Jak Radice on 2008-12-12
Testing
This link has been bookmarked by 50 people . It was first bookmarked on 30 Aug 2008, by Milton Ramirez.
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21 Oct 09
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14 Oct 09
Carol FurchnerProvides very useful frameworks for evaluating both pedagogy and web2.0 tools - what pedagogy the tool supports, and different ways in which it may be used.
"In this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer."-
matching the affordances of the tools to what they offer for learning
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learning
on one’s own, individually through to learning socially - 3 more annotations...
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learning through information versus learning through experience
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learning passively versus actively
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this framework provides a useful schema to
think about tools in use and how they map to different characteristics of learning.
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28 Jul 09
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I will further argue that the current complexity of the digital environment
requires us to develop ‘schema’ or approaches to thinking about how we can best
harness the benefits these new technologies confer. -
There is an inherent tension between the rhetoric of Web 2.0 and current educational
practices. - 27 more annotations...
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This seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time. -
many have
argued for a need for changes in assessment practices – ‘if information is abundantly
available, surely assessment processes which focus primarily on knowledge recall
are inappropriate?’ -
such practices in the current educational climate constitute plagiarism.
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Yes there is an inherent practice of cross-referencing sources in the blogosphere,
however the speed with which ideas are taken up and transferred across blogs
is such that it is almost impossible to identify ‘a source’ for many ideas. -
Education is still predicated on a striated structure – crudely put with ‘teacher’ as ‘privileged expert’, this is despite the rise in pedagogies such as social constructivism, which emphasise the need for co-construction of knowledge and support a more learner-centred approach. Traditionally education and the way in which it is taught, is divided into subject fields with knowledge on the whole static and unchanging.
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It is no longer possible for any individual to be an expert in their field,
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have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies.
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also show that there has never been a closer alignment between the current practices of Web 2.0 technologies and what is put forward as good pedagogy – what we need are means to realise and harness this match.
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I want to suggest two new schema/approaches, which we might adopt to make sense of this and harness the potential of new technologies.
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I want to consider this from a number of perspectives. Firstly, looking at existing learning theories and reflecting on how they align with Web 2.0 practices
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Secondly, I want to suggest some ideas to help us to map Web 2.0 better to the kinds of pedagogical practices we want to promote,
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Multiple forms of asynchronous and synchronous communication offer
the potential for more diverse and richer forms of dialogue and interaction
between students and tutors and amongst peers -
Networking
capabilities of the Web enable more diverse
access to different forms of expertise and the potential for the development
of different types of communities -
Online
communication tools and learning environments offer the potential for new
forms of communities of practice or can facilitate and enhance existing
communities -
It is significant that many of the post 2005 tools are available as free, online services
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functionality created in one tool can be embedded or made available in another.
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as is the shift from desktop tools to Web services - emphasising the assumption that there is near-ubiquitous access to the Internet.
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This difference is due to a complex set of factors – technological, organisational
and pedagogical. Educational systems are slow to change; the practice and process
of teaching and learning are embedded in these systems. -
although formative and more collaborative assessment is possible, it is more
difficult in the current educational infrastructure. There are cultural issues
as well, not least the need for a changing mindset of teachers in terms of their
role. -
We argued that any particular instance of learning lies somewhere along a combination
of the three dimensions shown in the figure. -
SocialLearn and Openlearn. Social:Learn is a relatively new initiative attempting
to apply the best of Web 2.0 principles to an educational context [5][6].
The aim is to provide an enabling learning architecture along with a series
of exemplar learning applications that demonstrate how Web 2.0 principles can
be applied in an educational context. -
OpenLearn began as
an initiative more from a content perspective. Funded by the Hewlitt Foundation,
the OpenLearn Project is making ca. 10% of the OU’s educational resource freely
available as Open Educational Resources (OERs). -
Blogs act as valuable barometers of change, and so to illustrate the above
I want to draw on some recent discussions in the blogosphere, which to my mind
exemplify some of the core issues. -
crudely they are
offered by many as an alternative to institutionally controlled Virtual Learning
Environments (VLEs) -
such a personal working environment and mixture of institutional and self-selected
tools are increasingly becoming the norm. -
students are
mixing and matching different tools to meet their own personal needs and preferences,
not just relying on institutionally provided tools and indeed in some instances
shunning them in favour of their own personal tools [9 -
We are only at the start of unpacking what this will mean for the future of all aspects of education. If we constructively embrace the potential of new technologies, I believe they have much to offer in terms of providing more engaging, personalised learning opportunities for our students; we ignore them at our peril.
