Неделя 1 Персональная учебная среда
Заметки про e-learning: Коннективизм, как теория обучения Мы очень много говорим о соцсетях и соцмедиа в контексте обучения, года 2 назад, помню, слово "web 2.0", в контексте обучения, не говорил только ленивый. Сейчас как мне кажется у многих есть понимание, но мало у кого есть реальный опыт. Но... Заметки про e-learning: Коннективизм, как теория обучения
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inShare15 We’ve always been a little acronym happy in the world of online learning. The inevitable explosion of web technologies has led to a mangled pile of nearly incomprehensible acronyms swimming around in many of today’s trendiest headlines and articles. So what is all this stuff about, and why all the hype / excitement etc. around the latest wave of acronyms? Below is a simple summary, along with a little context. LMS, PLE, VLE, ILS & SCORM – Navigate the Acronym Minefield « Rapid eLearning | Adobe Captivate Blog LMS, PLE, VLE, ILS & SCORM – Navigate the Acronym Minefield « Rapid eLearning | Adobe Captivate Blog
Is the LMS Dead? Web-based learning and collaboration tools are driving a new breed of learning management. Web-based learning and collaboration tools are driving a new breed of learning management. Social networking, Web 2.0 tools, online collaboration — these are all concepts that have forever changed the technology world and the way we interact with each other online. These solutions also represent a significant milestone in the evolution of learning management. As a result, the learning management system (LMS) has been reborn to include social networking and collaboration tools that capture informal learning and foster internal collaboration. Is the LMS Dead?
Механизм поведения в социальных сетях | Aweb-Blog Механизм поведения в социальных сетях | Aweb-Blog Частичный перевод интереснейшей презентации Пола Адамса (Google). Пол рассказывает о том, что механизм социальных сетей сформировался давным-давно. Не стоит гнаться за новыми технологиями, нужно понять мотивы и побуждения людей, которые на протяжении тысяч лет остаются одними и теми же. (Прим.: Оригинальная презентация находится здесь: REAL LIFE SOCIAL NETWORK.
The role of open educational resources in personal learning environ... The role of open educational resources in personal learning environ... 8,252 views In this presentation, and in the Informal Discussion which followed, I looked at three major themes: personal learning environments, connectivism and open learning, and argued that each of these three ... In this presentation, and in the Informal Discussion which followed, I looked at three major themes: personal learning environments, connectivism and open learning, and argued that each of these three needs the other two. For audio and video see http://www.downes.ca/presentation/274 Statistics Views
Technology I Use Everyday as an Educator Recently, a colleague asked me what technology I use each day and how does it help me or my students. So, here is my answer: (all of them are free) 1. Email - I use email for communication. All of my students have my school email address, and I give it out to parents also. I can send messages to my students, communicate with parents, and communicate with other educators. Technology I Use Everyday as an Educator
Free eBook and some Twitter talk, do you have a PLN?
“Simply showing up is not enough. As with most things in life, you get back what you put in. If you want to build a Personal Learning Network, then you must be an active part of that network; it’s not a spectator sport.” Nuts and Bolts: Building a Personal Learning Network (PLN) by Jane Bozarth Nuts and Bolts: Building a Personal Learning Network (PLN) by Jane Bozarth
The concept of the Personal Learning Environment in all of its wondrous forms has been one that I’ve struggled with over the last four or five years that I’ve been familiar with it. I’m very excited to be taking part in the PLENK10 course in order to take the time to focus on these ideas and get a clearer sense of what I mean by the word. I would add, that I think this is one of the central values of an open course… it provides the opportunity to bring clarity to a subject in a field… even if we end up with different clarities The PLE related to the LMS (LCMS, VLE etc…) I came to the idea of the PLE as an alternative to the LMS (learning management system, blackboard, moodle, desire2learn etc). There is a sense in which it is the opponent of the institutional sponsored and controlled LMS and as that I am quite fond of it as a student controlled alternative. 5 points about PLEs PLNs for PLENK10 5 points about PLEs PLNs for PLENK10
Personal learning environments 3 years on | Enactivist Personal learning environments 3 years on | Enactivist I’m enrolled on PLENK 2010 and look forward to seeing how the debate on personal learning environments has developed over the last 3 years. In 2007 I was interested in the relationship between the emerging PLE and the traditional LMS / VLE (that is, if a technology only 15 years old can be called ‘traditional’) and gave a presentation at the NZ Moodle Moot on the topic ‘Can MOODLE become more SUPPLE ?’ Since then I’ve had to explore the limitations of Blackboard in relation to the same question – to what extent is it possible to develop a PLE space for learners in an institutional context dominated by the lecture as the default mode of on-campus teaching, with the corresponding mirroring of transmission-pedagogy in the default use of the LMS ? I think that while the PLE debates (and diagrams ! have become a lot more nuanced and complex, we haven’t really seen a shift away from the LMS into a setting where the PLE becomes the default mode of online engagement for learners.
