Friday, December 31, 2010
Thursday, December 23, 2010
Monday, December 20, 2010
Sunday, December 19, 2010
Posting 12/20/2010
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Elearning examples -- infographics, simulations, and online courses » Making Change
Elearning examples -- infographics, simulations, and online courses » Making Change
Thursday, December 16, 2010
Wednesday, December 15, 2010
Tuesday, December 7, 2010
Wednesday, December 1, 2010
Saturday, November 27, 2010
Wednesday, November 17, 2010
Posting 11/18/2010
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Get Satisfaction | Customer Community Software - Love your Customers.
Great design idea
Posted from Diigo. The rest of my favorite links are here.
Monday, November 15, 2010
Posting 11/16/2010
Posted from Diigo. The rest of my favorite links are here.
Friday, October 1, 2010
Thursday, September 30, 2010
Friday, September 24, 2010
Wednesday, September 22, 2010
Can monetary rewards lead to lower performance, and decreased motivation? I've seen in the news lately a story about a study of tennesee teachers who fared no better with student test scores than teachers with no bonus .. Additionally , there are gears that incentives for teachers may lead to competitiveness and stifle sharing and collaboration . This story columnists with my reading of Daniel pinks book " drive". He makes the case that when you offer extrinsic motivation for creative problem solving you may well get worse results. I kind of equate it with getting paid to travel and write. Once you start "working" at your passion , does it then cease to be fun? How can we apply these findings to organizations? To classrooms? What can manager offer employees to get them to enjoy their job? Dare we even think it?
Friday, September 17, 2010
Tuesday, September 7, 2010
Tuesday, August 31, 2010
Tuesday, August 10, 2010
Tuesday, July 20, 2010
Monday, July 12, 2010
Posting 07/13/2010
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donald kirkpatrick's learning evaluation
a training and learning measurement, evaluations and assessments model
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Expedia has Software Developer Jobs, Sales Management Jobs, and Technology Jobs Available Now - Annotated
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Posted from Diigo. The rest of my favorite links are here.
Friday, July 9, 2010
Posting 07/10/2010
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Using PowerPoint-Template-Tips
creating a tabbed course, using Master slides, Color Schemes, Selection pane, Hyperlinks and more.
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Cathy Moore Scenario based e-learning about how to communicate and persuade Afghan leaders. Designed for the US military
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E-Learning example
Posted from Diigo. The rest of my favorite links are here.
Thursday, July 8, 2010
Posting 07/09/2010
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Integrated Learnings: eLearning: Anatomy of an eLearning Lesson: Nine Events of Instruction
9 events of instruction
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"LibriVox volunteers record chapters of books in the public domain and release the audio files back onto the net. Our goal is to make all public domain books available as free audio books"
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Free eBooks by Project Gutenberg
"Project Gutenberg\n is the place where you can download over 33,000 \nfree\n ebooks to read on your PC, \n\niPad, Kindle, Sony Reader, \niPhone, Android or other portable device\n."
- 著作権切れのテキスト - post by Makoto
- The definitive source for all public domain books.
- post by Linda Wilson - Project Gutenberg has been around all the time I have been computing - a great source for older literature, both well-known and, perhaps more importantly, much lesser-known works of literature.
- post by Keith Bryant - Has anyone else had trouble using Diigo to mark up full html book pages here at Project Gutenberg? - post by Jim H
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Eduslide: Create and Deliver your own tutorials - Free
"Eduslide allows anyone to create educational content and deliver it online, free of charge. Within the system we offer different ways of presenting information, using testing modules, wikis, chat, blogs, slideshows, and more. We welcome requests to produce more lesson types"
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MyiCourse a Free Learning Management System
"Our mission is to provide software that helps users create and post their own educational materials, at no cost. We do not believe all of life’s necessary learning is contained within the walls of universities or between the binders of books. We want to democratize knowledge for those who wish to learn. Come help us flatten the world!"
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Netvibes - Dashboard Everything
"Netvibes is the fastest way to track your real-time Web.All in one place and always up-to-date.Instantly create as many different dashboards as you'd like to, track all your latest interests"
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Audacity: Free Audio Editor and Recorder
"Audacity® is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. Learn more about Audacity... Also check our Wiki and Forum for more information"
- Audacity est un logiciel libre et open-source destiné à l'édition et à l'enregistrement sonore. Il est disponible pour Mac OS X, Microsoft Windows, GNU/Linux et d'autres sytèmes d'exploitation. - post by Olivier Ziller
- Audacity is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. - post by Powmow
- Audacity is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems - post by Sushiil Bharti
- Free and useful multi-track recording and editing software. - post by Dylan
- udacity is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. - post by B Alexander
- Audacity® is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. - post by Alexander Tsang
- Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, GNU/Linux, and other operating systems. You can use Audacity to:
* Record live audio.
* Convert tapes and records into digital recordings or CDs.
* Edit Ogg - post by Peter Meyer - Open source audio editor ideal for creating podcasts. - post by Reverse Arp
- Useful application for editing audio files - post by Guyal of Sfere
- "Audacity is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems." - post by Jean Bergerot
- The site is really cool...they work fast and efficient!!!! - post by annabay21
- Freeの波形編集ソフト
- post by letdown Junkhead - ... - post by DeVante J
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Jing | Add visuals to your online conversations
Snap a picture of your screen. Record video of onscreen action. Share instantly over the web, IM, email. Record video of onscreen action. Share instantly over the web, IM, email."
- a tool to take videos of screen activirty and share it...
- post by Vahid Masrour - Haven't had a chance to explore this, but wanted to add to my bookmarks to review later.
- post by Lainie (McGann) Rowell - 動画にコメントを入れることはできない。 - post by nori nori
- 截屏软件。
- post by Dong Guo - Techsmith's free screencasting tool - really cool way to share a screenshot or screenvideo and instantly produce a web URL to share with anyone!
- post by Tim Steward - 对于一个写IT类新闻的Blog来说，屏幕抓取软件应该是必备的工具，通常我使用SnagIT或Fashstone Caputre这两款工具。不过，今天发现了一款非常不错的同类软件，值得向大家推荐一下。该软件名为Jing，分别支持MAC及Windows平台，而在Windows下需要.Net 3.0组件支持。其实Jing的创建者就是SnagIT的创建者TechSmith公司，但Jing是完全免费的，而SnagIT却要卖39.95美元。Jing这款软件比较有特色的地方在于，除了提供图片抓取及视频录制外，还集成了TechSmith的另外一款服务Screencast(一个专门存储截屏文件的空间），你可以在截屏或录制后直接把文件上传到Screencast中，同时还像YouTube那样可通过代码调用把视频内置到自已的Blog中，整个就是一条龙服务。经过我的试用，感觉这款软件还是非常不错的，尤其对于那些经常要录制DEMO视频的人来说，可以节省大量的时间。 - post by 李 宇晨
- get it while it is still free! Very similar to Wink or SnapZ pro but, with free server space!!!! Imagin if your student's could create their own lesson reveiws, how to video, and more . . . your students + their imagination . . .hmmmmmmm.
