40 Matching Annotations
  1. Nov 2019
    1. Training and Development Policy Wiki

      This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

    1. This article, developed by faculty members at NAU, provides research behind and practices for technology-infused professional development (PD) programs. The authors first emphasize the importance of designing professional development for teachers around how they and their students learn best. Many approaches to PD have taken a one-size-fits-all approach in which learners take a more passive role in absorbing standardized information. The authors in this article suggest the need for a more effective model, one in which teachers play an active role in learning in ways that they find most effective for them and their students. Technology can support this PD through interactive and learner-centered instruction. Rating: 9/10

    1. Advantages of Online Professional Development

      This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

    1. E-Learning Theory (Mayer, Sweller, Moreno)

      This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

    1. Learning Domains

      This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

    1. Using Technology to Help First-Gen Students

      This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

  2. Mar 2019
    1. Overview of Learning Theories

      The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10

    1. This is a discussion of informal learning that focuses on ensuring that incidences of informal learning are recognized. This discussion portrays it has happening through casual conversations, online discussions, or social media. The page is easy enough to read though it does not try to be comprehensive. rating 2/5

  3. Feb 2019
    1. For instance, an aborigine who possesses all of our basic sensory-mental-motor capabilities, but does not possess our background of indirect knowledge and procedure, cannot organize the proper direct actions necessary to drive a car through traffic, request a book from the library, call a committee meeting to discuss a tentative plan, call someone on the telephone, or compose a letter on the typewriter.

      In other words: culture. I'm pretty sure that Engelbart would agree with the statement that someone who could order a book from a library would likely not know the best way to find a nearby water source, as the right kind of aborigine would know. Collective intelligence is a monotonically increasing store of knowledge that is maintained through social learning -- not just social learning, but teaching. Many species engage in social learning, but humans are the only primates with visible sclera -- the whites of our eyeballs -- which enables even infants to track where their teacher/parent is looking. I think this function of culture is what Engelbart would call "C work"

      A Activity: 'Business as Usual'. The organization's day to day core business activity, such as customer engagement and support, product development, R&D, marketing, sales, accounting, legal, manufacturing (if any), etc. Examples: Aerospace - all the activities involved in producing a plane; Congress - passing legislation; Medicine - researching a cure for disease; Education - teaching and mentoring students; Professional Societies - advancing a field or discipline; Initiatives or Nonprofits - advancing a cause.
      
      B Activity: Improving how we do that. Improving how A work is done, asking 'How can we do this better?' Examples: adopting a new tool(s) or technique(s) for how we go about working together, pursuing leads, conducting research, designing, planning, understanding the customer, coordinating efforts, tracking issues, managing budgets, delivering internal services. Could be an individual introducing a new technique gleaned from reading, conferences, or networking with peers, or an internal initiative tasked with improving core capability within or across various A Activities.
      
      C Activity: Improving how we improve. Improving how B work is done, asking 'How can we improve the way we improve?' Examples: improving effectiveness of B Activity teams in how they foster relations with their A Activity customers, collaborate to identify needs and opportunities, research, innovate, and implement available solutions, incorporate input, feedback, and lessons learned, run pilot projects, etc. Could be a B Activity individual learning about new techniques for innovation teams (reading, conferences, networking), or an initiative, innovation team or improvement community engaging with B Activity and other key stakeholders to implement new/improved capability for one or more B activities.
      

      In other words, human culture, using language, artifacts, methodology, and training, bootstrapped collective intelligence; what Engelbart proposed, then was to apply C work to culture's bootstrapping capabilities.

  4. Jan 2019
    1. However, failure to examine the critical roleof even the inactive participants in the functioning of thecommunity is to ignore that passive (and invisible) par-ticipation may be a step toward greater participation, aswhen individuals use passivity as a way to learn aboutthe collective in a form of peripheral legitimate partici-pation (Lave and Wenger 1991, Yeow et al. 2006).

