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19 Apr 09

HICSS

  • Advances in Teaching
    and Learning Technologies




    This Minitrack
    encourages research contributions that deal with learning theories, cognition,
    tools and their development, enabling platforms, communication media, distance
    learning, supporting infrastructures, user experiences, research methods, social
    impacts, and/or measurable outcomes as they relate to the area of technology and
    its support of improving teaching and learning. Appropriate usage environments
    range from same-time, same-place to anytime, anywhere that increase interactions
    among the learners and the teacher/facilitator. 



    In this
    respect, we intend to include all aspects of teaching and learning technologies
    from the original inceptions of theories and tools through the measurement of
    learning outcomes. On an increasing basis, these types of activities take place
    in collaborative settings, both academic and industrial, thus providing a
    natural fit within the Collaboration Systems and Technology Track.


     Additional
    details and information may be found online at:

    http://www.facstaff.bucknell.edu/esantane/atlt.html




    Eric
    Santanen  (primary contact)



    Bucknell University



    Lewisburg  PA 17837



    Phone: (570) 577-3652



    Fax: (570) 577-1338



      Email:  
    esantane@bucknell.edu


       

    http://www.facstaff.bucknell.edu/esantane/

     



    David H. Spencer



    NJIT / Rutgers University



    Newark  NJ  07102



    Phone: (908)213-8908



        Email: 


    dspencer@njit.edu

       

    http://pegasus.rutgers.edu/~dspencer


     

08 Apr 09

How People Learn: Brain, Mind, Experience, and School

  • Internet-based communities of teachers are becoming an increasingly important tool for overcoming teachers' sense of isolation. They also provide avenues for geographically dispersed teachers who are participating in the same kinds of innovations to exchange information and offer support to each other (see Chapter 8). Examples of these communities include the LabNet Project, which involves over 1,000 physics teachers (Ruopp et al., 1993); Bank Street College's Mathematics Learning project; the QUILL network for Alaskan teachers of writing (Rubin, 1992); and the HumBio Project, in which teachers are developing biology curricula over the network (Keating, 1997; Keating and Rosenquist, 1998). WEBCSILE, an Internet version of the CSILE program described above, is being used to help create teacher communities.
26 Mar 09

Teacher Professional Development Sourcebook: Reinventing Professional Development in Tough Times

  • This is true more broadly - not only in times of budgetary constraint... unless you consider that education always seems to be considered a budgetary burden. - clairefontaine on 2009-03-26
  • It is instructive, however, because it combined a number of the elements that experts say are needed to provide effective professional development in times of budgetary constraint. These include a focus on instructional priorities, reliance on in-house leaders, resourceful use of technology, and, perhaps most importantly, the ability to let go of old assumptions.
  • But Nussbaum-Beach also contends that schools could vastly increase teachers' learning opportunities by integrating current online-networking tools with professional development. She cites the micro-blogging platform Twitter and the social-bookmarking site Delicious as examples of free services that can help educators get "just-in-time-answers" to instructional questions and build on their own research by connecting with colleagues nationwide. More broadly, on social-networking sites like Ning, teachers can join and build interactive learning communities—perhaps expansions of existing in-house PLCs—based on particular instructional topics or subject areas. "Out of collaboration, over time," Nussbaum-Beach says, "deep learning comes."
02 Mar 09

"The Future of ePortfolio" Roundtable | Academic Commons

  • She
    said they try not to start with student deficiencies but with student
    competencies.
  • We did a lot
    of planning before we started talking about systems. So the systems
    supported the process, as opposed to buying a system and then tweaking
    the process to fit.
  • 7 more annotations...
12 Feb 09

apophenia: Internet Safety Technical Task Force Report

  • I can think of many reasons for why people refuse to listen to data that conflicts with their perception. But what breaks my heart about this is that folks are doing it in a way that dismisses the thousands of youth who are truly in trouble. This shouldn't be about whether or not the Internet is "safe" or "not safe" but whether or not the kids are ok. And many of them are NOT ok.