Try it and see what happens!
- post by Joe Dixon - The concept of Jing is the always-ready program that instantly captures and shares images and video…from your computer to anywhere. - post by Alan Poon
- 不下载，不注册，能否看看其他人上传的效果 ？ - post by ooof ooof
- Esta ferramenta permite fazer capturas do écrân (todo ou parte), às quais podemos juntar som/voz. Os filmes das capturas são guardados na Internet e podem ser partilhados.
Útil para fazer vídeo-tutoriais acerca do funcionamento de aplicações. - post by Carlos Vaz - Jing is the always-ready program that instantly captures and shares images and video from your computer to anywhere. - post by Marlene Harbart
- A wonderful networking tool. - post by Christine Longe
- Jing is great.. used it in many classes to give tutorials using video clips of my computer screen.Great for showing the process of working through software or troubleshooting. - post by Kay Swanson
- I think so! - post by sungwoo chun
- a tool to take videos of screen activirty and share it...
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Screenr - Create screencasts and screen recordings the easy way - Annotated
- "Instant screencasts for Twitter." - post by Graham Perrin
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- Now you can create screencasts for your followers as easily as you tweet.
Just click the record button and you’ll have your ready-to-tweet screencast in
seconds.
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"Scriblink is a free digital whiteboard that users can share online in real-time. Sorta like pen and paper, minus the dead trees, plastic, and the inconvenience of being at the same place at the same time. We are all about collaboration. Whether you're here for fun or more practical things like layout planning, concept diagramming, or tutoring a friend in math, Scriblink brings you the power of free hand expression with anyone, at anytime, anywhere in the world."
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Simple private real-time sharing and collaboration by drop.io
Simple real-time sharing, collaboration, and more.Use drop.io to share what you want, how you want, with whom you want. Create a drop in two clicks, and we take care of the rest optimizing for the web, mobile, and mo
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Get Your Own Speaking Avatar!Make it Speak For Your Blog or Profile Video Ringtones E-Mail Messaging Enable Your Users With Speaking Avatars!Move beyond text and photos. Allow your users to represent themselves with lifelike avatars.Easy end user avatar creation module Voice enabled for site dialogue Out of the box multi-user social avatar applications Advertising and revenue opportunities What is Voki?Voki is a free service that allows you to create personalized speaking avatars and use them on your blog, profile, and in email messages.
- Un muy buen creador de avatares
- post by Antonio Montesinos - De: aseret76 Hdez Enviado el: viernes, 28 de noviembre de 2008 15:20Asunto: Fwd: [ingles_medusa] VOKI (un mensaje oral para un blog) + eTwinningHola Anabel, yo tengo pensado ponerlo en el blog de los alumnos cuando éste comience a funcionar a pleno rendimiento (aún está en pañales porque no hay tiempo para todo). Por mi parte quiero recomendar un traductor genial que se puede poner también en el blog, se llama text speech translator, puedes verlo en mi blog en la izquierda pinchando en el osito. Mis alumnos lo usan mucho y les viene muy bien. - post by medusa ingles
- En nombre de Annette WesteropEnviado el: lunes, 01 de diciembre de 2008 8:14Asunto: Re: [ingles_medusa] VOKI para webHola Anabel! Justo descubri el Voki hace una semana y sin colgarlo en un Blog o Website sigue siendo un buen recurso; ¡mis alumnos les encantó! Y los tutoriales del Blog era justo lo quenecesitaba. Lamentablemente, no pude extraerlos del zip. Me daba mensaje que había un error en el archivo. ¿Hay solución? Un abrazo y que tengas buena semanita, Annette - post by medusa ingles
- Un muy buen creador de avatares
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Text to Movie site . Crate your own animated movie by simply typing the text and publishing. Movies with characters, music and action within seconds
Posted from Diigo. The rest of my favorite links are here.
Thursday, April 22, 2010
Class 10 Reflection and the Turks
I wanted to use this space to reflect on the expert presentation by Eileen regarding the Mechanical Turk.
While I admit, I was still a bit confused about some of the details of the cone pt, term, website "mechanical turk". I visited Amazon's mechanical turk website and took a look at some of the projects. One I visited required you to trace the outline of a person in a picture and submit. It took about 30 minutes of work and appeared to pa 2cents per HIT.
From a workload/business perspective, I easily see the benefit and use of this model. If a person can break down complex, large tasks into simple steps and use a mass workload, the time saved is obvious. And if you're paying each person 2cents, it sounds like it might be an economic savings as well.
Applied to humanities, or complex concepts, as Eileen pointed out, small manageable pieces of the concept could be divided out. I feel that this is done is most cases in our classes in the ITEC program. When we divide into small groups and discuss a portion of a paper or a theory, we are focusing our attention. Then we re-join the larger group and try to put the pieces together.
The benefit of this manageable workload is efficiency, comprehension, and input of the human perspective. However, I also wonder about the costs. I see the largest challenge to this model being putting the individual pieces back together so that everyone learns how they fit together.
Again, using the small group models in class, while I feel that I get deeper perspective of the subject I have been assigned, I also tend to fade while other groups present their perspective. Of course, this may just be my own fault, however, I doubt that I'm alone in feeling the small picture becomes more clearer than the big picture.
I point this out just as a challenge and a point of interest when using the mechanical turk idea. Yes, I see clear benefits and as with anything there are of course challenges.
Would love to hear your thoughts.
While I admit, I was still a bit confused about some of the details of the cone pt, term, website "mechanical turk". I visited Amazon's mechanical turk website and took a look at some of the projects. One I visited required you to trace the outline of a person in a picture and submit. It took about 30 minutes of work and appeared to pa 2cents per HIT.
From a workload/business perspective, I easily see the benefit and use of this model. If a person can break down complex, large tasks into simple steps and use a mass workload, the time saved is obvious. And if you're paying each person 2cents, it sounds like it might be an economic savings as well.
