31 Matching Annotations
  1. Dec 2020
    1. Personal Learning Environments

      I've written and taught more about this - including links to PLN and PLC

      1. You are not alone [Helen's blog site]
      2. PLC, PLN, & PLE [Helen's course site,
    2. personalization erodes the sense of a cohort and shared experience with others, which is a significant part of the educational process

      This is evident in current learning experiences as a result of the global pandemic - students want times to synchronously get together to talk about the course content and learning materials.

    3. personalization is often presented as an obvious, and unquestionable improvement, with Facebook

      but will FB be the LMS of those not connected to institutionally provided learning? If so, at what cost?

    4. often include people the individual knows locally, professionally, as well as those they encounter online.

      this speaks to the networking that occur(s) through Virtually Connecting - the focus is on the relationship and conversation rather than the technologies or tools.

      one concern for VC has always been the ease of access and use for those joining into the VC sessions while managing privacy and security

    5. too complex

      this has been an argument that many of my own students have made in the past, as I stretch away from LMS use.

      Now I use the dual pathway model from Matt Crosslin's research (connected to/from the Human MOOC) [Link to Matt Crosslin's website]

    6. One PLE began to look similar to any other PLE, which meant it was no longer personal.

      I think that the idea behind Visitors & Residents (White & Le Cornu, 2011) would show that this is not the case.[Link to First Monday article]

      Also the image on Tony Bates blog about Building an Effective PLE showcases how people can construct their PLE for their own needs [Link to Tony Bates' website]

    7. providing users with tools such as blogging, podcast support, user profiles, content aggregation, community building tools, tagging, and so on

      some HE provide more variety in their collection of tools, beyond merely using the LMS as the only item in the box - if the only tool you have is a hammer, you'll use that hammer to do everything.... the challenge comes when shifting from one 'way of hammering' or 'how to use a wrench 101'

    8. how each learner could create their own particular blend of tools

      this speaks to our individual and collaborative need to find the right tool to do the right thing at the right time - eg Virtually Connecting's challenge to shift from Google Hangouts to YouTube live to Zoom Live.

    9. development of new approaches to assessment

      open educators are still negotiating the tricky terrain of assessment requirements in HE, but conversations continue to collaborate and find alternative ways to engage students in assessment practices

    10. tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals”

      extending this definition with a graphic that contains both PLE and PLN [link to image]

    1. If you are new to online learning or Canvas

      This is indeed an interesting opportunity. I'll have to try this in my D2L course as well since I am asking students to annotate the course syllabus.

  2. Nov 2019
    1. focus on how to teach, not what to teach,

      Shifting this toward facilitation and negotiation.

    2. (OEPs).

      I've used OEPr as a way to differentiate practices from pedagogies, which I see as uniquely different. How about others? What are the differences and how can a small letter ('r' or 's') help navigate and clarify the concepts?

  3. May 2019
      • 0:37 - need to recognize the networked nature of today's media
      • 0:37 - need to recognize the networked nature of today's media
      • 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
      • 1:05 - how do children check sources on the internet
      • 1:20 - one of the simplest ways is to follow the links back to the source
      • 1:34 - when it's a photo, you can do a reverse image search
      • 1:50 can do a news search and sort by date to see if the news story is current
      • 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
      • 3:25 - some create alternate identities or fake accounts
      • 4:25 - important to get a sense of how reliable a source is
      • 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source
      • 5:10 - impact that we don't get our news from a limited number of sources
      • 5:45 - some of these sources are from friends on social media, others are algorithmically determined
      • 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
      • 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
      • 7:05 we need to train young people to do this
      • 7:30 how should we teach this?
      • 7:35 - with the concept approach you don't need to feel like an expert
      • 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
      • 7:52 - media are constructed;
      • 7:55 - they have commercial considerations;
      • 7:58 they have social and political implications;
      • 8:00 that audiences negotiate meaning;
      • 8:05 that each medium has a unique form and the form influences the content
      • 8:20 these can be applied to any form of media and adapted to any grade from K-12
      • 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
      • 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
      • 8:50 understand that content now is shareable, that this is the default rather than the exception
      • 8:55 - the ways the tools we use influence not just the content but the ways we use them
      • 9:05 - this has an impact, an ethical dimension
      • 9:10 - these can be applied in any context and to any grade level
      • 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
      • 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
      • 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons
  4. Jan 2019
    1. conversation with each other

      key concept - open is a conversation; open pedagogy relates people, ideas, concepts, arguments through conversation - not just vocal but text, annotations, comments

  5. May 2018
    1. he activity itself (the mental operations and knowledge involved in understanding and writing

      links to learning by doing; actions to create knowledge and build understanding

    2. (1) the principal functions of note taking: “writing to learn”; (2) the main note taking strategies used by students; (3) the different factors involved in the comprehension and learning of knowledge through note taking; (4) the learning contexts that allow effective note taking: “learning to write.
      1. writing to learn
      2. strategies
      3. comprehension = knowledge building
      4. learning to write
  6. Nov 2016
    1. working openly is a new skill, with unlimited potential for mobilizing knowledge within the education system.  We don’t yet value it in the education system.

      mobilizing knowledge - important notion. Building collective knowledge and working collaboratively has not always been of value in education. When marks, grades and individual learning are the measured outcome at the end of the process, this will remain the 'coin' upon which learning is banked.

    2. the ‘weight’ of the words they might make public

      Acknowledging this and recognizing the impact of putting words and work into open/public spaces needs to be a primary consideration for education leaders. These words carry more weight than many realize - weighing each blog post or tweet to ensure that human dignity or security is not disparaged or breached is time consuming and anxiety producing.

    3. scaffolded approach to help develop an understanding of digital literacies and support in developing that open practice.

      This is essential insight from experience. Everyone needs this scaffolding and support to move from stasis into iterative practice. Fear is an inhibitor to being open. Taking small steps or large leaps toward open educational practice is best done with others - having models and mentors to support and 'push' the practice.

  7. Aug 2016
    1. edtech startups are unpacking the degree

      Not just edtech startups either, some of the big publishing companies are involved.... and it's all for sale! micro-credentialed and granular.

    2. This focus on the learner is a big mistake. We should look at the whole learning system and how it works—the learner, teacher, technologist, administration, community

      It's so much easier to pick up on the learner focused element and collect analytics for that focus alone. Going with all the other elements is messy and complex - not so easy to pick up on the intricacies between, among these 'stakeholders'.

  8. Jan 2016
    1. think through

      many aren't to this point yet, more thinking about 'how' vs 'why' due to FOMO!

    2. ultural experiences are mediated by digital technologies

      connecting beyond borders via social media

    1. Digital technology has evolved quickly from personal computers and networks to participatory social, academic, and political Web 2.0 environments with a new vocabulary and new temporal and spatial interactions.

      resulting from characteristics of participatory cultures as outlined by Henry Jenkins (Jenkins, Purushotma, Weigel & Clinton (2009), in their book Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, outline the features of a participatory culture.) e.g. low barriers to artistic expression or civic engagement, informal membership, members feel socially connected

    1. the main advantage of Hypothes.is

      it's about choice and voice - shared or silent. I can pick which works for me!

    2. I've been asking myself this question and was hesitant to investigate or try it out until this article!

    3. What I Like About Hypothes.is

      This is the first note attached here! Let's talk about these options together.