e-Learning Blog 2009 Horizon Report » Two to Three Years: The Personal Web Time-to-Adoption Horizon: Two to Three Years Fifteen years after the first commercial web pages began to appear, the amount of content available on the web is staggering. Sifting through the sheer volume of material — good or bad, useful or otherwise — is a daunting task. It is even difficult to keep track of the media posted by a single person, or by oneself. On the other hand, adding to the mix is easier than ever before, thanks to easy-to-use publishing tools for every type and size of media. To cope with the problem, computer users are assembling collections of tools, widgets, and services that make it easy to develop and organize dynamic online content. Overview Part of a trend that began with simple innovations like personalized start pages, RSS aggregation, and customizable widgets, the personal web is a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it. Library Research.
How To Create a Personal Learning Environment to Stay Relevant in 2013 “Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience…has created not only promising changes but also disruptive moments in teaching.” EDUCAUSE Review, 2012 This quote from Disrupting Ourselves: The Problem of Learning in Higher Education (Bass, 2012), gives a good a reason as any for educators to develop a Personal learning Environment [PLE]; a space where we can keep up with the experimental modes of learning, instruction, changing pedagogy and instructional methods that surfaced in 2012. In a previous post I introduced the concept of PLEs and touched on why educators may want to consider developing a PLE for 2013. In this post I’ll outline how educators can develop their own PLE, where to start, and I’ll provide specific action steps, and what tools to use. We need to disrupt ourselves: The model of higher education is at a turning point.
The Bamboo Project Blog Alan Weinkrantz has a series of interesting blog posts over at Chris Brogan's Owner Mag on the idea of the StartOver economy. This is an economy where things are moving quickly and where yesterday's success is no guarantee that tomorrow will bring the same. This idea of the StartOver economy should resonate with all of us. Often the StartOver is a result of forces outside of our control--the impact of technology on our jobs or the unrelenting downsizing that is going on world-wide. For mid-career professionals, the StartOver can occur when we've reached a pinnacle of success in our field and realize that we're bored with where we're at or that we need to explore a long-deferred dream. Most of us will have to master how to navigate the StartOver economy if we hope to have a thriving career that carries us through 40+ years of work. How do you navigate the StartOver economy is the question. This is where the skills and habits of career resilience come into play. Clarifying Connecting Coping
Bridge to Learning - Educational Research Graham Attwell is Director of Pontydysgu. He is an Associate Fellow, Institute for Employment Research, University of Warwick and a Gastwissenschaftler at the Insititut Technik und Bildung, University of Bremen. Born in 1953 he has a BA (Hons) degree in History from the University of Wales: Swansea College. He was previously Director of the Centre for Research and Educational Development at Gwent Tertiary College (1993-1996) and a Senior Researcher at the University of Bremen (1996-9) His experience includes: Technology-enhanced teaching and learning and web-based learning environment development: Specialised in research and development into pedagogies for Technology Enhanced Learning, Pontydysgu has organised a series of face to face and on-line workshops for teachers in producing Open Education resources. Graham Attwell is also Maria’s favourite philospher.
AASSA- Building Your PLN I am presenting at AASSA 2014- Association of American Schools in South America, here in São Paulo, Brazil today and tomorrow. Over 900 educators from South American schools (American and International) are here to REDEFINE RELEVANCE! This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Related Building your Personal Learning Network A Personal Learning Network (PLN) is a group of people you count on to: guide you in your learning be your source of advice and resources make you aware of learning opportunities share their best practices point you to answers and support This concept of a PLN has been around… 14. In "Learning" Personal Learning Network Thoughts... Just a few days ago, Andrea Hernandez (edtechworkshop) and I had a conversation about our Personal Learning Network. 20. In "Blogging" 4.
Construire son réseau personnel d'apprentissage Les enseignants sont des apprenants professionnels. Parce qu'ils savent et aiment apprendre, ils ont choisi d'enseigner et se sont formés à cela. Se forment-ils toujours, tout au long de leur vie ? Selon le pays dans lequel ils exercent leur profession, ils bénéficient de dispositifs formels plus ou moins étoffés pour cela; ils lisent et s'informent également beaucoup, cela fait partie de leur métier. Le réseau personnel d'apprentissage, de quoi nourrir une curiosité et un appétit de savoirs sans bornes Pourquoi donner la traduction anglaise de l'expression ? Ce n'est pas ce que pense Tom Whitby qui, en décembre 2010, déplorait de se sentir isolé parmi ses collègues, à cause précisément de son implication dans un PLN. Pourtant, les bénéfices de l'implication dans un PLN sont énormes : on y trouve des personnes dont on partage les centres d'intérêt, qui peuvent répondre à nos questions. Ceux qui ont adopté cette modalité de formation en connaissent les avantages. Clionautes (histoire)
Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development Developmental psychologist Lev Vygotsky defined what the person or a student can do — or the problems they can solve — as three different stages: What a student can do on their own, working independently or without anyone’s help.What the student can do with the help of someone.What it is beyond the student’s reach even if helped by someone else. He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But Vygotsky believed that learning shouldn’t follow development, but rather should lead it. This reaching beyond one’s capabilities can be pictured as the student entering their Zone of Proximal Development. The Personal Learning Environment and the Zone of Proximal Development: a static approach The future of educators?