Applied to humanities, or complex concepts, as Eileen pointed out, small manageable pieces of the concept could be divided out. I feel that this is done is most cases in our classes in the ITEC program. When we divide into small groups and discuss a portion of a paper or a theory, we are focusing our attention. Then we re-join the larger group and try to put the pieces together.
The benefit of this manageable workload is efficiency, comprehension, and input of the human perspective. However, I also wonder about the costs. I see the largest challenge to this model being putting the individual pieces back together so that everyone learns how they fit together.
Again, using the small group models in class, while I feel that I get deeper perspective of the subject I have been assigned, I also tend to fade while other groups present their perspective. Of course, this may just be my own fault, however, I doubt that I'm alone in feeling the small picture becomes more clearer than the big picture.
I point this out just as a challenge and a point of interest when using the mechanical turk idea. Yes, I see clear benefits and as with anything there are of course challenges.
Would love to hear your thoughts.
Friday, April 16, 2010
Thursday, April 15, 2010
Class 8 Reflection
Last class we had a guest speaker come in, Eugene Lee the CEO of Social Text. He spoke about Enterprise 2.0 which I am very interested in due to the nature of my work. It's one of the issues that I keep coming back to in both of my internships.
He spoke of some of the challenges facing communication within organizations and how enterprise 2.0 can help solve them. Specifically he focused on issues between what he called the three silos: 1. existing silos (or groups), 2. across multiple silos within an organization and 3. between outside silos (customer and partners).
In order to be successful in enterprise 2.0 solutions he mentioned two elements:
You have to listen
You have to monitor -for feedback and interaction
Just posting social media tools is not enough. It requires action including asking questions, status updates, sharing docuements and information and then monitoring .
While I personally find the idea of collaboration and transparency a no-brainer within corporate communication across all three silos, I am also aware that for myriad reasons, many businesses are wary of "opening up"
He recommended reading "Transparency- Creating a Culture of Candor"
This is a book I may have to get for some people I work with. I consider one of myself one of the politically isolated in my organization when it comes to being a champion of enterprise 2.0.
He spoke of some of the challenges facing communication within organizations and how enterprise 2.0 can help solve them. Specifically he focused on issues between what he called the three silos: 1. existing silos (or groups), 2. across multiple silos within an organization and 3. between outside silos (customer and partners).
In order to be successful in enterprise 2.0 solutions he mentioned two elements:
You have to listen
You have to monitor -for feedback and interaction
Just posting social media tools is not enough. It requires action including asking questions, status updates, sharing docuements and information and then monitoring .
While I personally find the idea of collaboration and transparency a no-brainer within corporate communication across all three silos, I am also aware that for myriad reasons, many businesses are wary of "opening up"
He recommended reading "Transparency- Creating a Culture of Candor"
This is a book I may have to get for some people I work with. I consider one of myself one of the politically isolated in my organization when it comes to being a champion of enterprise 2.0.
Thursday, April 8, 2010
Friday, April 2, 2010
Dr. Werner Oppelbaumer on Informal Learing
Articulate was used to create this presentation - Which is really just power point to flash technology. Yet look how engaging it is; humor, story, music, animation, quick scenes. And yet there is only one "click here". Sometimes I forget that clicking isn't necessarily engaging.
Aside from that design critique... it's one damn funny critique of informal learning. A must see really.
Tuesday, March 30, 2010
Class 7 Reflection
I was really motivated by Kyle's presentation on PLE. I think partly because when I chose my expert presentation topic, LMS I was hoping it was going to address many the issues that PLE's address: breaking down the walls of learning knowledge. I only later found out that the traditional LMS is primarily used as a wall.
However, I find one of the key compoments and challenges of the PLE is the ability to share what you know or discover. It really requires a responsible active learner to continue to blog, post, and share knowledge. It also requires a sizeable part of our limited time. I think many learners feel perhaps a waste of time in sharing when they feel that either they are too novice or that no one is listening.
Yet without sharing, the entire system breaks down. I seem to remember reading that only 20% of Twitter users account for 90% of it's content.
This is certainly a challenge for myself as well. I am starting to think though that the more I am foreced to think, build and share- through blogs, podcasts, twitter whatever- the more confident in my abilities I become and the more concrete my thinking.
How good are you at sharing what you learn? What are some ways in which you do it?
However, I find one of the key compoments and challenges of the PLE is the ability to share what you know or discover. It really requires a responsible active learner to continue to blog, post, and share knowledge. It also requires a sizeable part of our limited time. I think many learners feel perhaps a waste of time in sharing when they feel that either they are too novice or that no one is listening.
Yet without sharing, the entire system breaks down. I seem to remember reading that only 20% of Twitter users account for 90% of it's content.
This is certainly a challenge for myself as well. I am starting to think though that the more I am foreced to think, build and share- through blogs, podcasts, twitter whatever- the more confident in my abilities I become and the more concrete my thinking.
How good are you at sharing what you learn? What are some ways in which you do it?
Personal Learning Tool Set
I am really learning to love this blog by Tony Karrer. He discusses so many of the issues we address in class including this post about Personal Learning Environments, which is part of a larger series on Social Media. He reiterates Kyles point about how PLEs are personal. The tools and process one person uses to learn may not suite another concept worker.
He also touches on how to keep track of the newest tools using Jane's Harts top 100 tools for E-Learning. I'm going to post that as a separate link because I think it's so useful to have a depository of the newest tools.
He also touches on how to keep track of the newest tools using Jane's Harts top 100 tools for E-Learning. I'm going to post that as a separate link because I think it's so useful to have a depository of the newest tools.
Monday, March 29, 2010
Wednesday, March 17, 2010
Project and Class 7 Reflection
Am I lazy for combining my project idea and previous class reflection into one post? Maybe- but who the heck cares.
Class Reflection
First, while I can still remember I wanted to add my 2 cents about last week's class. Isn't it funny that despite such great presentations on screen captures/recording virtual meetings, globalization and Daniel Pink's meaning; the thing that stands out in my mind is grading?
So i don't want to spend this blog posting my notes from class but rather just give a quick tie in to connectivism. Despite Ethan not being able to discuss the concepts of connectivism, I couldn't help but think of last weeks' class during the reading. By design? Ethan has left this class in many ways to find it's way through emerging technology. Our assignments lack concrete structure or criteria and policy. Rather much of what we get out this class is based on what students put it in.
I'm not saying that those in class who want more concrete structure are wrong, or aren't getting the point. I understand their concerns and feel their needs should be addressed-which I assume Ethan did at the end of class. -- I'm curious how.
