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ConnectedLearning_report.pdf

ConnectedLearning_report.pdf
Related:  Connectedself blend

Educational Technology and Mobile Learning: Connected Learning Explained Are we really taking advantage of this digital information age to enhance the quality of today's education? Are we keeping pace with the fast-changing learning styles of our students? Do we know when, how, and what technology to use in our classrooms ? We are preparing students for jobs that do not exist yet but unfortunately some of us are still using old fashioned techniques. Connected Learning: 'ESSENCE' from DML Research Hub on Vimeo. Connected Learning Principles We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society. Fortunately, we are also able to harness the same technologies and social processes that have powered these transformations in order to provide the next generation with learning experiences that open doors to academic achievement, economic opportunity, and civic engagement. What would it mean to think of education as a responsibility of a distributed network of people and institutions, including schools, libraries, museums and online communities? At the core of connected learning are three values:

Mimi Ito - Weblog Cross posted from the Connected Learning Research Network Leveling Up project blog It’s the start of a new year and time to take stock. It’s been three years since the launch of the Connected Learning Research Network and the Leveling Up project, and a year and a half since the launch of this blog. Along the way, we’ve delved into stories of knitters, boy band and wrestling fans, fashionistas, eSports enthusiasts, and game makers, as well as how the online world is supporting their learning, sharing, and civic engagement. Following from the digital youth project, we’ve found that the online world, even as it has expanded into more diverse areas of interests, platforms, and mobile devices, continues to be a rich source of not only social connection, but of peer learning. The cases have given us glimpses into how to answer that question in ways that deserve further investigation, and are the focus of a new round of research that we will be kicking off this year.

¿Por qué es tan importante la #colaboración? ¿Qué es y cómo funciona? Allá por 2008 escribíamos en ergonomic sobre una charla que Andrew Keen daba en el Oxford Internet Institute. En esos días, Keen ironizaba lo que entonces llamaba: “… las tres “C” que promueve el evangelio de Silicon Valley: colaboración, comunidad y conversación…”. Desde entonces hasta ahora muchos bits han pasado bajo nuestros teclados. Sin embargo, aunque mucho ha ocurrido entre el ’08 y ’13 aún queda bastante por explorar y precisar en cuanto a qué entendemos por colaboración, comunidad y conversación. En conversación con un alumni de Outliers School surgió la idea de pensar en un simple pero inclusivo diagrama cartesiano que interrelacionara las dimensiones de aprendizaje individual, colectivo, formal e informal. Un claro ejemplo de su importancia se observa en la prueba escolar parametrizada de la OCDE (conocida como PISA) que a partir del 2015 comenzará a evaluar: “Collaborative problem solving (computer based)“. 1. 2. 3. 4. [Referencias abajo] * W. ****Himanen, P. (2010).

What is Connected Learning Ninth-grader Charles Raben has seen first-hand that by connecting the many spheres of his life -- peers, interests and academic pursuits -- new learning experiences can and will present themselves in both organized and unstructured ways. In the summer of 2012, Charles utilized his photography skills and the petition website Change.org to capture and share the story of Jerry Delakas, a longtime local newsstand operator who was in danger of losing his New York City license over a technicality. "I wanted to have that experience of creating change myself." The petition-making process proved to be a life-changing learning experience for the teen. You can view more Connected Learning Case Studies and Personal Stories right here on connectedlearning.tv.

Telling Stories, Forging Links, and Researching Lives This chapter maps the issues and tensions, theoretical and methodological, to which this book responds. The author describes her own experiences as a visual art pedagogue in a notoriously violent and impoverished South Bronx Junior High School. Through this ethnographic tale, she begins to contextualise the need for educational research in the area of youth identities and visual material culture (VMC). In particular, Eglinton underlines a disconnection between youth cultural experiences, theory, pedagogy, and empirical studies that examine young people’s use of VMC.

