the relationship between the society of knowledge and invisible learning
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Invisible learning aims to use new technologies as practical tools to improve human experience by making invisible learning more visible, though there are many difficulties. The document discusses how the society of knowledge has emerged as a result of new technologies like the internet that make it easier for people to share information, ideas, and knowledge, thereby allowing new knowledge to be created collectively and technologies to play an important role.
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This document discusses the future of education with the rise of technology and global collaboration. It notes how knowledge is now socially constructed through ubiquitous technologies that allow people worldwide to work together, modifying and rebuilding knowledge through open-source tools. Finally, it emphasizes that how we develop technologies and online communities will directly impact opportunities for young people and influence the type of society that emerges.
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Heidelburgmay2010
This document discusses how young people use new technologies for learning by developing personal learning networks and personal learning environments. It explains that personal learning is constructed through conversations and participation within communities of practice. Personal learning environments allow learners to manage their own learning and communicate with others while learning, utilizing tools like blogs and wikis. Developing critical thinking, communication, collaboration, and technology skills are important for personal learning networks.
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Invisible learning aims to use new technologies as practical tools to improve human experience by making invisible learning more visible, though there are many difficulties. The document discusses how the society of knowledge has emerged as a result of new technologies like the internet that make it easier for people to share information, ideas, and knowledge, thereby allowing new knowledge to be created collectively and technologies to play an important role.
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This document discusses the future of education with the rise of technology and global collaboration. It notes how knowledge is now socially constructed through ubiquitous technologies that allow people worldwide to work together, modifying and rebuilding knowledge through open-source tools. Finally, it emphasizes that how we develop technologies and online communities will directly impact opportunities for young people and influence the type of society that emerges.
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This document discusses the history and future of educational technology and pedagogy. It explores how technology has shifted learning from an individual objective model to a more social constructivist approach. Early educators in the 1840s saw potential in chalkboards and magic lanterns to engage students visually. Later, Thomas Edison predicted that moving pictures would make school so enjoyable that students would want to attend. More recently, connected technologies like blogs, microblogs, wikis and social networks have facilitated collaborative and networked learning communities beyond the walls of the classroom. The document advocates a connected, participatory pedagogy for the digital age.
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The document advocates for wise use of social tools to further research goals like finding collaboration, monitoring fields, and challenging echo chambers.
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This document discusses the concept of technological isolation through summaries of various scholars' works. It defines isolation and explores how technologies like social media, video games and cell phones can both connect people through virtual interaction but also isolate them from real human contact. While technologies allow communication over distances, they may decrease verbal skills and vocabulary in youth. The document examines examples of isolation in real life and media, and considers how future technologies could further digitize daily life and interaction.
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This document discusses how young people use new technologies for learning by developing personal learning networks and personal learning environments. It explains that personal learning is constructed through conversations and participation within communities of practice. Personal learning environments allow learners to manage their own learning and communicate with others while learning, utilizing tools like blogs and wikis. Developing critical thinking, communication, collaboration, and technology skills are important for personal learning networks.
Digital Natives
Digital natives are people who have grown up with digital technologies like computers, the internet, mobile phones, and MP3 players. They think of technology as a foundation for everything they do rather than just a tool. Digital natives have cognitive thinking patterns that differ from previous generations. To effectively teach digital natives, teachers need to recognize these cognitive differences and develop new learning offerings that incorporate digital technologies.
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The document discusses the relationship between language and identity. It explains that identity is multifaceted and expressed through factors like accent, vocabulary, and naming practices. How people address each other and what pronouns they use can indicate social relationships and group membership. Language use helps people both construct their own identities and categorize others as belonging to certain social groups or not. Identity involves complex interactions between individual, social, and political identities shaped by language.
Language and Cultural Identity
1) Cultural identity is complex and defined by relationships with others and membership in various groups that are constantly shifting. Understanding and valuing cultural diversity can help counter racism.
2) Culture refers to the customs, practices, languages, values and world views that define social groups. Cultural identity contributes to well-being and sense of self.
3) Language is intrinsic to culture and important for cultural identity. It conveys cultural traditions and values between generations.