I hash through all this again, simply because I think it exemplifies a big challenge with constructivist learning methods, like connectivism. At what point, as instructors do we step in and at what points do we allow students to have freedom? Should we worry if students, parents, employees think we're being lazy by not providing more lecture material, rubrics, structure? How do address these concerns?
Just some food for thought.
And now, finally... the moment we've all been waiting for:
The Final Project Proposal
I'm working on a project with Intrax http://www.intrax.com/ to develop an on-line learning tutorial for American host families planning to take in foreign young people to their homes. These families come from varied geographical , ethnic, religious, and social backgrounds. While much emphasis has been place on the formal , Flash -based tutorial to help educate families, I feel a collaborative network could also help provide meaning to their experience. My inspiration comes from a Ning website I found for the Global Education Collaborative http://globaleducation.ning.com/.
This is a project I already have some background with since I am building the tutorial but I will also need to conduct a needs analysis before going into the specifics of what will be included.
Class Reflection
First, while I can still remember I wanted to add my 2 cents about last week's class. Isn't it funny that despite such great presentations on screen captures/recording virtual meetings, globalization and Daniel Pink's meaning; the thing that stands out in my mind is grading?
So i don't want to spend this blog posting my notes from class but rather just give a quick tie in to connectivism. Despite Ethan not being able to discuss the concepts of connectivism, I couldn't help but think of last weeks' class during the reading. By design? Ethan has left this class in many ways to find it's way through emerging technology. Our assignments lack concrete structure or criteria and policy. Rather much of what we get out this class is based on what students put it in.
I'm not saying that those in class who want more concrete structure are wrong, or aren't getting the point. I understand their concerns and feel their needs should be addressed-which I assume Ethan did at the end of class. -- I'm curious how.
I hash through all this again, simply because I think it exemplifies a big challenge with constructivist learning methods, like connectivism. At what point, as instructors do we step in and at what points do we allow students to have freedom? Should we worry if students, parents, employees think we're being lazy by not providing more lecture material, rubrics, structure? How do address these concerns?
Just some food for thought.
And now, finally... the moment we've all been waiting for:
The Final Project Proposal
I'm working on a project with Intrax http://www.intrax.com/ to develop an on-line learning tutorial for American host families planning to take in foreign young people to their homes. These families come from varied geographical , ethnic, religious, and social backgrounds. While much emphasis has been place on the formal , Flash -based tutorial to help educate families, I feel a collaborative network could also help provide meaning to their experience. My inspiration comes from a Ning website I found for the Global Education Collaborative http://globaleducation.ning.com/.
This is a project I already have some background with since I am building the tutorial but I will also need to conduct a needs analysis before going into the specifics of what will be included.
Connectivism and Podcast
After reviewing this week's resources about connectivism, I found myself answering a few questions and raising a few more.
Last week I questioned why social learning seems to have found such new energy as of late. It's seems to be the most fashionable learning theory around now, though it has existed for quite some time, at least to the time of John Dewey and probably before.
This week, I am more convinced that technology is leading the way. Perhaps even too much? But I'm not sure. With so many, and I mean sooo many different networking tools available, it seems like education is riding the coat tails of these new resources. This is an exciting time for social learning and for allowing student to really learn by "being". Yet I also worry about overwhelming already busy learners with "learn by being" practices. Sometimes you just want the teacher to tell you the answer! Especially in a business or corporate setting.
Yet I wonder: and welcome your feedback:
1. How is connectivism different from constructivism?
theory- Connectivism is a means (networking, asking, posting, sharing, grouping) by which constructivism (problem, scenario based) learning is achieved.
2. How do we know a good constructivist teacher or class from a bad one?
theory- Scaffolding and Modeling; a good constructivist teacher will not give you the answer, but they will give you the tools and guidance to find the answer. They will also practice what they preach and model the technique in their class/school.
Finally, I've added the link to my connectivism podcast: it's my first attempt at sound recording or podcast of any kind- so be kind, but I tried to at least make it fun to listen to. Enjoy
Last week I questioned why social learning seems to have found such new energy as of late. It's seems to be the most fashionable learning theory around now, though it has existed for quite some time, at least to the time of John Dewey and probably before.
This week, I am more convinced that technology is leading the way. Perhaps even too much? But I'm not sure. With so many, and I mean sooo many different networking tools available, it seems like education is riding the coat tails of these new resources. This is an exciting time for social learning and for allowing student to really learn by "being". Yet I also worry about overwhelming already busy learners with "learn by being" practices. Sometimes you just want the teacher to tell you the answer! Especially in a business or corporate setting.
Yet I wonder: and welcome your feedback:
1. How is connectivism different from constructivism?
theory- Connectivism is a means (networking, asking, posting, sharing, grouping) by which constructivism (problem, scenario based) learning is achieved.
2. How do we know a good constructivist teacher or class from a bad one?
theory- Scaffolding and Modeling; a good constructivist teacher will not give you the answer, but they will give you the tools and guidance to find the answer. They will also practice what they preach and model the technique in their class/school.
Finally, I've added the link to my connectivism podcast: it's my first attempt at sound recording or podcast of any kind- so be kind, but I tried to at least make it fun to listen to. Enjoy
Thursday, March 11, 2010
Minds on Fire Blog
I didn't find a lot of new information in this article but it was exciting nonetheless to think about the possibilities technology is providing in education. I began wondering why it seems to have taken so long to adopt this style of teaching. Even without the Internet and web 2.0 tools, constructivist learning strategies can also be used in traditional learning environments. And I know the theory itself is not new. Certainly the fact that students/people learn better in groups than on their own isn't new. What are some of the barriers that prevent teachers from using group learning in the classroom? Time? Familiarity with the concepts?
I appreciated the mention of apprenticeships, collaboration and learning to be. Maybe it's why I'm working in the business world instead of education. I've always thought it was a bit or a racket to have all these students learning things that will not help them be. Do I really need 2 years of education to become an instructional designer, accountant, advertising/pr rep? I consider school to be an excellent foundation for learning best practices and theory, but I wouldn't' consider myself an instructional designer until i am "be-ing" one. p.S. - I love school, I just think it's not always necessary and not practical on occasion. I want to get out there and learn to be.
I appreciated the mention of apprenticeships, collaboration and learning to be. Maybe it's why I'm working in the business world instead of education. I've always thought it was a bit or a racket to have all these students learning things that will not help them be. Do I really need 2 years of education to become an instructional designer, accountant, advertising/pr rep? I consider school to be an excellent foundation for learning best practices and theory, but I wouldn't' consider myself an instructional designer until i am "be-ing" one. p.S. - I love school, I just think it's not always necessary and not practical on occasion. I want to get out there and learn to be.
