למידה, אינטרנט ... ומה שביניהם

tell a story that is much more powerful than anything I could ever hope to convey in a blog post. The next day, I started building a virtual exhibit in Second Life.

Of course, some will say that I didn’t have to use Second Life, that a blog entry, a Flickr set, or a PowerPoint presentation (or maybe all of them combined) would have been just as effective. That’s why, before I began, I asked myself: What can I do in Second Life that I cannot do on the world wide web? Why do I need a multiuser virtual environment?

I wanted the visitors to be able to experience, even if only virtually, what it is like to stand in a typical rural Kenyan classroom. I can’t do that on my blog, but in Second Life I can create that classroom. I can try to re-create that environment.

תוויות: כלי ווב 2.0, עולמות וירטואליים

The use of the mapping in this story has provided us with a structure through the escape route we chose and also it has provided us with a rich visual stimulus for story content. The bushes James has to break through in his bid for freedom have caused scratches and bruises and ripped his clothing. The building site we have seen has caused James to be covered in dust and mud. In our story he hides between two large lorries and we stretched out with our senses (Jedi style!) and saw workmen chatting on a tea break, heard drills banging into the ground and the smell of diesel fumes from machinery. All of this has been generated from studying the satellite imagery in our story location.

... a bank of good vocabulary for the escape, which we have on our WOW WORD display. Through discussion and thesaurus work we have gathered lots of verbs and adjectives that have already proven valuable for the children to use in their stories.

תוויות: כלי ווב 2.0, כתיבה

זכיתי היום להשתתף בפתיחה החגיגית של התערוכה השנתית של המרכז לתכנון לימודים במכללת בית ברל: קופי פייסט – יצירה, מסירה ושיתוף. ליוויתי חלק מבניית התערוכה – אין זה סוד ששאלות של העתקה והדבקה, והמקום שהרעיון הזה תופס בתהליכי למידה ויצירה, קרובות מאד לליבי. אבל אני אדם מילולי למדי (אם כי המוסיקה מאד מדברת אלי), ואינני מבין בעיצוב, בניצול חלל כדי לבטא רעיון. לכן, שמחתי לשתף פעולה עם אנשי המרכז, ולראות עד כמה הם היטיבו להמחיש את הרעיונות האלה באמצעים שונים מאלה שאיתם אני מרגיש בבית.

כאשר שהוזמנתי לשתף פעולה עם אנשי המרכז לקראת הכנת התערוכה הצצתי בשרידי התערוכות הקודמות שלהם שנמצאים ברשת. התרשמתי במיוחד מהתערוכה של שנת 2007, "כמה כפתורים תפרת?". ידעתי שכבוד יהיה לי לשתף פעולה עם צוות שהעמיד תערוכה כל כך מרשימה. וכך היה.

בפינה אחת של חלל התערוכה המבקרים מוזמנים לחבר דיסק-און-קי למחשב ולהעתיק תיקיה מלאה בקבצים שמתייחסים לנושא של העתקה/הדבקה ממספר היבטים. העתקתי. עלי להודות שבאופן כללי חשתי שעורכי התערוכה הרגישו שהם לוקחים (בוודאי לא "מעתיקים") ממני, אבל אני משוכנע שאני קיבלתי מהם לפחות באותה מידה שהם קיבלו ממני. מומלץ.

תוויות: העתקה-הדבקה, פרסום אישי

Starting from my RSS reader, I had landed on an interesting story on a blog with a curious name. I got even curiouser about some of the blogroll or linklog names in the sidebar, and wondered, “How far can I wander? What would I find? Is it all tombstones, black rot, and blog tumbleweeds like those big shot writers for Wired try to tell us?’

I found not death, but teeming life.

I found people posting at an astounding rate, and original (and wonderfully strange and often deeply personal and quite silly too) stuff. And I could find no sign that people were in the vain pursuit of a front page Google Rank.

תוויות: בלוגים

תוויות: דיגיטאליות, מקוון

ביה"ס כפי שהוא בנוי היום, עדיין מעודד בעיקר תחרותיות והשגיות בין התלמידים וזוהי תפיסה המנוגדת בעיקרה ובמהותה ללמידה שיתופית וליצירת תוצר שיתופי.

תוויות: הרהורים, ויקי

When several people use a wiki to collaboratively author a document, each person needs to understand that their writing can be directly edited by others, and this is different from an email, Word document, or forum post. In those cases, others can reply to what a person writes, but they don’t have the ability to directly make changes to it.

... it’s a tool that can improve the process and produce a better finished product....

תוויות: ויקי, כלי ווב 2.0

Although I have witnessed radical and ubiquitous family, community, business and society wide adoption of ICTs in New Zealand in this time, I have yet to observe any significant school wide adoption of effective use of ICTs in teaching and learning.