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19 Jun 09
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I have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies. However I will also show that there has never been a closer alignment between the current practices of Web 2.0 technologies and what is put forward as good pedagogy – what we need are means to realise and harness this match.
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Recent thinking in learning
theory has shifted to emphasise the benefit of social and situated learning
as opposed to behaviourist, outcomes-based, individual learning. What is striking
is that a mapping to the technologies shows that recent trends in the use of
technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very
much emphasise the collective and the network. - 2 more annotations...
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Arguably then there has never been a better alignment of current thinking in
terms of good pedagogy – i.e. emphasising the social and situated nature of
learning, rather than a focus on knowledge recall with current practices in
the use of technologies – i.e. user-generated content, user-added value and
aggregated network effects. -
Educational systems are slow to change; the practice and process
of teaching and learning are embedded in these systems. Take, for example, assessment
– the primary model in place is still one based on summative, individual assessment;
although formative and more collaborative assessment is possible, it is more
difficult in the current educational infrastructure.
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08 Jun 09
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05 Jun 09
Joachim NiemeierI want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer.
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24 Mar 09
Graham AtttwellThere is an inherent tension between the rhetoric of Web 2.0 and current educational practices. For example, today’s digital environment is characterised by speed and immediacy; the ability to access a vast amount of information at the click of a mouse, coupled with multiple communication channels and social networks. This seems contradictory to traditional notions of education; the need to reflect, to build cumulatively on existing knowledge and develop individual understanding over time.
pedagogy education web2.0 technology teaching learning social software
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12 Dec 08
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Ever since the advent of the Internet and access to information
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John DermoIn this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
Education learning web2.0 e-learning technology teaching Elearning article research online Pedagogy Connectivism constructivism LearningTheory mapping ariadne schemas conole
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10 Dec 08
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The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication
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Therefore, I want to suggest that we need new ways of thinking about how
to map different pedagogies to the use of tools. - 5 more annotations...
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We argued that any particular instance of learning lies somewhere along a combination
of the three dimensions shown in the figure. -
that learning in any situation is some combination of learning through
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Open University
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Social:Learn
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OpenLearn
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22 Nov 08
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21 Nov 08
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15 Nov 08
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04 Nov 08
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Will StewartIn this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
Education learning web2.0 e-learning technology teaching Elearning article research online Pedagogy Connectivism constructivism LearningTheory mapping ariadne schemas conole
-
today’s digital environment is characterised by speed
and immediacy; the ability to access a vast amount of information at the click
of a mouse, coupled with multiple communication channels and social networks.
This seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time. Just as there has been a backlash against ‘fast food’ with the ‘slow
food’ movement, some are arguing for the need to a return to ‘slow learning’
as a counter to the speed and immediacy that digital learning appears to offer. -
There is an inherent tension between the rhetoric of Web 2.0 and current educational
practices. - 8 more annotations...
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Similarly a key characteristic of Web 2.0 is user participation – the ‘wisdom of the crowds’, the ‘architecture of participation’ – mash-ups, remixing and co-construction are fundamental and widespread practices in Web 2.0. In contrast, despite the general increase in group-collaboration in recent years, fundamentally educational systems revolve around individual testing – evidencing of attainment of a level of knowledge and understanding against a set of pre-defined criteria. Even where group work is encouraged, more often than not there are strategies to ensure recognition of individual contribution to some extent.
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Will Stewart on 2008-12-02
This issue of individual testing is one of the main barriers to change. It is used as much to validate an institution as it is to measure student achievement.
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Even the nature of academic referencing is being challenged in the fluid way
in which ideas are developed, transformed and transferred through the blogosphere.
Yes there is an inherent practice of cross-referencing sources in the blogosphere,
however the speed with which ideas are taken up and transferred across blogs
is such that it is almost impossible to identify ‘a source’ for many ideas.
My own use of a blog has caused me to reflect on and rethink the nature of academic
discourse and the relationship between how I develop and convey my ideas through
traditional media such as journal publications and conference proceedings compared
with my use of blogs. I have been surprised at how liberating and useful blogging
has been, as a ‘stream of consciousness’ of the development of my ideas, through
being part of an evolving collective of other thinking in the community and
increasingly as my main reflective research journal and repository of ideas
and resources. -
Even where the pedagogy is learner-centred, current educational systems are
not – administrative processes and assessment practice remain firmly bound to
hierarchical, differentiated educational structures.-
Will Stewart on 2008-12-02
Web 2.0 certainly provides the means to adopt a truly learner-centred approach, allowing learners the opportunity not only to negotiate their curriculum but also their mode of assessment.