LMS Satisfaction Features and Barriers : eLearning Technology
This is Tony Karrer's blog about all things elearning. I used it extensively for resources on understanding LMS.
LMS Satisfaction Features and Barriers : eLearning Technology
LMS Satisfaction Features and Barriers : eLearning Technology
Learning Management Systems
This is my presentation about LMSs. Though it probably won't make a lot of sense without my narrative.
Thursday, March 4, 2010
Once Upon a Time.. in Learning
Who the heck wants to learn about civil rights by reading a textbook? Or experience Rome through a guidebook? These learning experiences merely scratch the surface of education. Unless you were asked to move to the back of the bus or stood under the roof of the Pantheon, can you say you understand?
This week, my team had to read Daniel Pink's section on Stories. I was pretty excited because like most people I love stories and I don't know why they aren't used more in learning, especially at the business level. I guess it has to do with that whole -give me what I need to know- mentality.
However, this "just the facts" mentality Pink argues is not a skill that a modern worker will value as much. With the web, people can find facts using sites like Wikipedia in a matter of seconds, leaving a knowledge worker high and dry. What is harder to find though is a deeper understanding of what those facts mean.
In an example, I put it like this:
Imagine sitting in front of your computer- shouldn't be too hard since you are right now! Now how fast could you find :
the date of when Hurricane Katrina hit New Orleans?
what size hurricane was it?
how many people died?
Now: how fast could you understand what if felt like to be living in the 9th ward when Katrina hit?
These deeper meaning questions can be somewhat answered through storytelling. Listening to interviews or watching video, pictures all provide a more robust experience to "just the facts".
Storytelling doesn't have to be simply word of mouth. Visual storytelling provides colors, contrast, detail that can be equally descriptive. A picture's worth a thousand words, as they say. Digital storytelling can use words, video, picure, or sound to convey a message.
Stories can invoke emotion and thoughtfulness. They can inspire or horrify. They have been used for good or for ill by humans since the dawn of our existence and are the original educational curriculum. While they have their own limitations, they are still a powerful tool in education.
This week, my team had to read Daniel Pink's section on Stories. I was pretty excited because like most people I love stories and I don't know why they aren't used more in learning, especially at the business level. I guess it has to do with that whole -give me what I need to know- mentality.
However, this "just the facts" mentality Pink argues is not a skill that a modern worker will value as much. With the web, people can find facts using sites like Wikipedia in a matter of seconds, leaving a knowledge worker high and dry. What is harder to find though is a deeper understanding of what those facts mean.
In an example, I put it like this:
Imagine sitting in front of your computer- shouldn't be too hard since you are right now! Now how fast could you find :
the date of when Hurricane Katrina hit New Orleans?
what size hurricane was it?
how many people died?
Now: how fast could you understand what if felt like to be living in the 9th ward when Katrina hit?
These deeper meaning questions can be somewhat answered through storytelling. Listening to interviews or watching video, pictures all provide a more robust experience to "just the facts".
Storytelling doesn't have to be simply word of mouth. Visual storytelling provides colors, contrast, detail that can be equally descriptive. A picture's worth a thousand words, as they say. Digital storytelling can use words, video, picure, or sound to convey a message.
Stories can invoke emotion and thoughtfulness. They can inspire or horrify. They have been used for good or for ill by humans since the dawn of our existence and are the original educational curriculum. While they have their own limitations, they are still a powerful tool in education.
Monday, March 1, 2010
Class 5 Reflection
What a class discussion we had last week about the use of the term Right Brain vs Left Brain. I found the conversation really somewhat distracting from the overall point of the book. Rather than get wrapped up in science ( of which none of us, as far as I know can speak on with authority) I think it's important to look at the overall message of the book.
Here is what I got from the first part of the book:
Some people are more creative. Some people are more logical . No one is one OR the other. Each of us has unique talents. Assessment tools in school and work often favor those who are more logical thinking. There is a shift taking place to place a greater value on creative skills.
I would say that all those assertions are undeniable except for the last one: the shift to valuing creative skills. I'm open to hear more about what Daniel Pink has to say on the subject. I can understand the argument that if he is wrong on details (brain science, Arabic etc.) then we can't trust what he says later on in the book, but I don't' agree with it. Because I found his over-arching assertions true, I am very interested in case for the R-directed shift.
Oh yes, and great job to Dru and Elizabeth for their Google Wave presentation- pretty cool tool and I'm eager to try and use it.
Here is what I got from the first part of the book:
Some people are more creative. Some people are more logical . No one is one OR the other. Each of us has unique talents. Assessment tools in school and work often favor those who are more logical thinking. There is a shift taking place to place a greater value on creative skills.
I would say that all those assertions are undeniable except for the last one: the shift to valuing creative skills. I'm open to hear more about what Daniel Pink has to say on the subject. I can understand the argument that if he is wrong on details (brain science, Arabic etc.) then we can't trust what he says later on in the book, but I don't' agree with it. Because I found his over-arching assertions true, I am very interested in case for the R-directed shift.
Oh yes, and great job to Dru and Elizabeth for their Google Wave presentation- pretty cool tool and I'm eager to try and use it.
Thursday, February 25, 2010
Out of my Mind
So I just finished reading the first section of Daniel Pink's book, A Whole New Mind- why right brianers will rule the world. Can you believe 10 minutes after I finished reading the darn thing in the office break room- I lost it. I mean it completely disappeared, as in vanished into thin air.
This makes me question if right brained people will actually rule the world. I'm sure if I were left brained I would have intensely focused my energy on returning the book to it's rightful place in my backpack. Instead I was so inspired with the thought of ruling the world, I started gazing out the window again dreaming of this brave new world where artists and creative types could finally have our revenge on the people who make money. Only to rush back to my cube and presumably leave my book behind for some opportunistic late lunch taker- no doubt a fellow right brainer.
So as I try to recall my readings from memory, I want to reflect a bit on Automation, Asia, and Abundance. It was such a treat to read in print a thought that had been on my mind for a while but never quite organized. As someone who's profession has been phased out in this new automated world ( I was a travel agent for 10 years), I am especially thoughtful of skills of the future that can't be automated- yet. Hence, my new foray into education. I have met countless others, under 40 years old who have met similar automated job phase-outs. ; a mapmaker, an accountant, and a candlestick maker. Just joking on the last one.