Language and Identity
This document summarizes a lecture about language and identity. It discusses how structuralism cannot address context, style, and identity considerations. It also discusses how language ideologies view languages as emblems of national identity but that languages are actually more complex, with multiple codes and practices woven into cultural life. Finally, it provides examples of the political histories relating to marginalized languages like Welsh and Mexican Spanish in the contexts of Wales and the United States.
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This document discusses language, culture and identity. It defines culture and lists some cultural parameters like individualism, power distance, uncertainty avoidance, gender roles, time orientation and tightness. It discusses stereotypes and how language shapes thought and frames our conceptual universe. It also discusses communities of practice, identity and language learning, linguistic relativity, acculturation, culture shock, social distance, attitudes, ideology, language policy, English as a lingua franca, linguistic imperialism and teaching intercultural competence.
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The document discusses language identity, power, and politics. It defines identity as something that is constantly negotiated through interactions. There are four types of identity: master, interactive, personal, and relational. Language plays a role in national and cultural identity. Power can be exercised through language by elevating some varieties and suppressing others. Language is also used politically through techniques like presupposition, implicature, metaphors, and euphemisms. Historically, English emerged as the language of power in India under British rule and eventually became a global language with technological advancement.
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The document discusses how new technologies and social networks allow for more open, connected, and social forms of learning through increased access to tools, content, and connections with other users. It outlines many different web tools that can be used for publishing, communication, collaboration, and accessing multimedia content and describes how these networked possibilities may impact teaching, learning, and society more broadly. The concluding section encourages the reader to engage with these ideas and technologies through blogging, wikis, tweets, connections with others, gathering and synthesizing information, and then personalizing and sharing their work.
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The document discusses the opportunities for teaching and learning presented by new technologies and networked environments, including access to multimedia, tools for collaboration and connection, and the ability to share and create new forms of content. It also cautions that while new technologies open up possibilities, their implementation requires care to avoid unintended negative consequences and ensure educational value. The document advocates for open, connected, social learning experiences that empower student-driven exploration and creativity.
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This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of older media like the phenakistoscope that have become obsolete. Educational technology incorporates various media and tools used in classroom and library settings. Web 2.0 technologies like blogs and podcasts are also discussed as they relate to digital learning and participation.
knowldege society.ppt
1. The document discusses the transition from an information society to a knowledge society, where knowledge plays a central role and is constantly evolving. It emphasizes that a knowledge society is human-centered and focuses on wider social, ethical, and political dimensions.
2. Key aspects of a knowledge society include it being networked, with individuals and groups connected in complex webs. This enables collective intelligence to emerge from interactions between members of a community. Lifelong learning is also important as knowledge cannot be fully acquired at once.
3. Education faces challenges in developing collective intelligence and knowledge through networking. It must also prepare students for lifelong learning and help them master concepts like time and space in digital environments.
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This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
Learning Technologies
This document discusses pedagogical approaches and technologies for online learning. It introduces connectivism and social constructivism, which emphasize the social aspects of learning and collaborative knowledge construction. It then provides examples of social media tools like blogs, wikis, and social networks that can engage learners and facilitate collaboration beyond traditional learning management systems. Connecting students to experts on social media and using collaborative tools for group work are also presented as ways to enhance online learning.
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Dehub conole
A tool to help with a task
Example: A writing assistant
Cloud:
An idea, resource or thought
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Conference:
A real-world event
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Course:
A structured learning path
Example: An OER course
Event:
A scheduled activity
Example: Webinar series
Project:
Collaborative work
Example: JISC OER programme
Tool:
Software or web application
Example: Google Docs
Wiki:
Collaborative web pages
Example: This Cloudworks site
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- Clouds are ideas
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As educational developers and trainers the focus of our work is on supporting others to learn and develop new skills. We do this in a variety of different ways from face to face to blended and distance learning. Increasingly technology is providing innovative ways to enhance teaching and learning and to engage learners. This may include the use of video, audio and images as well as Web 2.0 tools and social media. The potential to socially share this knowledge and to use technology to mediate this process is an important aspect of our own professional development. Shining a spotlight on how we can use social media to do this, I will share some of the key tools I have used and the impact they have had.
Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...
Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...HelleniceTwinning NSS
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Summary and discussion of Lisa Dawley's 2009 paper, "Social network knowledge construction: emerging virtual world pedagogy".
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Educating Children of the 21st Century provides an open forum where educators and stakeholders from ASOMEX schools, can learn, share experiences and propose knowledge-based solutions, by presenting and discussing research findings, developments and trends in applying ICT to improve teaching, learning, and school leadership in the 21st century.
The conference gives teachers an opportunity to meet colleagues and share ideas that may advance the effective use of technology in their schools. Furthermore, the conference serves as a venue for participants to share information and explore new paths for innovation, to exchange views and know-how, to advance 21st Century skills using technology.
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Research on language and identity
The document discusses adolescents' use of language and identity establishment in online social networks. It aims to analyze how male and female adolescents differently express themselves through language use, "netspeak", and emoticons on social media platforms. The study will collect data through surveys, observations of social media profiles, and analysis of text-based social media posts to determine gender differences and evolving online communication patterns among adolescents. The research seeks to contribute to the understanding of online identity development and provide insights on current online discourse trends among youths.
Unit 6 culture and identity
This document introduces concepts related to culture and cultural variability. It defines culture and discusses how culture is dynamic and variable over time and place. It presents Geert Hofstede's model of cultural dimensions, including individualism-collectivism, power distance, masculinity-femininity, uncertainty avoidance, and long-term vs. short-term orientation. It also introduces the concept of acculturation that occurs in plural societies and discusses strategies for acculturation, including integration, assimilation, separation, and marginalization. The goal is to apply these cultural concepts to understanding Aruba's multicultural context.
Language and identity[1]
The document discusses the relationship between language and identity. It explains that identity is multifaceted and expressed through factors like accent, vocabulary, and naming practices. How people address each other and what pronouns they use can indicate social relationships and group membership. Language use helps people both construct their own identities and categorize others as belonging to certain social groups or not. Identity involves complex interactions between individual, social, and political identities shaped by language.
Language and Cultural Identity
1) Cultural identity is complex and defined by relationships with others and membership in various groups that are constantly shifting. Understanding and valuing cultural diversity can help counter racism.
2) Culture refers to the customs, practices, languages, values and world views that define social groups. Cultural identity contributes to well-being and sense of self.
3) Language is intrinsic to culture and important for cultural identity. It conveys cultural traditions and values between generations.
Language and Identity
This document summarizes a lecture about language and identity. It discusses how structuralism cannot address context, style, and identity considerations. It also discusses how language ideologies view languages as emblems of national identity but that languages are actually more complex, with multiple codes and practices woven into cultural life. Finally, it provides examples of the political histories relating to marginalized languages like Welsh and Mexican Spanish in the contexts of Wales and the United States.
Language, culture, and identity
This document discusses language, culture and identity. It defines culture and lists some cultural parameters like individualism, power distance, uncertainty avoidance, gender roles, time orientation and tightness. It discusses stereotypes and how language shapes thought and frames our conceptual universe. It also discusses communities of practice, identity and language learning, linguistic relativity, acculturation, culture shock, social distance, attitudes, ideology, language policy, English as a lingua franca, linguistic imperialism and teaching intercultural competence.
Language identity.
The document discusses language identity, power, and politics. It defines identity as something that is constantly negotiated through interactions. There are four types of identity: master, interactive, personal, and relational. Language plays a role in national and cultural identity. Power can be exercised through language by elevating some varieties and suppressing others. Language is also used politically through techniques like presupposition, implicature, metaphors, and euphemisms. Historically, English emerged as the language of power in India under British rule and eventually became a global language with technological advancement.
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1. The document discusses the transition from an information society to a knowledge society, where knowledge plays a central role and is constantly evolving. It emphasizes that a knowledge society is human-centered and focuses on wider social, ethical, and political dimensions.
2. Key aspects of a knowledge society include it being networked, with individuals and groups connected in complex webs. This enables collective intelligence to emerge from interactions between members of a community. Lifelong learning is also important as knowledge cannot be fully acquired at once.
