This document provides an overview of Russell Francis's doctoral thesis investigating the implications of media change for learning. The thesis explored how learners are appropriating new media to support learning through two design experiments and an ethnographic study of advanced learners. The ethnographic study identified six genres of practice used by learners and attempted to develop conceptual tools to understand new media literacies. The thesis argues that media convergence has decentralized formal education and learners now need new media literacies to design personal learning environments leveraging online resources.
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
Microblogging in higher education: Digital Natives, knowledge creation, socia...Maurice Dawson
With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Communities of Practice and virtual learning communities: benefits, barriers ...eLearning Papers
Authors:Patricia Margaret Gannon-Leary, Elsa Fontainha.
A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
Microblogging in higher education: Digital Natives, knowledge creation, socia...Maurice Dawson
With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Communities of Practice and virtual learning communities: benefits, barriers ...eLearning Papers
Authors:Patricia Margaret Gannon-Leary, Elsa Fontainha.
A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Developing information literacy through Web 2.0: a research proposal about t...Florent Michelot
Presented at Canada International Conference on Education 2017 at University of Toronto Mississauga.
This research project aims to test the connectivist pedagogical approach in order to develop learners’ Metaliteracy (i.e. information literacy), specifically with regard to information evaluation skills. To this end, the aim is to develop a mixed methodology, framed by a social cognitive learning epistemology in the context of which critical thinking is interpreted as a cognitive self-regulation strategy.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Selected Bibliography Bruner, J. S. (1991). Self-Making and World-Making. Journal of Aesthetic Education, 25(1), 67-78. Buckingham, D., & Scanlon, M. (2003). Education, entertainment and learning in the home. Buckingham: Open University Press. Burton, R., & Brown, J. S. (1988). Skiing as a Model of Instruction. In B. Rogoff & J. Lave (Eds.), Everyday Cognition: Development in Social Context (pp. 139-150). Cambridge MA / London: Harvard University Press. Clark, A. (2003). Natural-born cyborgs: why minds and technologies are made to merge. New York: Oxford University Press. Cope, B., & Kalantzis, M. (2000). Multiliteracies literacy learning and the design of social futures. London: Routledge. Crook, C., & Light, P. (2002). The Cultural Practice of Study. In S. Woolgar (Ed.), Virtual society? : technology, cyberbole, reality (pp. 153-175). Oxford: Oxford University Press. Edwards, A. (2005). Relational Agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168-182. Edwards, A., & D'Arcy, C. (2004). Relational Agency and Disposition in Sociocultural Accounts of Learning to Teach. Educational Review, 56(2), 147-155. Engeström, Y. (1987). Learning by Expanding. Helsinki, Helsinki:. Engeström, Y. (1996). Development as breaking away and opening up: A challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55(126-132.). Engeström, Y. (2005). Knotworking to create collaborative intentionality capital in fluid organisational fields. Advances in Interdisciplinary Studies of Work Teams, 11, 307-336. Facer, K., Furlong, J., Sutherland, R., & Furlong, R. (2003). ScreenPlay: Children and computing in the home. London: RoutledgeFalmer. Francis, R. J. (2006). Towards a theory of a games based pedagogy (Audiovisual Web Presentation). Paper presented at the Transforming Learning Experiences: JISC online conference. Retrieved from http://www.online-conference.net/jisc/content/Russell%20Francis/index.html Hine, C. (2000). Virtual ethnography. London: SAGE. Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass. ; London: MIT Press. Jenkins, H. (2006a). Convergence Culture: when old and new media collide. New York: New York University Press. Jenkins, H. (2006b). Fans, bloggers, and gamers : exploring participatory culture. New York: New York University Press. Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robinson, A. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: Comparative Media Studies Programme at the Massachusetts Institute of Technology. Jones, S. (2002). The Internet Goes to College: How students are living in the future with today's technology: Pew Internet and American Life Project. Lankshear, C., & Knobel, M. (2003). New Literacies: changing knowledge and classroom learning. Buckingham: Open University Press. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. Livingstone, S., & Bober, M. (2004). UK. Children Go Online: Surveying the experience of young people and their parents. London: London School of Economics. Livingstone, S. (2002). Young people and new media : childhood and the changing media environment. London ; Thousand Oaks, Calif.: SAGE. Moll, L., C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), p. 132-141. McMillan, S. J., & Morrison, M. (2006). Coming of age with the internet: A qualitative exploration of how the internet has become an integral part of young people's lives. New Media Society, 8(1), 73-95 Moll, L., C., Tapia, J., & Whitmore, K. F. (1997). Living Knowledge: the social distribution of cultural resources for thinking. In G. Salomon (Ed.), Distributed cognitions : psychological and educational considerations (pp. 139-164). Cambridge: Cambridge University Press. Nardi, B. A., Whittaker, S., & Schwarz, H. (2002). NetWORKers and their Activity in Intentional Networks. Computer Supported Cooperative Work, 11, 205-242. New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60-92. Pea, R. D. (1997). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions : psychological and educational considerations (pp. 47-87). Cambridge: Cambridge University Press. Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social contexts. Oxford: Oxford University Press. Sefton-Green, J. (2004). The 'End of School' or just 'Out of School'? ICT, the Home and Digital Cultures. In C. Durrent & C. Beavis (Eds.), P(ICT)ures of English : teachers, learners and technology (pp. 162-174): AATE. 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Vygotsky and the social formation of mind. Cambridge, MA; London: Harvard University Press. Wertsch, J. V. (1991). Voices of the mind : a sociocultural approach to mediated action. London: Harvester Wheatsheaf. Wertsch, J. V. (1998). Mind as action. New York ; Oxford: Oxford University Press. Vygotsky, L. S. (1978). Mind in society : the development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Trans.). Cambridge, MA. London: Harvard University Press.