Mother, wife, teacher, student, blogger, Web 2.0, Advocate for technology in classroom, Teaching English in the Web Era, life long learner..
Rita Kop, Helene Fournier and Sui Fai John Mak have published an article “A Pedagogy of Abundance or a Pedagogy to Support Human Beings?
People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs.
By Claude Almansi Editor, Accessibility Issues ETCJ Associate Administrator The International Review of Research in Open and Distance Learning ( IRRODL ) has dedicated a special issue to “Connectivism: Design and Delivery of Social Networked Learning” (March 2011), edited by George Siemens ( Athabasca University , Canada) and Grainne Canole ( Open University , UK).
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The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century. Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain. This is an ongoing challenge and one that does not have a single right answer or pre-packaged solution.
I have to continue with the same IRRODL journal (see my former post). I have enjoyed reading the article Using mLearning and MOOCs to understand chaos, emergence and complexity in education written by Inge deWaard and 6 participants of the MobiMOOC course. I have heard many positive comments about that course, for instance Rebecca Hogue and Osvaldo Rodrigues mentioned it in some Jeff Lebow Hangouts (COOLcasts during eduMOOC).
מהמדור: תפיסות ותיאוריות פדגוגיות
התיאוריה של קישוריות אנושית בחינוך מתוקשב שפותחה על ידי החוקר הקנדי George Siemens זוכה לאחרונה להתעניינות רבה והוא מוזמן לכנסים בינלאומיים באירופה ובאוסטרליה כדי לשאת את דבריו ולהציג את התפיסה של Connectivism . לאחרונה, נערך עם George Siemens ראיון מעניין באוסטרליה שם הוזמן לשאת דברים בכינוס הארצי ליישומי תקשוב בחינוך.
David Wiley, October 2012 David A. Wiley is an Associate Professor of Instructional Psychology & Technology at Brigham Young University . [ 1 ] He is originally from Barboursville, West Virginia, where he received his undergraduate degree in vocal performance from Marshall University in 1997.
Description of Connectivism Connectivism is a learning theory for the digital age.
Let’s take a step back and consider how well we are using learning technology in contrast with what is possible given advances over the last decade. Ideologies influence design, then design constrains future options. We don’t have to look very far to see examples of this simple rule: classrooms, design of organizational work activities, politics, and the operation of financial markets.
When a cadre of international scientific research powerhouses announced last month that they were teaming up to create a top-shelf, peer-reviewed free journal in the medical and life sciences fields, some called it a "triumph of open access" — proof that the tide was turning in favor of a once-radical movement aimed at cutting through the traditional oligarchies and turning scholarly publishing on its head.
The latest massively open course, offered by Stanford University on Artificial Intelligence is raising the question again. What exactly does a course need to be in order to be classified as a MOOC?
Personal Learning Networks
21st century teaching and learning