Heard/read in Week 6
This week I am in week five of an online course called PLENK , which I'm offering with three colleagues in the research community here in Canada. As we reach the midpoint of the course, enrollment has just passed 1500 student mark. The discussions are reasonably active, we're aggregating 227 student blogs, 1340 of them are reading the daily newsletter, and the tweet count has just passed 1701. We're not the first people in the world to offer an online course, of course. Nor is this the largest online course ever offered -- it doesn't even match our own record of 2200 participants, which we reached in 2008 with Connectivism and Connective Knowledge , much less the other online courses that have been offered over the years.
René Descartes ( French: [ʁəne dekaʁt] ; Latinized : Renatus Cartesius ; adjectival form : "Cartesian"; [ 6 ] 31 March 1596 – 11 February 1650) was a French philosopher, mathematician, and writer who spent most of his adult life in the Dutch Republic . He has been dubbed the 'Father of Modern Philosophy', and much subsequent Western philosophy is a response to his writings, [ 7 ] [ 8 ] which are studied closely to this day. In particular, his Meditations on First Philosophy continues to be a standard text at most university philosophy departments.
The #PLENK2010 session today was about learning theories and employed a few allusions to the age of steam power. I like the analogies to the history of technology. Like the examples from the development of the printing press, examples of societal responses to steam technology can be instructive respecting the response to information and communication technology. Many institutional education activities are throwbacks or hold outs from an earlier era. Remnants of the industrial era that preceded this information era. Still people try to squeeze current experiences with learning into an older industrial model.
Vision of the Future - Part 1 by Howard Rheingold My interest in this subject has always been very personal. And I want to start by emphasizing that the use of online communication for socializing by young people is nothing new.
i Rate This I’m indeed very glad that, after a couple of days of indecision of my involvement with the #PLENK2010, I’ve made good progress with some of this week’s materials.
I had hoped to get this post out last week, but the dissaggregation 2 post came out instead and here I am in the middle of week six trying to combine a post that addresses both evaluation and success… and then i realized… that kinda makes sense. The problem with creating an evaluation model for a PLE is that it will inevitably have a strong impact on the success of the PLE. If the PLE is essentially about emancipation (which Scott Leslie tells me everyone believes in the comments of the previous blog post) then the scaffolding applied to allow for evaluation seems like the other end of the counterbalance. This post is as much a simple reflection on my own practice… I hope you find it useful. Presenting The Challenge In the passed several blog posts we’ve talked about how the PLE can contribute to people committing to learning in a different way.
Thanks Dave, your post has finally made me put my fingers on the key board to write the post that I have been thinking about for the past days. You start with where most discussions on the PLE originate, in an opposition to the institutionally controlled LMS. To me it seems more helpful not to take the technologies as the central point of discussion, but the forms of learning: formal (as in institutions) and informal (as on open online networks). The idea I liked most to move from formal towards informal learning comes from Ivan Illich, who would like to rid us of ‘scholastic funnels ‘(1992) and instead create ‘community webs’ .He would like people to be able to call on the teacher or peers of their choice, teach if they feel they have something meaningful to say and call meetings to share resources whenever possible (1971).
You are not logged in.   MS-Word version, for printing Every man is the hero of his own story - Dylan Hunt Writing a blog can be a lonely business.
The project has now completed. The final report is available from the bottom of the page. Dynamic Learning Maps Navigable Dynamic Learning Maps will be developed and evaluated to assist students and staff in actively mapping learning by drawing on formal curricular and personalised learning records, supported by easy-to use facilities to add and rate resources, and tools to support discussion and reflection. These maps will fuse both “semantic web” and, “Web 2.0” approaches, building on established technologies and standards to provide “mash-ups” of resources and curriculum information (managed learning environments) and personal learning records (ePortfolios/blogs). The project will meet a number of JISC Programme objectives and will be of value to the wider HE / FE community.
Neil struck a chord with me a while ago in a post about his iPhone apps, where he described Instapaper , for him, as the place ‘where saved webpages go to die’ . Like a lot of people, I use services like Google Reader, Twitter, Delicious and Instapaper to help me find and store interesting links to articles, tools, apps or whatever. Personally, when I don’t have time to read it right now, I tend to star an item in Google Reader, ‘favourite’ it in Twitter, or mark it to ‘Read later’ in Instapaper – often five or ten things a day.