      Evokes LPP

  5. Dec 2018
  6. Nov 2018
    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example.

      This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Humans participate in social learning for a variety of adaptive reasons, such as reducing uncertainty (Kameda and Nakanishi, 2002), learning complex skills and knowledge that could not have been invented by a single individual alone (Richerson and Boyd, 2000; Tomasello, Kruger, and Ratner, 1993), and passing on beneficial cultural traits to offspring (Palmer, 2010). One proposed social-learning mechanism is prestige bias (Henrich and Gil-White, 2001), defined as the selective copying of certain “prestigious” individuals to whom others freely show deference or respect in orderto increase the amount and accuracy of information available to the learner.Prestige bias allows a learner in a novel environment to quickly and inexpensively choose from whom to learn, thus maximizing his or her chances of acquiring adaptive behavioral so lutions toa specific task or enterprisewit hout having to assess directly the adaptiveness of every potential model’s behavior.Learners provide deference to teachers in order to ingratiate themselves with a chosen model, thus gaining extended exposure to that model(Henrich and Gil-White, 2001).New learners can then use that information—who is paying attention to whom—to increase their likelihood of choosing a good teacher.

      Throughout this article are several highlighted passages that combine to form this annotation.

      This research study presents the idea that the social environment is a self-selected learning environment for adults. The idea of social prestige-bias learning is intriguing because it is derived from the student, not an institution nor instructor. The further idea of selecting whom to learn from based on prestige-bias also creates further questions that warrant a deeper understanding of the learner and the environment which s/he creates to gain knowledge.

      Using a previously conducted experiment on success-based learning and learning due to environmental change, this research further included the ideal of social prestige-biased learning.self-selected by the learner.

      In a study of 167 participants, three hypotheses were tested to see if learners would select individual learning, social learning, prestige-biased learning (also a social setting), or success-based learning. The experiment tested both an initial learning environment and a learning environment which experienced a change in the environment.

      Surprisingly, some participants selected social prestige-biased learning and some success learning and the percentages in each category did not change after the environmental change occurred.

      Questions that arise from the study:

      • Does social prestige, or someone who is deemed prestigious, equate to a knowledgeable teacher?
      • Does the social prestige-biased environment reflect wise choices?
      • If the student does not know what s/he does not know, will the social prestige-bias result in selecting the better teacher, or just in selecting a more highly recognized teacher?
      • Why did the environmental change have little impact on the selected learning environment?

      REFERENCE: Atkinson, C., O’Brien, M.J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-biased social learning. Evolutionary Psychology, 10(3), 519-537. Retrieved from (Prestige-biased Learning )

      RATINGS content, 9/10 veracity, 8/10 easiness of use, 9/10 Overall Rating, 8.67/10

  7. Aug 2018
    1. Leaming viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral par­ticipation. By this we mean to draw attention to the point that learners inevitably participate in communities of practitioners and that the mastery of knowledge and skill requires newcom­ers to move toward full participation in the sociocultural practices of a community.

      LPP definition

      The phrase "situated learning" is contested (see pp. 31-35). Lave and Wenger use this definition:

      "In our view, learning is not merely situated in practice — as if it were some independently reifiable process that just happened to be located somewhere; learning is an integral part of generative social practice in the lived-in world. The problem — and the central preoccupation of this monograph — is to translate this into a specific analytic approach to learning. Legitimate peripheral participation is proposed as a descriptor of engagement in social practice that entails learning as an integral constituent."

      At the end of the chapter, Lave and Wenger offer this description:

      "In conclusion, we emphasize the significance of shifting the analytic focus from the individual as learner to learning as participation in the social world, and from the concept of cognitive processes to the more-encompassing view of social practice."

  8. Jul 2018
    1. If we didn’t have social learning, we wouldn’t have culture. As zoologists Kevin Laland and Will Hoppitt argue, “culture is built upon socially learned and socially transmitted information.” Socially acquired knowledge is distinct from what we learn individually and from information inherited through genes or through imitation.
    2. his imaginary scene shows the power of learning from others. Anthropologists and zoologists call this “social learning”: picking up new information by observing or interacting with others and the things others produce. Social learning is rife among humans and across the wider animal kingdom. As we discussed in our previous post, learning socially is fundamental to how humans become fully rounded people, in all our diversity, creativity, and splendor.
  9. Nov 2017
  10. Oct 2017
    1. COMPETENCY-BASED LEARNING

      Close reading is basically standardized in Common Core--it's referenced in the first ELA anchor standard for reading. Hypothesis is a means to assess competency in that standard by recording, measuring, and allowing feedback on

    2. Listening

      A big part of social reading: listening to the text and to other readers.