Which brings us around to design. In theory, I agree with Daniel Pink that our design is becoming a much more critical requirement of our workplace skill set. His examples of how high end designers are now selling merchandise in stores like Target is a fair example of people's demand for meaning and feeling in their purchases. As our abundance has grown, our need for cheap utilitarian functionality has diminished and instead 0f needing a couch and coffee table, we need a designer living room set that defines who we are as a person. (This reminds me of Fight Club)
Yet I couldn't help wondering how the watering down of design is effecting our quality. If everyone is a designer, than does design mean anything? Sure you can plan your own honeymoon, design your own living room, do your own taxes, make your own website, but how effective will you be? What kind of quality can you expect? What happens when you take out the expert and are relying on your instincts? How does this effect instructional design?
When everyone thinks they can make an on-line tutorial, I can see where some may question the need for an instructional designer. Just like any other industry we must continue to prove ourselves show our results, and highlight expert advice, quality and results rather than mere functionality.
This makes me question if right brained people will actually rule the world. I'm sure if I were left brained I would have intensely focused my energy on returning the book to it's rightful place in my backpack. Instead I was so inspired with the thought of ruling the world, I started gazing out the window again dreaming of this brave new world where artists and creative types could finally have our revenge on the people who make money. Only to rush back to my cube and presumably leave my book behind for some opportunistic late lunch taker- no doubt a fellow right brainer.
So as I try to recall my readings from memory, I want to reflect a bit on Automation, Asia, and Abundance. It was such a treat to read in print a thought that had been on my mind for a while but never quite organized. As someone who's profession has been phased out in this new automated world ( I was a travel agent for 10 years), I am especially thoughtful of skills of the future that can't be automated- yet. Hence, my new foray into education. I have met countless others, under 40 years old who have met similar automated job phase-outs. ; a mapmaker, an accountant, and a candlestick maker. Just joking on the last one.
Which brings us around to design. In theory, I agree with Daniel Pink that our design is becoming a much more critical requirement of our workplace skill set. His examples of how high end designers are now selling merchandise in stores like Target is a fair example of people's demand for meaning and feeling in their purchases. As our abundance has grown, our need for cheap utilitarian functionality has diminished and instead 0f needing a couch and coffee table, we need a designer living room set that defines who we are as a person. (This reminds me of Fight Club)
Yet I couldn't help wondering how the watering down of design is effecting our quality. If everyone is a designer, than does design mean anything? Sure you can plan your own honeymoon, design your own living room, do your own taxes, make your own website, but how effective will you be? What kind of quality can you expect? What happens when you take out the expert and are relying on your instincts? How does this effect instructional design?
When everyone thinks they can make an on-line tutorial, I can see where some may question the need for an instructional designer. Just like any other industry we must continue to prove ourselves show our results, and highlight expert advice, quality and results rather than mere functionality.
Thursday, February 18, 2010
Class 4 -Comment on Beta Article
Our group discussed some of the changes occurring in the ways the new "millennial generation" communicate as opposed to their parents or the previous generation. For the first time in my life I'm starting to understand how my parents must feel about technology. It just keeps on going but unless you grow up with using it, it's easy to get left behind.
It also got me thinking about this new interconnected world and how it differs from past experiments, like the 60's generation. Wasn't that generation also looking to transcend barriers and rules? Didn't they attempt to promote choice and show the interconnection of man? I suppose a major difference now is the availability of technology. There was talk in class of the book 1984 and how we can now be watched by Big Brother. However, I heard an interview with Peter Gabriel the other day in which he was discussing a human rights organization he started. He brought up the scenario of a reverse Big Brother, where all the little people being"watched" are equipped with their own video cameras, text messages, and other hand held devices so that they are actually watching the Big Brother right back- a stand off of cameras and media. It of course reminded me of recent developments in Iran.
Anyway further information about my groups discussion on our brave new world can be found at the link below:
http://itec830wiki.wetpaint.com/?WPC-action=invite
It also got me thinking about this new interconnected world and how it differs from past experiments, like the 60's generation. Wasn't that generation also looking to transcend barriers and rules? Didn't they attempt to promote choice and show the interconnection of man? I suppose a major difference now is the availability of technology. There was talk in class of the book 1984 and how we can now be watched by Big Brother. However, I heard an interview with Peter Gabriel the other day in which he was discussing a human rights organization he started. He brought up the scenario of a reverse Big Brother, where all the little people being"watched" are equipped with their own video cameras, text messages, and other hand held devices so that they are actually watching the Big Brother right back- a stand off of cameras and media. It of course reminded me of recent developments in Iran.
Anyway further information about my groups discussion on our brave new world can be found at the link below:
http://itec830wiki.wetpaint.com/?WPC-action=invite
Wednesday, February 17, 2010
The Peacock's feathers
So many different shades, colors, hues, and sizes-creating a magnificently simple rainbow or a Jackson Pollock? Even though I read the Economist's issue A world of connections in black and white, I could still see the bright colors of the new world of connectivism struggling to jump off the page.
But where is it all going for me? As I've mentioned before, I'm not much of a social collaborator on-line. I use Facebook occasionally, have dabbled with Twitter and constantly make fun of my wife for playing Farmville. However, when it comes to problem solving I find the potential for collaborative tools endless. Two heads are better than one? Try 350 million (Facebook's current estimate of users)
Many of the issues' articles dealt with how these social media companies are expanding , using some pretty effective marketing tools like the Network Effect. Even after reading the issue, I am still curious about how a company like Twitter makes a profit. Facebook, Ning, MySpace, etc.. create virtual venues, rooms and areas for like minded people to gather, share, collaborate and ultimately click on conveniently placed ads. I don't see this same model with Twitter but to be honest, I don't really care that much.
My aim is how these tools can be used to help me. I think this is why I'm drawn more to what is called Enterprise 2.0 or how social media can be used in the workplace. Here's an example of a challenge I faced today:
I'm working for the University of California which consists of 10 ten campuses across the state. We are trying to create , that's right , create! on-line resources for employees to use at the office. My task was to create a job -aid to assist in time management. Now, I haven't been here long, but I can't imagine I'm the first person to tackle time management at UC. And yet, I have no way to know what that previous person read, thought, or created because their work is probably in a drawer somewhere at their desk or saved to a personal folder.
Why can't I find who that person is? Find out what resources they designed? How was it received? Continue using and modifying their work. The answer is simply because collaborative/social sharing tools do not exist across campuses for my department. Imagine if I went to a UC Twitter and and all HR members were followers, and I posted.... "anyone have resources for job aids?" -- Or if I could search a database to look for previously created HR lesson plans and job aids. Imagine how much TIME I would have saved creating this time management piece. How ironic.