• Professional development
• Time
• Hardware, software and connectivity
• Technical and infrastructure support
• Management strategies when students are learning though ICTs.
• Money.

However, given the improvements in; professional development, time allowances, hardware, software and connectivity, technical and infrastructure support, and management strategies available to teachers and schools in 2008 compared to what was on offer even ten years ago it is tempting to suggest that some of these barriers are “in the eyes of the beholder” barriers rather than actual barriers.

It seems likely that this focus on finding and identifying barriers has prevented us from understanding what is really going on when teachers fail to collectively adopt the effective use of ICTs in teaching and learning.

I suspect this focus on barriers has prevented us from asking the right questions ...

If everyone else on the planet is integrating ICTs in their programmes of living then something more is at work when teachers do not buy in to ICTs in their programmes of learning.

תוויות: מורים, שימוש בבתי ספר

At the end of a presentation a few days ago with a couple of hundred pen and paper note taking attendees (and the odd laptop user sprinkled here and there) I answered a question about “What do we do now?” by saying “Well, first off, it’s a shame that the collective experience of the people in this room is about to walk off in two hundred different directions without any way to share and reflect on the thinking they’ve been doing all day. Next year, no paper.”

Great way to remind us that paper is undemocratic - it promotes ownership and hoarding, isolation and dead-endedness. Whereas wikis and Google Docs promote sharing, bringing people together, appreciating and respecting people’s unique talents and viewpoints. The former is pointless and antisocial; the latter is meaningful and community-building.

תוויות: דיגיטאליות, כתיבה, נייר

“No, I mean it,” I said. “We’re going to be spending the whole day online; there is no reason to bring paper.”

At one planning session I was in a few weeks ago, twenty people were all furiously scribbling down notes on their pads, filling page after page after page. The same notes, 20 times. (I’d love to know where those notes are now.) At the end of the session, I gave everyone a TinyUrl to a wiki page where I had stowed my observations and asked them to come in and add anything I missed. Two people have.

the real point centers around how the work can be accessed and reused once it has been stored. Paper offers fewer options than digital, but we all knew that already.

תוויות: דיגיטאליות, כתיבה, נייר

לדעתה של המנהלת, עצם העובדה שביה"ס פועל בשלוש מערכות שונות שכל אחת מהם עונה לו על צרכים יעודיים אחרים, כבר מסמנת אותו כבית ספר מתוקשב. על פדגוגיה מתוקשבת, לא דברנו....

תוויות: טכנולוגיה, שימוש בבתי ספר

This (המסקנה שלו מהסרט) is exactly why those people who use RSS readers to scan through thousands of feeds, read blog posts from various decentrally connected sources and who engage themselves into assembling multiple unrelated sources of information into one (probing connections between them) have much greater ability to sense and respond to changing conditions in increasingly complex environments than those who read only the major newspapers, watch only the major news networks and don’t put themselves into a difficult situation of being hammered with a lot of stuff at once.

... information overload is an opportunity for pattern recognition and thus leads to better abilities to sense what is going on and how to respond to it. Therefore, information overload is actually a good thing.

תוויות: RSS

Previous research in classification suggests that there is a distinct difference between user created or naive classification systems and those created by professional indexers.

...however, the world of folksomonies includes relationships that would never appear in a traditional classification including time and task related tags, affective tags and the user name of the tagger. (Kipp 2007) These short term and highly specific tags suggest important differences between user classification systems and author or intermediary classification systems which must be considered.

Controlled vocabulary indexing has proven costly and has not proven to be truly scalable on the web. Can the user created categories and classification schemes of tagging be used to enhance retrieval in these new environments? Much speculation has been advanced on the subject but so far few studies have been done.

תוויות: תיוג

Earlier this year, a Midwest bank manager told me about a youth market survey the bank had conducted on youngsters and technology. The survey revealed that while youngsters were “Internet-savvy” and attracted to mobile banking, when it came to making critical decisions about finance, they weren't so savvy. They relied on word of mouth from their parents and friends—and limited their Internet searches to well-known search engines like Google (Nasdaq: GOOG) or Yahoo Inc. (Nasdaq: YHOO)

The bank welcomed the news - because it meant that marketing dollars could be funneled into just a handful of Internet channels.

I would argue that those who want to market to kids and adults would actually prefer that students not have those skills.

תוויות: אוריינויות

As we continue to dream about the possibilities of textbook 2.0, which is not only digital, but pliable — and we imagine book services where the teacher (and even students) can pick and choose among modules of content, assembling webtexts that are specific to instructional needs, such individualized content generators may be one of the most appealing aspects of such a service.

תוויות: פני החינוך, שימוש בבתי ספר