.
Ask - ask for help from others in the team whenever you join a work group. Pay it
forward too - offer help to other team members.
Note - keep yourself aware on a daily basis of overall team priorities and issues,
and reflect on these in your team activities.
Investigate - when you see something "interesting", investigate, communicate
and discuss it with at least one other team member.
Collaborate - join and work in at least one team work group or special interest
group, which is interesting to you but is outside your normal role
http://www.nesta.org.uk/assets/features/why_penguins_have_no_commanding_officer
51. What sense do we make now?
@hollyrae @desertjul
Practical
Applications
Editor's Notes
Individualized
Unique
Can go awry
Tools – vygotsky language, gibson
Papert, wenger, - constructionism and constructivism (active learning)
Social learning bruner, vygotsky, bandura
Epistemological views – downes connective knowledge and cormier – rhizomatic knowledge
Concept of mind – papert, minsky
New media theory – McLuhan – humanity and tech the impact of technology on humanity will continue to grow in greater prominence as we are increasingly able to augment human cognitive functioning through pharmaceuticals and the future promise of embedded chips.
Systems theory – complexity – Mason Davis
Network theory – strong ties and weak ties small worlds, power laws, hubs, structural holes, and weak/strong ties are common in literature. Educational focus of networks comes from work by Starr-Roxanne Hiltz, Chris Jones, Martin de Laat, and others.
Learning is connecting new experiences within our neural, conceptual and social networks - integration
2 how well and how consistently we are connected to ideas and concepts
Frequency of exposure (how often, the manner we integrate with other contexts)
Connections can be strong (small world – well connected) or weak (bridging separate worlds)
Expertise!! richly connected nuanced and diverse
SO What is expertise? A whole lot o skills – multi literacy view
Anchoring Staying focused on important tasks while undergoing a deluge of distractions.
Filtering Managing knowledge flow and extracting important elements.
Connecting with each other Building networks in order to continue to stay current and informed.
Being human together Interacting at a human, not only utilitarian, level context.
Critical and creative thinking Questioning and dreaming.
Pattern recognition Recognizing patterns and trends.
Navigate knowledge landscape Navigating between repositories, people, technology, and ideas while achieving intended purposes.
Acceptance of uncertainty Balancing what is known with the unknown
Contextualizing (understanding comtext games) Understanding the prominence of context ... seeing continuums... ensuring key contextual issues are not overlooked in context games""
Make a map, update it as you learn.A map is a visual representation of an area, regions, and themes. (Mapmaking from Wikipedia http://en.wikipedia.org/wiki/Map)
Looking at your change over time rather than expecting to arrive at a certain point.Dead reckoning (DR) is the process of estimating one's current position based upon a previously determined position, or fix, and advancing that position based upon known or estimated speeds over elapsed time, and course. (from Wikipedia http://en.wikipedia.org/wiki/Dead_reckoning)
Identify themes you are looking for, keep notes as you work, are you on track?A compass is a navigational instrument for determining direction relative to the Earth's magnetic poles. It consists of a magnetized pointer (usually marked on the North end) free to align itself with Earth's magnetic field. (from Wikipedia http://en.wikipedia.org/wiki/Compass)
Watch the stars. Look to your strong and weak ties, what are others learning?Astronomy and Natural Cues The wayfinder depends on observations of the stars, the sun, the ocean swells, and other signs of nature for clues to direction and location of a vessel at sea.from 'Modern Wayfinding' from Polynesian Voyaging Society http://pvs.kcc.hawaii.edu/navigate/wayfind.html
Notice navigation elements, viewing and sharing options, personal settings, social features, or saved searching options. make it work for you!Global positioning satellites (GPS) are placed in orbit above the earth's atmosphere. These systems provide a tool for labeling every point on the surface of the planet using longitudinal and latitudinal coordinates. Three satellites must be in orbit overhead, in any given region of the earth before triangulation strategies can be used to determine exact position. from NEC Foundation of America Grant Textbook: Environmental Literacy: GPS http://www.wayfinding.net/iibnNECtextGPS.htm
Vocabulary sheet
Tools
Channels
Developing a framework is essential sense making for educators and students
Ecosystems are a hot topic!
Facilitation is the water
Teacher provides the nutrients soil seeds and through facilitation keeps the social and climate fertile for learning
Sun is the energy, the internet the tools
The higher up you go the less structured and less formal the learning is
Laughing humor and fun appear at all levels
The wind is the current, the weather cycle. This involves precipitation of current events, news , trends viral videos etch right into your ecosystme. This is out of your control but you can somewhat tailor what comes through by using widgets
a framework for understanding new learning environments that incorporate a variety of
tools (ie: course management systems, Web 2.0 applications) and
multiple touch points (web, client, mobile) that aims to make transparent to the members of the learning community various
channels (relationships, pathways, protocols) for learning.
New patterns emerge when communities are happening in with so many channels
Ants and bees communicate with a community with pheremone messaging (whole to group)
Geese who rotate in and out of the lead position exhibit collective leadership (no single member has all the responsibility)
Penguins migrate without a leader, each knows a part of the route
Ants and bees communicate with a community with pheremone messaging (whole to group)
Geese who rotate in and out of the lead position exhibit collective leadership (no single member has all the responsibility)
Penguins migrate without a leader, each knows a part of the route
* Broadcast and individual – either to all or to one avoiding one to some or subgroups
* One-way – does not require a reply
* Whole species – available to all, allows for lurking and listening, reputation matters
* Simple vocabulary – concise messages are more readable
* Robust delivery – can work in different environments, despite time and/or ‘noise’
* Low energy – low cost to send or receive
* Longevity potential – messages persist in ecosystem
* Multi channel - Communicating through more than one channel ensures it 'gets through' and sometimes to understand the entire message means crossing channels
* Quick and slow responses - 'releaser messages' which have an immediate effect and 'primer messages' which assist in long term responses, reminders
* Location information - communicate new pathways, nearest team member, most accessible resource
OTLGC summer internship emailed all the other students
# Self organizing - each member can take the lead at any time
# Many leaders - various strengths, highly interactive and cooperative
# High agility, initiative and resiliance