That's where social media meets my needs and I'm interested to review some of the Enterprise 2.0 sites the article mentioned such as Yammer and Chatter.
But where is it all going for me? As I've mentioned before, I'm not much of a social collaborator on-line. I use Facebook occasionally, have dabbled with Twitter and constantly make fun of my wife for playing Farmville. However, when it comes to problem solving I find the potential for collaborative tools endless. Two heads are better than one? Try 350 million (Facebook's current estimate of users)
Many of the issues' articles dealt with how these social media companies are expanding , using some pretty effective marketing tools like the Network Effect. Even after reading the issue, I am still curious about how a company like Twitter makes a profit. Facebook, Ning, MySpace, etc.. create virtual venues, rooms and areas for like minded people to gather, share, collaborate and ultimately click on conveniently placed ads. I don't see this same model with Twitter but to be honest, I don't really care that much.
My aim is how these tools can be used to help me. I think this is why I'm drawn more to what is called Enterprise 2.0 or how social media can be used in the workplace. Here's an example of a challenge I faced today:
I'm working for the University of California which consists of 10 ten campuses across the state. We are trying to create , that's right , create! on-line resources for employees to use at the office. My task was to create a job -aid to assist in time management. Now, I haven't been here long, but I can't imagine I'm the first person to tackle time management at UC. And yet, I have no way to know what that previous person read, thought, or created because their work is probably in a drawer somewhere at their desk or saved to a personal folder.
Why can't I find who that person is? Find out what resources they designed? How was it received? Continue using and modifying their work. The answer is simply because collaborative/social sharing tools do not exist across campuses for my department. Imagine if I went to a UC Twitter and and all HR members were followers, and I posted.... "anyone have resources for job aids?" -- Or if I could search a database to look for previously created HR lesson plans and job aids. Imagine how much TIME I would have saved creating this time management piece. How ironic.
That's where social media meets my needs and I'm interested to review some of the Enterprise 2.0 sites the article mentioned such as Yammer and Chatter.
Tuesday, February 16, 2010
Week 3 Class Reflection
What an interesting conversation in class last week about privacy concerns associated with the advancement of technology. Spurred on by a video presentation in which a High School teacher, who provided school computers to students, also "spied" on those student to see what content they were viewing and what they were doing (using the video camera).
The video did not state whether or not the students were aware they could be watched but I somehow think they were warned. Regardless, with web 2.0 or emerging technologies and more advance tracking tools also comes the burden of less anonymity.
Or is it a burden. Does a video in the classroom spy on you- or keep you safe from the threat of impropriety?
Are tools that track your spending habits used to brand you and possibly incriminate you, or are they useful for helping you find what you want in the web of confusion?
As James asked, is there anything wrong with losing some privacy if it means no one has any more secrets?
Personally, I wonder where our modern, Western idea of privacy came from. I was watching a bit of a show on PBS the other day tracking the concept of individual truth in philosophy. Which in some ways seems contradictory to the idea of connectivism -or group truth- that is being espoused in learning today. I can see where the conflict arises. I also know that there surely must be common ground.
There's the old saying, your freedom ends where mine begins. This line is not always easy to find however in my opinion it can be applied to privacy rights. Personally, I don't mind technology tracking my purchases or choices as long as those choices aren't used to send me to jail, discriminate against me or infringe on my rights. I think this is where the law comes in to play and so far, I haven't heard of many of these kinds of cases. Though I admit I'm probably not as aware as others and I'd love to hear some specific examples of this sort of discrimination.
The video did not state whether or not the students were aware they could be watched but I somehow think they were warned. Regardless, with web 2.0 or emerging technologies and more advance tracking tools also comes the burden of less anonymity.
Or is it a burden. Does a video in the classroom spy on you- or keep you safe from the threat of impropriety?
Are tools that track your spending habits used to brand you and possibly incriminate you, or are they useful for helping you find what you want in the web of confusion?
As James asked, is there anything wrong with losing some privacy if it means no one has any more secrets?
Personally, I wonder where our modern, Western idea of privacy came from. I was watching a bit of a show on PBS the other day tracking the concept of individual truth in philosophy. Which in some ways seems contradictory to the idea of connectivism -or group truth- that is being espoused in learning today. I can see where the conflict arises. I also know that there surely must be common ground.
There's the old saying, your freedom ends where mine begins. This line is not always easy to find however in my opinion it can be applied to privacy rights. Personally, I don't mind technology tracking my purchases or choices as long as those choices aren't used to send me to jail, discriminate against me or infringe on my rights. I think this is where the law comes in to play and so far, I haven't heard of many of these kinds of cases. Though I admit I'm probably not as aware as others and I'd love to hear some specific examples of this sort of discrimination.
Thursday, February 11, 2010
Emerging Technologies in E-Learning Comments
This article was a pretty good synopsis of many of the tools that are currently being used to accentuate Learning 2.0 and the scope was a bit breathtaking. How great that one of S.F. State's own was a contributor.
The forward looking aspects of the article, I found particularly exciting: using one's imagination to foresee how some of these new technologies can be used awakens the Star Trek nerd in me.
Of special interest was the idea of the "longtail". Let me see if I can summarize: by increasing the resources (material, knowledge, tools) in the digital world, a more specific audience can be reached that may have been marginalized before. Examples included the disabled, ESL, and gifted students.
I think in our own way, we are all a bit marginalized by mainstream media, entertainment, learning or whatever information we consume. I generally have to sort through multiple resources, skipping things I don't find relevant to meet my specific needs. Which I'm sure are different than yours. Finding the information you want, when you want it, in an easy way is an exciting vision for the future of learning technology.
Unfortunately, right now I often feel inundated with too much information and the more I try seek out useful stuff, the more I feel washed away. These challenges were also mentioned in the article and I'd look forward to exploring some of the filter, gatekeepers, or learning tools that can help me manage the wild-west feel I get sometimes searching the web.
The forward looking aspects of the article, I found particularly exciting: using one's imagination to foresee how some of these new technologies can be used awakens the Star Trek nerd in me.
Of special interest was the idea of the "longtail". Let me see if I can summarize: by increasing the resources (material, knowledge, tools) in the digital world, a more specific audience can be reached that may have been marginalized before. Examples included the disabled, ESL, and gifted students.
I think in our own way, we are all a bit marginalized by mainstream media, entertainment, learning or whatever information we consume. I generally have to sort through multiple resources, skipping things I don't find relevant to meet my specific needs. Which I'm sure are different than yours. Finding the information you want, when you want it, in an easy way is an exciting vision for the future of learning technology.