3. Education faces challenges in developing collective intelligence and knowledge through networking. It must also prepare students for lifelong learning and help them master concepts like time and space in digital environments.
Open Scholarship & Connected Learning
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
Learning Technologies
This document discusses pedagogical approaches and technologies for online learning. It introduces connectivism and social constructivism, which emphasize the social aspects of learning and collaborative knowledge construction. It then provides examples of social media tools like blogs, wikis, and social networks that can engage learners and facilitate collaboration beyond traditional learning management systems. Connecting students to experts on social media and using collaborative tools for group work are also presented as ways to enhance online learning.
Culture and learning in the digital age: experiences from Brussels and the w...
F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.
Dehub conole
A tool to help with a task
Example: A writing assistant
Cloud:
An idea, resource or thought
Example: This presentation
Conference:
A real-world event
Example: DeHub 2011
Course:
A structured learning path
Example: An OER course
Event:
A scheduled activity
Example: Webinar series
Project:
Collaborative work
Example: JISC OER programme
Tool:
Software or web application
Example: Google Docs
Wiki:
Collaborative web pages
Example: This Cloudworks site
So in summary...
- Clouds are ideas
Looking in from the outside: Developing your own windows of opportunities usi...
As educational developers and trainers the focus of our work is on supporting others to learn and develop new skills. We do this in a variety of different ways from face to face to blended and distance learning. Increasingly technology is providing innovative ways to enhance teaching and learning and to engage learners. This may include the use of video, audio and images as well as Web 2.0 tools and social media. The potential to socially share this knowledge and to use technology to mediate this process is an important aspect of our own professional development. Shining a spotlight on how we can use social media to do this, I will share some of the key tools I have used and the impact they have had.
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Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...HelleniceTwinning NSS
This presentation discusses two technology trends in education: dynamic network-embedded learning and computer-assisted project-based learning. Dynamic network-embedded learning involves open access to knowledge through open educational resources and massive open online courses. This disrupts traditional teaching and allows flexible, personalized learning. Computer-assisted project-based learning uses digital tools to support project work including data gathering, research, documentation, collaboration, and output sharing. The growth of technology-mediated networks is driving innovation in education, requiring the design of efficient learning systems through measuring community engagement and performance.Literature review: Dawley on SNKC
Summary and discussion of Lisa Dawley's 2009 paper, "Social network knowledge construction: emerging virtual world pedagogy".
e-skills reshaping the future of learning
Educating Children of the 21st Century provides an open forum where educators and stakeholders from ASOMEX schools, can learn, share experiences and propose knowledge-based solutions, by presenting and discussing research findings, developments and trends in applying ICT to improve teaching, learning, and school leadership in the 21st century.
The conference gives teachers an opportunity to meet colleagues and share ideas that may advance the effective use of technology in their schools. Furthermore, the conference serves as a venue for participants to share information and explore new paths for innovation, to exchange views and know-how, to advance 21st Century skills using technology.
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Social Network and Open Innovation
The goal of this Conference, it is to explore the impact of the methodologies of Analysis of Social Networks (ASN) in the opened innovation, demonstrating a radical change as for the distribution ways of the knowledge. The Departments of I+D corporate are disappearing to give step to Networks of I + D. We go on from a defensive strategy, based on legal Departments, managers of the protection of the knowledge, to another offensive based on scientific networks and from innovation, flexes and dynamics, which develop knowledge just in time and they come to the market in a most rapid and effective way.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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the relationship between the society of knowledge and invisible learning
- 1. Invisible learning and its relation with the society of knowledge. Ricardo Alcocer Eduardo Espinoza Jesús Reyes
- 2. • Invisible learning will use new technology as a practical tool to create a current scheme to improve human experience. Blooms digital taxonomy pyramid (november 26) saved from https://futuristicplayg round.wordpress.com /tag/technology/
- 3. • There are many dificulties to become invisible learning to visible.
- 5. The society of knowledge is the result of the increased ease with which people can share information, ideas, and knowledge. This is due to the new technologies like the internet that allow people to be connected with each other and to create new content.
- 7. Social Networks New technologies Personal experiences Personal knowledge New knowledge The education won’t be tied to one style