    3. more engaging

      Because social and interactive, collaborative annotation can make reading more engaging.

    4. peer-to-peer conversations about big issues that defy yes/no answers and ask students to think more analytically

      Pretty good definition of social reading in fact!

    5. egularly working on teams

      Social reading makes reading a team sport!

  11. Sep 2017
    1. An overwhelming number of companies (64%) indicated that their number one reason for implementing social tools is to support a culture of learning. The next two main motivations are to encourage collaboration and innovation (54%) and connect employees to organization experts (42%).

      Main motivation for adoption of workplace social learning tools.

  12. Jul 2017
    1. Dysfunctional relationships at work are as damaging to goal achievement as challenging children in the classroom.

      Social-emotiobal learning is more important than any other subejct taught in class

  13. Apr 2017
    1. Detection of fake news in social media based on who liked it.

      we show that Facebook posts can be classified with high accuracy as hoaxes or non-hoaxes on the basis of the users who "liked" them. We present two classification techniques, one based on logistic regression, the other on a novel adaptation of boolean crowdsourcing algorithms. On a dataset consisting of 15,500 Facebook posts and 909,236 users, we obtain classification accuracies exceeding 99% even when the training set contains less than 1% of the posts.

    1. Obviously, in this situation whoever controls the algorithms has great power. Decisions like what is promoted to the top of a news feed can swing elections. Small changes in UI can drive big changes in user behavior. There are no democratic checks or controls on this power, and the people who exercise it are trying to pretend it doesn’t exist

    2. On Facebook, social dynamics and the algorithms’ taste for drama reinforce each other. Facebook selects from stories that your friends have shared to find the links you’re most likely to click on. This is a potent mix, because what you read and post on Facebook is not just an expression of your interests, but part of a performative group identity.

      So without explicitly coding for this behavior, we already have a dynamic where people are pulled to the extremes. Things get worse when third parties are allowed to use these algorithms to target a specific audience.

    3. any system trying to maximize engagement will try to push users towards the fringes. You can prove this to yourself by opening YouTube in an incognito browser (so that you start with a blank slate), and clicking recommended links on any video with political content.

      ...

      This pull to the fringes doesn’t happen if you click on a cute animal story. In that case, you just get more cute animals (an experiment I also recommend trying). But the algorithms have learned that users interested in politics respond more if they’re provoked more, so they provoke. Nobody programmed the behavior into the algorithm; it made a correct observation about human nature and acted on it.

  14. Jan 2017
    1. Asking questions via social media that are intentionally designed to elicit responses can provide a plethora of useful responses. Why wait until an end-of-year survey to find out about an issue when you can poll/question students throughout the year via social media?

      It doesn't have to be just student feedback about the operations and mechanics of the course, or as a replacement for a course survey tool. You can also use the platform as a way to engage students on the content relevant to the learning outcomes of the course. And use the platform to connect learners with people in the field of study.

  15. Dec 2016
    1. Ninety-five percent of 12- to 17-year-olds already go online on a regular basis. They use social networks, and create and contribute to websites. Our work is focused on taking full advantage of the kinds of tools and technologies that have transformed every other aspect of life to power up and accelerate students’ learning. We need to do things differently, not just better.

      Hypothes.is nicely bridges the worlds of social media and formal education.

  16. Apr 2016
    1. We are naturally creative and curious. We just have to build systems that nurture our inherent abilities. Schools do not do that.

      Not only do schools not do that, traditionally they have "taught" creativity and curiosity out of students.

  17. Dec 2015
  18. Nov 2015
    1. most blogs have a feature called “pingbacks,”

      Annotations should have “pingbacks”, too. But the most important thing is how to process those later on. We do get into the Activity Streams behind much Learning Analytics.

  19. Sep 2015