Unfortunately, right now I often feel inundated with too much information and the more I try seek out useful stuff, the more I feel washed away. These challenges were also mentioned in the article and I'd look forward to exploring some of the filter, gatekeepers, or learning tools that can help me manage the wild-west feel I get sometimes searching the web.
Friday, February 5, 2010
Class Two
Great job by Lom presenting his 830 project from last year. I did a much scaled down version of this idea for my introduction to learning theory class last year and it was very useful to see a more in depth version of using personalized and collaborative tools to influence learning.
Some key ideas that I took from his project:
1. He intended to measure success by transference, the highest level of Evaluation. Did these students achieve the desired outcomes of the program- not just a smile sheet.
2. How great is it to show your marketing director that you've got X number of students still actively involved and promoting your product, months or years after their experience. The best kind of advertising.
3. The focus on proper communication and scaffolding. Though still a work in progress, the idea was certainly to provide a level of tiered support to assist students with using their new tools. This is a case where if you simply build "it", they may not come. Support and scaffolding are key.
4. His bullet points at the end of thing he learned to be wary about during the process:
a)easy navigation
b)reduce redundancy
c)keep a unifying brand identity
d)teach with multimedia/interactive tools - not just words.
Things to keep in mind as I go forward.
Some key ideas that I took from his project:
1. He intended to measure success by transference, the highest level of Evaluation. Did these students achieve the desired outcomes of the program- not just a smile sheet.
2. How great is it to show your marketing director that you've got X number of students still actively involved and promoting your product, months or years after their experience. The best kind of advertising.
3. The focus on proper communication and scaffolding. Though still a work in progress, the idea was certainly to provide a level of tiered support to assist students with using their new tools. This is a case where if you simply build "it", they may not come. Support and scaffolding are key.
4. His bullet points at the end of thing he learned to be wary about during the process:
a)easy navigation
b)reduce redundancy
c)keep a unifying brand identity
d)teach with multimedia/interactive tools - not just words.
Things to keep in mind as I go forward.
Thursday, February 4, 2010
Selling Learning Communities
I was just reading a response to Tony Karrer's most recent blog post entitled, Selling Learning Communities- not everyone wants a group hug. While the post itself centered on practical ways of selling the importance of learning communities to your school/company. It was a particular response that caught my eye:
Written by Tim Tynan:
Imagine the worker in any field who forgets the protocol for a particular process. Like an administrative assistant who forgets how to use the new copier or coffee pot. Or a sales exec who is confused about new software. The correct information is available in many places: the website, the manual, even a little bulleted 'how-to' on the wall, but the first place he/she will turn is to a friendly co-worker. We all do it. This is where we should go. Read more: http://elearningtech.blogspot.com/2009/11/selling-learning-communities-not.html#ixzz0ebA4TRGn
I find this very true in the workplace, but also very annoying. Why can't more individuals take the initiative to solve their own problems, charting their own way through problem solving, rather than use up the time of a fellow co-worker? Does replacing a "cubical drop-by question" with an on-line community question, really solve the problem? How far is too far in designing learning communities that encourage laziness or decrease self-motivation to problem solve?
If someone asks me about how to use the copier without first trying to use the bulleted "how to" posted on their cubical wall, I will most likely tell them to refer to their "how to" posted on their cubical wall and come back if it doesn't work.
Written by Tim Tynan:
Imagine the worker in any field who forgets the protocol for a particular process. Like an administrative assistant who forgets how to use the new copier or coffee pot. Or a sales exec who is confused about new software. The correct information is available in many places: the website, the manual, even a little bulleted 'how-to' on the wall, but the first place he/she will turn is to a friendly co-worker. We all do it. This is where we should go. Read more: http://elearningtech.blogspot.com/2009/11/selling-learning-communities-not.html#ixzz0ebA4TRGn
I find this very true in the workplace, but also very annoying. Why can't more individuals take the initiative to solve their own problems, charting their own way through problem solving, rather than use up the time of a fellow co-worker? Does replacing a "cubical drop-by question" with an on-line community question, really solve the problem? How far is too far in designing learning communities that encourage laziness or decrease self-motivation to problem solve?
If someone asks me about how to use the copier without first trying to use the bulleted "how to" posted on their cubical wall, I will most likely tell them to refer to their "how to" posted on their cubical wall and come back if it doesn't work.
Friday, January 29, 2010
First Class
This blog is designed to track my progress through ITEC 830, Emerging Technologies at SF State University. I'm very excited to be taking this class, which is kind of strange for me because I don't consider myself very eager to use Web 2.0 tools in my personal life. I e-mail friends, that's about it. I'm slowly starting to Facebook.
However, for my ITEC 800 class semester, I did my final project on how informal learning can be used in workplace settings and encouraging user-generated content to help to solve problems. I discovered a real benefit of constructivist or connectivism when it comes to learning, especially solving problems in a workplace environment. For one reason or another this application of social learning really appealed to me. Perhaps that's why I'm an avid Linkedin user but rarely check Facebook or Twitter. I've just started subscribing to RSS feeds from my favorite E-Learning Bloggers on my customizable i Google page.
So perhaps I'm a late bloomer, especially for an ITEC student, but I'm starting to see the potential for social tools when it applies to individualizing learning. What an exciting prospect. I can't tell you how many boring lectures I've sat through just to learn one piece of information that actually applied to me. What if I could customize my learning to adapt to my needs?
These are a few of the thoughts I'm taking away from my first day of class but look forward to exploring many of these ideas in further in the weeks ahead. Oh yes, and nice to Ethan do such a great job on his opening day.
However, for my ITEC 800 class semester, I did my final project on how informal learning can be used in workplace settings and encouraging user-generated content to help to solve problems. I discovered a real benefit of constructivist or connectivism when it comes to learning, especially solving problems in a workplace environment. For one reason or another this application of social learning really appealed to me. Perhaps that's why I'm an avid Linkedin user but rarely check Facebook or Twitter. I've just started subscribing to RSS feeds from my favorite E-Learning Bloggers on my customizable i Google page.
So perhaps I'm a late bloomer, especially for an ITEC student, but I'm starting to see the potential for social tools when it applies to individualizing learning. What an exciting prospect. I can't tell you how many boring lectures I've sat through just to learn one piece of information that actually applied to me. What if I could customize my learning to adapt to my needs?
These are a few of the thoughts I'm taking away from my first day of class but look forward to exploring many of these ideas in further in the weeks ahead. Oh yes, and nice to Ethan do such a great job on his opening day.
Thursday, January 28, 2010
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