Learning 2.0 is Dumb: Use ‘Connected Learning’ Instead Going forward, and as best I can, I’ll use the term ‘Connected Learning’ to describe a knowledge ecosystem made up of formal, informal and social learning behaviours and modalities. It’s about time I (and perhaps you as well) retire the term Learning 2.0. There are a few reasons for this: Therefore, I present to you ‘Connected Learning’ … at least from a modality perspective: If ‘Connected Learning’ is part formal, part informal and part social, there will always be the act of ‘connecting’ one’s self to people, content, systems, networks, etc. during the learning process itself … and it may occur through several mediums. Formal: a self-contained & scheduled learning event, typically but not always tracked, providing a comprehensive and at times logical or sequential approach to a topic. Informal: an opportunity without conventionalism, atypical to formal learning, providing guidance, expertise or acumen on the go. ‘Connected Learning’ leans heavily on Socratic Learning as well:

Physical Locations for the New Way of Learning - adidas In the third part about our adidas Group Learning Campus, we’ll focus on the physical campus concept. As a quick reminder: we are currently founding the adidas Group Learning Campus, our “Corporate University”, the one-stop shop for all training, learning and development offers across the adidas Group. The adidas Group Learning Campus consists of three pillars: Physical learning spaces in all locationsA virtual Learning Campus Online, a platform for collaborative, self-driven and technology-based learning that provides access to learning anywhere, anytime and on any deviceAnd, going forward, the Future Workplace, the personal workplace of each employee, where learning is fully embedded in the daily work. As much as we embrace the digital world and see huge opportunities for learning, we do believe that a combination of digital and physical learning spaces brings both worlds together in a most efficient and human-centred way. Learn more about the 70:20:10 model here: Media Labs Pop-Up Kits

From E-Learning to We-Learning The corporate training industry is undergoing some major changes. Over last few months we have been involved in many discussions with organizations about the tremendous needs to build, manage, and formalize their social and collaborative learning programs. This is being driven by many factors: the slowing economy, the "always-connected" nature of the workforce, and the explosion of social software tools and platforms now available. In many ways, this transition is very similar to the last "big thing" to hit corporate training - the "e-learning" era. I think today's transformation is very similar and we have much we can learn from that history. The History of E-Learning and What We Learned E-learning radically changed the training industry. Today of course as e-learning has matured, there are many forms of online training and education. In addition, the original "concepts" of e-learning have changed. Enter "We-Learning" Now here we are again, in the middle of a whole new era. 1. 2. 3. 4.

Constructivist Learning One of the key issues to look at when examining any Learning Theory is Transfer of Learning. Indeed, this is such an important idea, that it is a field of research in its own right. Researchers and practitioners in this field work to understand how to increase transfer of learning -- how to teach for transfer. Introduction Constructivism Situated Learning Transfer of Learning General Learning Theory References Top of Page Introduction The intent of this Website is to help support the work of IT in education materials and users of such materials. There are many additional different learning theories related to use of IT in education include: Anchored Instruction (John Bransford). Funderstanding: About Learning [Online]. Funderstanding: About Learning. Constructivism The following definition is quoted from the Website: psparks/theorists/501const.htm. References on Constructivism College of Education, University of Denver, Constructivism Site [Online].

Connected Learning: The Power Of Social Learning Models DML (a “Digital Media and Learning” project), believes in the “the power of participation.” And they’ve created a learning model overview to prove it. We recently published our Inside-Out Learning model, an attempt to return the learning to the families, organizations, and communities authentic to the learner. DML’s model is similar in philosophy, underscoring the role of interdependence. Called Connected Learning, the model is a response to changing face of culture as it relates to social and digital media. Connected Learning “is an answer to three key shifts as society evolves from the industrial age of the 20th century and its one-size-fits-all factory approach to educating youth to a 21st century networked society.” 1) A shift from education to learning. 2) A shift from consumption of information to participatory learning. 3) A shift from institutions to networks.

SDT Uni Rochester Educators: Embrace Social Media What is up with teacher development and the fear of social media? So many educators are soaring into the next advent of learning, while others continue to lecture and talk at the kids, avoiding the digital tools that are so readily available. Yesterday, in a passing conversation discussing sharing of great resources, I asked a colleague if they knew what a PLN is? ”Huh?” she said. “A P L what?” My world has become immersed in Twitter; I find it to be one of the single most important tools in my own daily professional development. I’d like to mention some of my educationally revered friends and give them a little plug since they have helped me grow. Now, don’t get me wrong… my friends on Twitter are more like colleagues. 25 Ways To Get The Most Out Of Twitter by Jeff Dunn (just posted yesterday so we must have had some mental telepathy going on.) the founder of Edudemic, states that, Twitter may very well be the single most important tool for teachers right now. Here’s what I think:

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