למידה, אינטרנט ... ומה שביניהם

Is This the Social Tool Schools Have Been Waiting For?

Google+ Could be Perfect for 21st Century Education

1. Will they carve the time out of their schedule to understand it?
2. Will they be willing to learn it themselves?
3. Will they be willing to teach others how to use it?

It’s not about how cool the technology is... it’s about humans. And I don’t understand why lots of humans would choose to use it.

תוויות: טכנולוגיה, כלים חברתיים

It has changed the way in which I do and communicate research. I love the mix of banter and professional exchange, the shared sense of passion for our field. I use social media in a range of ways: to keep up with new things, to pass on good ideas and references to others, to post new ideas and research work, to disseminate the work of others, to exchange ideas and to ask and respond to key questions of the moment.

1. If the people you read about and quoted took an interest in and commented on your writing, would that change your view of collaborative research?

2. How does following someone on Twitter change how you interpret their academic publications?

I am no longer limited to the papers academics (who tweet) write – I get a complimentary backstage pass to their professional (and sometimes personal) lives, and even discuss my interpretations of their work. This emerging culture may be subtle, but it exists.

תוויות: כלים חברתיים, PLE

Under Yahoo’s leadership Delicious ceased to be innovative. Delicious remains a useful service, but it hasn’t really improved on its original features in almost half a decade.

Tell an everyday person they can put their bookmarks online, making them accessible from any computer via a service like Delicious, and they are often amazed.

Tell them they can then see other bookmarks that other people have tagged with the same categories - and they begin to see another world, a world where the Web is social and interconnected, where we all benefit from the trails of data created by one another's everyday use of the Web.

תוויות: כלי ווב 2.0, כלים חברתיים

I found that as I looked upon the whole positivist (think knowledge transfer), interpretive (think knowledge as contextual), and critical (think knowledge and power relationships) paradigms, I did so not as a wet-behind-the-ears student seeking to remember what each was, but as a student trying to see how they all fitted together with what I understand, and my own context.

That’s what all those (horrible) Learner Management Systems are about, it’s the objective of death-by-PowerPoint, and the intention of many static learning objects... and this type of learning is ok in some circumstances. When knowledge transfer and memorisation in a hurry is what you need, the positivist paradigm appears to work.

The suggestion implicit in most of the discussions on “open data” ... is that “everyone” has the potential to make use of the data. However, as we know from experience elsewhere, not “everyone” has access to the digital infrastructure, to the hardware or software, or to the financial or educational resources/skills which would allow for the effective use of data or any other digital resource. Thus rather than the entire range of potential users being able to translate their access into meaningful applications and uses, the lack of these foundational requirements means that the exciting new outcomes available from open data are available only to those who are already reasonably well provided for technologically and with other resources.

In a sector of the economy as dominated by political Libertarianism as web technology is, the idea that opening up platforms of data for innovation needs to include consideration of the unequal circumstances of potential consumers of that data is unlikely to be a popular argument. We tend to believe that the web and data are meritocracies, where anyone with enough motivation can create value and the tide will rise, raising all ships.

תוויות: כלים חברתיים, שימוש בבתי ספר

תוויות: כלי ווב 2.0, כלים חברתיים

To be honest, I never really thought much about doing it any other way. In my zeal to have my students experience the joys of networked learning and prepare for a world where ideas and sharing should be and hopefully will be more transparent, it seems logical.

Ever since the day I wrote my first blog post and received a comment, I knew that learning in public had huge potential.

... we have no qualms about student athletes or musicians or actors perform(ing) in public. No athlete ever joins a team and suggests they just want to practice but don’t want to play in front of a crowd.

תוויות: בלוגים, כלים חברתיים

networks that are both socially constructed and individually driven

Students who understand that their knowledge is socially constructed can benefit immensely from the integration of social networking into their learning process. It cannot be understated that the sooner students understand that their knowledge is not an isolated construct the sooner they will develop skills of negotiation, debate (an almost forgotten academic skill), critical inquiry, and cognitive positioning--all of which are essential in becoming successful lifelong learners as well as developing expertise in their discipline.

In the digital world, these kinds of groups, if they are truly based in learning, need not be confined to a class or a course but can continue long after the course has ended.

... if students begin a class with existing communities of learners, why silence those and start new ones? Similarly, if students initiate new communities of learners during a class, why attempt to end those simply to apply a grade?

תוויות: טכנולוגיה, כלים חברתיים, למידה, רשתות חברתיות

This is really a remarkable thing. We are now able to just post a picture of almost anything on the Internet and have someone tell us what it is! Think of the power that gives your students. Think of the way they must learn to interact with others in order to use this power most effectively. I think it is truly amazing.

At this point in the story I would love to say that someone had correctly identified my caterpillar end of story, but that is not the case. I think often times our students are just looking for the “right” answers as well. Whether they find it on Google, Wikipedia, or someone tells them the “right” answer, the end, and an easy one at that is their objective.... I realized that learning and research are like many things in life - processes not products.

There is so much disorder in the walls of my head that it will take a much more diligent person than I, to clear some space to simply sit and breath. Is this the future we are preparing our students for, a world where we are nothing more than overflowing cups of knowledge and information?