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Whichever aspects you look at there appears to be an irresolvable tension between current educational practice which is essentially individualistic and objective, and the philosophies inherent in Web 2.0 – namely social and subjective. So there are huge tensions between the potential of Web 2.0 and our current educational systems.
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The post-2005 tools very much emphasise the fundamental shift with Web 2.0 from information to communication:
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Arguably then there has never been a better alignment of current thinking in
terms of good pedagogy – i.e. emphasising the social and situated nature of
learning, rather than a focus on knowledge recall with current practices in
the use of technologies – i.e. user-generated content, user-added value and
aggregated network effects. -
- thinking and reflection
- conversation and interaction
- experience and activity
- evidence and demonstration.
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Harnesses the Internet (social scale, user generated content,
etc.)
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03 Nov 08
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26 Oct 08
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23 Oct 08
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22 Oct 08
Gabriela GrosseckIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
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21 Oct 08
Nigel RobertsonIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop ‘schema’ or approaches to thinking about how we can best harness the benefits these new technologies confer.
education pedagogy technology web2.0 teaching wcel conole schema mapping tension change
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speed
and immediacy -
seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time - 5 more annotations...
-
-
speed
and immediacy -
it is almost impossible to identify ‘a source’ for many ideas
-
Even where the pedagogy is learner-centred, current educational systems are
not – administrative processes and assessment practice remain firmly bound to
hierarchical, differentiated educational structures -
there has never been a better alignment of current thinking in
terms of good pedagogy – i.e. emphasising the social and situated nature of
learning, rather than a focus on knowledge recall with current practices in
the use of technologies – i.e. user-generated content, user-added value and
aggregated network effects. Despite this, the impact of Web 2.0 on education
has been less dramatic than its impact on other spheres of society -
Social:Learn is a relatively new initiative attempting
to apply the best of Web 2.0 principles to an educational context [5][6].
The aim is to provide an enabling learning architecture along with a series
of exemplar learning applications that demonstrate how Web 2.0 principles can
be applied in an educational context. The question driving SocialLearn is ‘if
we were to start a new university from scratch, harnessing the very best of
new technologies – what would it look like?’ In contrast, OpenLearn began as
an initiative more from a content perspective. Funded by the Hewlitt Foundation,
the OpenLearn Project is making ca. 10% of the OU’s educational resource freely
available as Open Educational Resources (OERs). The site has been built using
the Moodle platform, and in addition to the OERs a range of social tools are
also provided to encourage discussion and collaboration among users [7].
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20 Oct 08
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19 Oct 08
Christy TuckerSchemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.
This article also suggests a way to map tool use along three dimensions:
* Individual - Social
* Information - Experience
* Passive - Active
This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.education e-learning pedagogy web2.0 constructivism technology learningtheories instructionaldesign cck08
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here is an inherent tension between the rhetoric of Web 2.0 and current educational
practices. For example, today’s digital environment is characterised by speed
and immediacy; the ability to access a vast amount of information at the click
of a mouse, coupled with multiple communication channels and social networks.
This seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time. Just as there has been a backlash against ‘fast food’ with the ‘slow
food’ movement, some are arguing for the need to a return to ‘slow learning’
as a counter to the speed and immediacy that digital learning appears to offer. -
despite the general increase in group-collaboration in recent years, fundamentally educational systems revolve around individual testing – evidencing of attainment of a level of knowledge and understanding against a set of pre-defined criteria
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14 Oct 08
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07 Oct 08
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06 Oct 08
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20 Sep 08
Daniel CraigArticle that attempts to map learning theories and pedagogies/technologies.
web2.0 theory technology teaching pedagogy learning schemas learningtheories learningtheory instructionaltheory instruction danielcraig GrainneConole CALL
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03 Sep 08
Maggie VersterIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
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30 Aug 08
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Milton RamirezResearch looking at how students are appropriating technologies points to similar changes in practice: students are mixing and matching different tools to meet their own personal needs and preferences, not just relying on institutionally provided tools and indeed in some instances shunning them in favour of their own personal tools
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27 Aug 08
Kristina Hoeppnercf. http://www.downes.ca/cgi-bin/page.cgi?post=45736 for a critique
web2.0 pedagogy education technology article ple vle learningtheory learning
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Alan LevineIn this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
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