- Apr 2023
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citl.news.niu.edu citl.news.niu.edu
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Looking back, moving forward, and saying good-bye: Strategies for ending the semester
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- Mar 2023
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ideacontent.blob.core.windows.net ideacontent.blob.core.windows.net
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Ten Research-Based Steps forEffective Group Work
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- Oct 2022
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docdrop.org docdrop.org
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e students, certain identity categories may require them to disclose information they may not be ready to
test
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- Mar 2020
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www-oxfordscholarship-com.exlibris.colgate.edu www-oxfordscholarship-com.exlibris.colgate.edu
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Perception, Emotion, Behavior, and Change
just testing
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- Jun 2019
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educatorinnovator.org educatorinnovator.org
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This article describes the development and implementation of a Pinterest as a social media-based Personal Learning Network tool
One thing to consider with regard to tools like Pinterest and social media is the rise of "fake news" and misinformation, and also data privacy concerns with regard to what these platforms do with user information/activity. Amy Collier at Middlebury's Office of Digital Learning and Inquiry wrote about these issues on Pinterest.
I wouldn't say this is an under-explored area/topic in CL, but rather a tangential conversation about critiquing the digital tools that can enhance connected learning.
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Information grounds are social settings where “individuals may gather for one purpose [(e.g., a salon, a playground)], but in the process of their informal social interactions they encounter new ideas, form new relationships, and move in unanticipated directions” (p. 100).
I love this idea; Colleges are filled with "information grounds" beyond the classroom that foster these informal social interactions.
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Pockets of teachers and teacher educators arebeginning this generative work.
I'd like to add faculty and "teacher educators" in higher ed (faculty developers, instructional designers, centers for teaching and learning) who may also be doing this work. Connected learning/teaching is indeed generative for me and for my campus. As an "instructional designer for connected learning," (official job title), I've struggled with conveying the why of connected learning to faculty, in part because many faculty are skeptical about technology and learning; but there are pockets of faculty here who understand aspects of connected learning and I'm trying to model it in my engagement with faculty
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- Apr 2019
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cmoskell.colgate.domains cmoskell.colgate.domains
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Can the Market Stave Off Global Warming?
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- Jan 2019
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The Web is asking us to reconsider how we think about space, how and where we engage, and upon which platforms the bulk of our learning happens.
so much of my work as an instructional designer is trying to figure out how to navigate this issue. As an ID at a small liberal arts college, I don't design online courses but work with faculty members to explore the intersection of teaching, learning and technology (like the use of hypothes.is!) but, face-to-face interactions in the classroom are cherished, sacred even, and devices are often banned from the classroom to protect those interactions. these are all huge questions shaping my work
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Thus, the material — the product — of learning becomes the connections made manifest by the computer. We would go one step further to say that what is built inside this kind of learning are relationships, meaningful connections between learners.
reminds me of the connected learning framework, which also references Freire and the role of meaningful relationships (both in-person and digital) in learning
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Higher education teaching is particularly uncritical and under-theorized. Most college educators (at both traditional and non-traditional institutions) do little direct pedagogical work to prepare themselves as teachers.
I never realized how true this was until I started to work outside the classroom at a small liberal arts college (where I had previously taught as an adjunct). I've been an "alt-ac"instructional designer for 1 year. Now that I'm "looking in" on other people's teaching (also reflecting back on my own classroom), I'm mainly seeing that faculty members don't have a ton of time to reflect or be critical of their teaching
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- Apr 2018
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openlearninghub.net openlearninghub.net
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Thursday, March 8
I found these readings really interesting, especially the the SPARC Open and Sherpa-Romeo tools.
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- Mar 2018
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journalologik.uk journalologik.uk
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But these are mostly local innovations that mobilize local resources and often recycled materials to, for example, introduce electricity into a village, better irrigate fields or offer lighting after sunset. The aim of these innovations is to contribute to local development and not to the development of international markets,
I'm wondering what Piron et al. would think of Cooperative Extension agents (hailing from US Land Grant universities) who may be involved in this work?
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there are many cases where the ‘epistemic alienation’ described above leads to ‘the exclusion or contempt of local knowledge’ (Mboa, 2016), even amongst researchers in the global South
This exclusion of local knowledge doesn't just happen in the global South and is an issue that likely occurs in many academic discipline regardless of geography. For example, I'm reminded of natural resource management (my former field of study) where "epistemic alienation" is an issue.
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rather than actually solving Southern development challenges
or development challenges in the North for that matter...
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- Feb 2018
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liberating people's data.
this reminds me of "domains of one's own" efforts to liberate student data
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The potential excites me and concerns me at the same time – that makes the web worth our ongoing stewardship.
im drawn to this notion of stewardship. it reminds me of digital citizenship, the notion of safe and responsible use of the internet, and also of an ability to be critical of the information we find on the web. like a garden, we need to tend to or care for (i.e. steward) the information that lives there. what might that stewardship look like in educational settings?
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When we link information in the web, we enable ourselves to discover facts, create ideas, buy and sell things, and forge new relationships at a speed and scale that was unimaginable in the analogue era.
learning!
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It is an incredibly intimate reflection of our interests, priorities, disagreements and values.
i think this is so true today...
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www.theguardian.com www.theguardian.com
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As a tool for a totalitarian government interested in the behaviour, social activities and thought-process of its subjects, the internet is just about perfect
was Russia ahead of the game here by using social media to meddle with the US election?
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is now heading towards some kind of web 3.0 – a global platform based on Tim Berners-Lee's idea of the 'semantic web' in which web pages will contain enough metadata about their content to enable software to make informed judgements about their relevance and function.
are we there yet? i was reminded of Facebook showing me images of things I was shopping around for on other sites...
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and a willingness to experiment (and fail) provide better strategies for dealing with what the networked environment will throw at you.
what are the implications of this for teaching in higher ed, especially given that our students grew up in this "networked environment"?
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Napster
the 8th grader in me fondly remembers Napster!!!
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The internet has quietly infiltrated our lives, and yet we seem to be remarkably unreflective about it.
this strikes me because I think people have become more aware of this almost 8 years later, at least with regard to smart phones and also the rise of "mindfulness" when it comes to a lot of aspects of life, with and without tech
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