On 01/29/2011,
in Canada, learning theories, participation, teaching & learning, web-based collaboration,
by Daniel Christian
Connectivism & Connective Knowledge in Action — from ZaidLearn
This is my first reflection (posting) for the Connectivism and Connective Knowledge course (CCK11), which is a 12-week open online course facilitated by Stephen Downes and George Siemens. This course will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. Participation is open to everyone and there are no fees or subscriptions required…
From DSC:
With potential job titles like Transhumanist consultant, Digital archaeologist, Augmented reality architect, Terabyter (lifelogger), and others…makes you wonder what’s the best way to educate today’s students. On the top of my list:
- Be prepared for change; be flexible and adaptable
- Learn how you best learn — then be prepared to use, tweak, and build on those strategies throughout your lifetime
- Constantly take pulse checks on what’s happening in the world around you — technologically, politically, demographically, etc.
- Know where to go for information
- “Chance favors the prepared/connected mind” <– a combination of quotes I’ve heard and that I agree with; point is to be constantly building your personal learning networks (PLN’s) and to periodically peer out into the future to see what’s coming down the pike
- See if you can get a hold of your own learning stats/analytics to ascertain strengths, weaknesses, passions, interests
Addendum on 1-12-11, also see:
- What are the jobs of the future? –– from Ross Dawson
On 12/27/2010,
in career development, corporate / business world, corporate universities / corporate training, learning ecosystem, organizational change, professional development, training / L&D, workplace,
by Daniel Christian
The Learning Ecosystem — from Chief Learning Officer by Mal Poulin
“Without a sustainable, user-friendly and easily implemented plan to capture and spread information between employees, technology is just hardware and software.”
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From DSC:
Mal adds some nice, new dimensions to what constitutes a learning ecosystem, such as:
- Environments, cultures, organizations, and methods that support workplace learning and performance. It’s not about the software; it’s about what they do with it.
- Strategies, processes, and tools to enable learning in every aspect of the business or operation. The goal is to yield front-line performance improvements that result in customers who notice and come back for more products and services.
On 12/17/2010,
in global / globalization, internet, telecommunications, web-based collaboration,
by Daniel Christian
This slide was from an EDUCAUSE Live! Webcast on 16 Dec 2010 by H. David Lambert, president and CEO, Internet2:
.
From DSC:
To me, it again reinforces the great need to be connected to networks of subject matter experts (SME’s) within a discipline. Without such personal learning networks, there is a chance that what a professor is teaching may not be entirely accurate and up-to-date.
On 12/09/2010,
in learning ecosystem,
by Daniel Christian
Here are a couple of items from David Álvarez regarding his view of a PLE:
http://e-aprendizaje.es/2010/03/09/mi-ple/
…and an animated version can be found at:
http://www.flickr.com/photos/e-aprendizaje/4574226764/
Thanks David,
Daniel
On 10/29/2010,
in change, digital textbooks, disruption, e-books, e-readers, education technology, future, mobile learning, mobile technologies, new business models, open courseware and systems, publishing,
by Daniel Christian
On 10/20/2010,
in 21st century, Adobe, Apple, blogs / blogging / vlogging, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, corporate / business world, corporate universities / corporate training, creativity, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, e-books, e-readers, education technology, emerging technologies, engagement / engaging students, higher education, K-12 related, learning ecosystem, mobile learning, mobile technologies, multimedia, new media literacies, online learning, online media, open courseware and systems, platforms, podcasting, presentations, productivity / tips and tricks, RSS, social learning / networks, social media, storytelling, student-related, teaching & learning, teaching online, tools, training / L&D, UK, United States, videoconferencing, web-based collaboration, workplace,
by Daniel Christian
Top 100 Tools for Learning 2010: Final list, presentation and more — from Jane Knight
Yesterday I finalised the Top 100 Tools for Learning 2010 list. Many thanks to the 545 people who shared their Top 10 Tools for Learning and contributed to the building of the list. Although this list is available online, I also created this presentation which provides the information as a slideset – embedded below.
Jane Hart, a Social Business Consultant, and founder
of the Centre for Learning & Performance Technologies.
On 10/12/2010,
in 21st century, change, dangers of the status quo, disruption, education reform, Google, K-12 related, teachers, teaching & learning,
by Daniel Christian
Change Agent — from edweek.org by Anthony Rebora
Will Richardson, a former teacher-turned-tech expert, says schools need to revolutionize teaching and learning to keep pace with societal changes.
Will Richardson at work, speaking to faculty members at Hunterdon Central Regional High School in Flemington, N.J. — Emile Wamsteker
.
You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter?
What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they’re going to be searched for on the Web—over and over again. That’s just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There’s no one teaching them about the nuances involved in creating a positive online footprint. It’s all about what not to do instead of what they should be doing.
The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
Also mentioned:
- Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms
(Corwin). Now in its third edition, the book has sold more than 60,000 copies and become one of the most influential books available on integrating Web 2.0 technology in the K-12 classroom. - Powerful Learning Practice
- His blog, Weblogg-ed
On 10/12/2010,
in blogs / blogging / vlogging, K-12 related, leadership, social learning / networks,
by Daniel Christian
On 09/02/2010,
in Canada, disruption, higher education, innovation, personalized/customized learning,
by Daniel Christian
The Wild World of Massively Open Online Courses — from unlimitedmagazine.com by Emily Senger
Would you participate in a class with 2300 other online students?
In a traditional university setting, a student pays to register for a course. The student shows up. A professor hands out an outline, assigns readings, stands at the front and lectures. Students take notes and ask questions. Then there is a test or an essay.
But with advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
George Siemens, along with colleague Stephen Downes, tried out the open course concept in fall 2008 through the University of Manitoba in a course called Connectivism and Connective Knowledge, or CCK08 for short. The course would allow 25 students to register, pay and receive credit for the course. All of the course content, including discussion boards, course readings, podcasts and any other teaching materials, was open to anyone who had an internet connection and created a user profile.
“The course was the platform, but anyone could build on that platform however they wanted,” says Siemens. “There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”
Also see:
