Recent Bookmarks and Annotations
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EdTechTalk | Collaborative Open Webcasting Community on 2009-11-03
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http://21cif.com/resources/difcore/ on 2009-10-27
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Sasquatch and Bigfoot Meet Serious Science | Newsweek Animals and Pets | Newsweek.com on 2009-10-27
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Bigfoot studies render professor an outcast - Science- msnbc.com on 2009-10-27
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Bridging the Gap Between Online and On-ground Teaching -- THE Journal on 2009-10-22
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blended refers to a variety of delivery technology and mediation technology
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mediation of the entire process is more succinct
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All real time exchanges should build on the content already shared with students
in some other way
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lead and guide students towards learner autonomy
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collaborating with peers and the instructor
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Bridging the Gap Between Online and On-ground Teaching -- THE Journal on 2009-10-22
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blend in methodology as well as mode of delivery
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foundational characteristics of outcomes-based instructional design and
assessment are still front and center regardless of which blend is chosen
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Jim Klein :: Weblog :: Why hasn't social networking taken off in K-12 education? on 2009-10-14
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The answer is quite simple: these external sites don't feel safe and comfortable.
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The answer is quite simple: these external sites don't feel safe and comfortable. Teachers want
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The answer is quite simple: these external sites don't feel safe and comfortable.
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The answer is quite simple: these external sites don't feel safe and comfortable. Teachers
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The answer is quite simple: these external sites don't feel safe and comfortable. Teachers want
to know that they can control who has access to their content, and they want to
have complete control and oversight over their students' posts, including
comments. They want to be sure that theirs and their students' content:
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The answer is quite simple: these external sites don't feel safe and comfortable.
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The answer is quite simple: these external sites don't feel safe and comfortable.
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Why aren't more schools getting involved with social networking for teachers and
in the classroom?
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- Won't end up on a site where just anybody can post
- Won't get lost in a huge space full of unrelated and/or irrelevant
content - Won't be in a place where something objectionable might be posted and
consequently be associated with it - Is easy to find
- Is generally associated with their school or district
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- Includes people they know or feel a semi-direct association with
- Is customizable, providing tools and templates that allow them to "take
ownership" of their space - Provides sophisticated access controls that allow them to keep items
private, share them with individuals or groups, or with their school or
district, as well as with the public at large
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they want a low risk, highly relevant environment to collaborate in.
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The reality is that the only way to meet all these needs is to host the social
networking space locally
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iNACOL National Standards - iNACOL on 2009-10-14
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Learning 2.0 and Workplace Communities - 2009 - ASTD on 2009-10-14
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To one expert, the future of learning is a kind of “workplace community;” for
another, it’s a new application of “social media” to an existing business
process; still others call it “Learning 2.0” or “social learning.”
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Embedding social media within WBT courses provides the opportunity
to reintroduce these social exchanges without sacrificing the cost savings or
WBT’s time-of-need “replay” capability.
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Imagine a WBT course with embedded comment areas that enable learners to share
their reactions to particular course concepts or their perspectives and ideas
around new best practices and procedures.
Imagine a course in which learners could write embedded blog posts to
share their own best practices, techniques, or insights directly inside the
course for other learners to see. Imagine a course in which learners could
participate in live discussions or rate ideas and see the ratings of
others. Imagine a course that is
“updated” through new blog posts via an RSS feed into specific pages in the
course. These social and dynamic interactions are a large part of what’s missing
in traditional WBT approaches, but they can be easily incorporated through Web
2.0 technologies.
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There are clearly real benefits in socializing formal learning
models, but what about providing social media and social networking capabilities
in the absence of formal learning?
This is yet another model.
Think of this as a Community Model, in which social media and networking
provide their own value independent of formal learning content. Many of us now reference blogs, wikis,
discussion forums, and social networks for information in our personal lives,
but far fewer of us have these same options in the workplace.
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Yet, according to research by both Jay Cross and the U.S.
Department of Labor, the vast majority of learning in organizations happens
socially or informally. Today, none
of these exchanges is tracked, monitored, or influenced by organizations in any
way.
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No matter how effective a training department might be, it will never have the
scale of an organization whose entire employee base actively contributes ideas,
expertise, and knowledge through vibrant social learning and workplace
communities.
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Formalizing the informal communication within an organization can make employees
more efficient and productive, reduce support costs, improve sales, increase
retention, and provide better mechanisms for talent identification
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Training Method Trends : eLearning Technology on 2009-10-14
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