תוויות: כלים חברתיים, רשתות חברתיות, רשתיות

תוויות: כלי ווב 2.0, כלים חברתיים

We were essentially conducting an experiment to see how crowdsourcing might enhance the quality of the information we are able to provide our collections, while also finding innovative ways to get those collections out to people who might have an avid interest in them.

sparks creative interaction with collections

תוויות: כלים חברתיים, תיוג

A "Creepy Treehouse" is an online place that adults build with the intention of luring kids in. Although we use "their" tools in education, students want to keep their lives separate. Let's define the difference between teaching “outside of the box” and "stepping inside forbidden social circles".

תוויות: כלים חברתיים, רשתות חברתיות, שימוש בבתי ספר

In fact, all that new space has made me change some of my delicious habits on both ends of the spectrum. It’s made me sure to add a good deal of annotation to most of the bookmarks I save, and it’s made me start to expect others to do the same.

I’ve been spending a great deal of time looking at the networks of those in my network, finding others who I might want to add based on the tags that they use (like do they have an “education” tag, or do they have some uniquely formed ones like “mediagoesaway“), the frequency with which they save things (30 a day = not good as does 30 a year), the amount of annotation, and who they might be networked in with.

תוויות: כלי ווב 2.0, כלים חברתיים

Social Networks, and the social web (also known as Web 2.0) allows me to not only consume but easily produce knowledge of my own. It is this interaction with knowledge that leads to new understandings and pushes me to think.

Education in the 21st Century is not about consuming information (it changes too fast), it’s about creating new knowledge from what we know, what we think, and what we are passionate about.

This is new to education as we were all raised to be consumers. We sit in class, we listen, we do our assignments, turn them in and move on. We consume, show that we consumed and that’s it. We never were asked to produce, to think deeply about what we were learning and we never had the opportunity to share what we thought ....

If someone has 1000+ followers, but only follows 30+, are they ‘misusing’ Twitter? Or doesn’t it matter?

The thing is - there is (and always has been) an asymmetry of communication. Which is simply this: it is easier to be heard by many people than it is to hear many people. It takes no effort at all to broadcast to 1000 Twitter users - the computer does it all. But following 1000 takes some commitment. We need to understand that the whole internet is like that.

תוויות: בלוגים, כלים חברתיים, כלים מיידיים

תוויות: כלי ווב 2.0, כלים חברתיים

Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004.

• 39% מעלים יצירות אמנות פרי ידיהם (צילומים, סיפורים, וידיאו, ועוד)
• 33% מעלים חומרים לבלוגים או לאתרים של אחרים – חברים, בית הספר, ארגונים
• 28% מנהלים בלוגים עצמאיים
• 27% מנהלים אתרים אישיים
• 26% עוסקים ב-remix של חומרים שנמצאים באינרטנט והעלאת התוצרים לרשת

(הסך הכל של 64% נגזר מהאחוז שענה בחיוב לפחות לאחד הקטגוריות האלו.)

The survey results challenge the assumption that libraries are losing relevance in the internet age. Libraries drew visits by more than half of Americans (53%) in the past year for all kinds of purposes, not just the problems mentioned in this survey. And it was the young adults in tech-loving Generation Y (age 18-30) who led the pack. Compared to their elders, Gen Y members were the most likely to use libraries for problem-solving information and in general patronage for any purpose.

Furthermore, it is young adults who are the most likely to say they will use libraries in the future when they encounter problems: 40% of Gen Y said they would do that, compared with 20% of those above age 30 who say they would go to a library.

תוויות: אוריינויות, דיווחים, טכנולוגיה, כלים חברתיים

... נכון שמדובר בהתלהבות שאוחזת כל פעם כשנתקלים במשהו חדש.

תוויות: כלים חברתיים, רשתות חברתיות

E-learning gurus want to exploit their students' passion for the new generation of interactive online communication tools - collectively known as web 2.0 - to deliver academic content. Not content with podcasting mini-lectures to students' mobile phones and i-Pods, they are hijacking the internet telephone system, Skype, and invading FaceBook.

a research exercise carried out by the Joint Information Systems Committee (Jisc), called the Learner Experience Project, has just revealed, amazingly, that students want to be left alone. Their message to the trendy academics is: "Get out of MySpace!"

are confident and competent IT users, but they are too often unaware of how they could apply their skills to enhance their studies.

תוויות: כלים חברתיים, רשתות חברתיות, שימוש בבתי ספר

שלא כמו רשתות אחרות, הרשתות החברתיות מאבדות מערכן כשהן מגיעות לגודל מסוים.

The presumption in the design of most networks is that the value of the network increases with the number of nodes in the network....

It is therefore tempting to suggest that a similar sort of thing holds for members of the network, that the value of the network is increased the more connections a person has to the network. This isn't the case.

Each connection produces value to the person. But the relative utility of the connection - that is, its value compared to the value that has already been received elsewhere - decreases after a certain point has been reached.

תוויות: כלים חברתיים, רשתות חברתיות

תוויות: בלוגים, הרהורים, כלים חברתיים