PLE, PLN, PKM --- I get it, it's about the P, it's personal. PLE, PLN, PKM --- I get it, it's about the P, it's personal. I don't really think in terms of personal learning environments and personal learning networks but more in terms of personal knowledge management plan, which I see as more action oriented and focused. To implement my personal knowledge management plan, I use a number of tools and techniques (my Personal Learning Environment) and I draw upon the people within my network (Personal Learning Network). I'm still trying to figure this out but I don't want to spend too much time on terminology. It's personal in the sense that it is uniquely my creation and my responsibility.
Bridge to Learning - Educational Research Before Christmas I did an interview over Skype with Janine Schmidt, Dennis Brüntje, Franz Büchl, Oliver Härtel from the University of Ilmenau in Germany. the title of the interview was ‘Identität 2.0 durch E-Portfolios’ – Indentity 2.0 through e-Portfolios. They have very kindly sent be a transcriot of the interview. A slighly edited versiona appears below.
Mapping my PLE/PLN for PLENK2010 I started out mapping out all the tools and doing a real diagram but that's like trying to understand how my brain works and I don't care that much about the details. The point of the diagram above is that most of the annoyances I encounter with my PLE/PLN have to do with the bipolar nature of the beast. There's "WORK", which is quite interesting, but constrained by "this is a government computer" types of issues, and there are PERSONAL/PROFESSIONAL" interests beyond work. There are work-tools and personal tools.
I agree with Sebastian and Terje’s paper on this point: “The development of Personal Learning Environments represents a significant shift in pedagogic approaches to how we support learning processes” . . . “(and it) is not a separate space on the internet, it is an essential part of the users’ workspace”. As S&T point out, many people are already experiencing a self-directed life in the digital realm, often with an essential PLE workspace, and they are finding that traditional institutional power and pedagogical relationships are incompatible with this new world. Just from a practical point of view, PLEs are usually embedded in users workflow and daily routine. #PLENK2010 Thoughts on Fiedler and Väljataga’s Paper, Personal learning environments: concept or technology?
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Every now and then I make the mistake of confessing to a colleague that I blog. They usually greet this confession with an uneasy smile and follow it with a look that says: “do you really have time for that?” I understand what they really mean: a serious tenure track assistant professor does not have time for blogging. With respect to my colleagues, they’re wrong: graduate students, post-docs, young faculty, and senior faculty too, should do more blogging not less. And, moreover, institutions of high education ought to start recognizing such work as an important component of a scholar’s profile. The Neuro Times: Why Academics Should Blog: A College of One’s Own
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Осознание E-Learning 2.0 - Дистанционное обучение, e-learning, СДО Осознание E-Learning 2.0 В нашем отношении к новым технологиям есть одна закономерность – мы одновременно переоцениваем их влияние в настоящий момент и недооцениваем влияние в будущем. — Рой Амара (Roy Amara), Институт будущего (Institute for the Future) Эти, одни из самых интересных изменений в мире электронного обучения, видны даже не всем профессионалам.
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