apophenia

  • For the our Task Force Report, I helped create a Research Advisory Board Literature Review where, along with the tremendous help of Andrew Schrock, we aggregated research to highlight the known issues around online safety. The patterns are brutally clear. The same issues continue to emerge with each new technology. The kids who are in trouble offline are more likely to be in trouble online and offline psychosocial factors contribute to online risks. Many more youth experience bullying than sexual contact and the realities of "predation" look very different than most people imagine and, thus, require vastly different solutions than most people propose.
  • but I've never before witnessed so many people reject solid quantitative studies done by reputable organizations that are replicated with different sampling techniques across different studies.
  • 2 more annotations...
07 Feb 09

Dries Buytaert | Personal website of Dries Buytaert

  • Drupal's steep learning curve filters out far too many smart, motivated people who could benefit from Drupal
  • f we want Drupal to remain competitive, we have a challenge we have to face: we need to create a user experience that makes it easier for people new to Drupal to discover all of its richness and power.
06 Feb 09

The Drupal overview | drupal.org


  • Drupal, on the other hand, treats most content types as variations on the same concept: a node (more on these in a moment). Pages, blog posts, & news items (some possible node types) are all stored in a common pool, and the sitemap (its information architecture) is an overlay that is designed separately by managing and editing navigation menus. It’s a lot like the separation you find in standards-compliant page coding – XHTML provides the meaningful structure of the information, while CSS arranges it for presentation. In Drupal, nodes hold the structured information pertaining to a blog post (such as title, content, author, date) or a news item (title, content, go-live date, take-down date), while the menuing system creates the sitemap as a separate layer. Other elements (node layout themes, and modules like Views and Panels) provide the onscreen display of node contents.

Henry

  • The principles include: the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
  • Rather than merely presenting learners with content, online instruction needs to purposefully and strategically engage learners in activities and interaction (Koszalka & Ganesan, 2004; Sadik, 2004).
  • 6 more annotations...

Drupal's features for knowledge management. | webschuur.com

    • Taxonomy: Drupal allows all content to be categorised into taxonomy trees. Allowing for hierarchical categorisation of all types of content. For example all content from departments can be categorised into categories “department a” and “department b”. But it can also be categorised on knowledge. Building general knowledge trees will allow one to cross reference to certain categories. For example looking for all content that is in both categories “php” and “department b” is real easy.
    • tagging - on 2009-02-06
    Add Sticky Note

Harnessing Drupal for Citizen Journalism | NewAssignment.Net

  • One technology that some users say offers significant potential in this area is Drupal.

Walled Garden or Open Road: Student Blogs | Metanoia

  • he Walled Garden Group claim that the solution is to have students create blogs in a secured/password protected area: Google Docs, Course Mangaement System, school Intranet, etc. However, is this really blogging? Would it not be wiser to skip the technology in this situation and just use the good ol’ one subject notebook? To me, this compromise defeats the purpose of blogging and does little to shift the pedagogical practices of teachers to meet 21st Century skills like authentic blogging does. While I applaud the idea of trying to make blogging a reality in the classroom, it simply doesn’t work if what you are really wanting to do is have your students blogging.
  • In other words, this is blogging that isn’t really blogging. If you want to blog, BLOG! If you want to write using an electronic format, go for it but don’t call it blogging just so you can feel better about yourself. Don’t call it blogging so others feel better about themselves. Don’t call it blogging so you can say I’m or my teachers are using web 2.0 tools. All you are doing is undermining the true nature of blogging and hindering those trying to change their practices and gather real data on the use of blogs in the classroom.

History of virtual learning environments - Wikipedia, the free encyclopedia

Drupal and the New Paradigm for Content Management | The Couch Kamote

  • 0. Many developers struggled to understand the seemingly inverted approach of Drupal. That is, in old CMS's, we first had to define the categories or tags, then we put in the content inside those categories. In Drupal, that step is no longer needed. In fact, filling a Drupal website with content can be done in parallel with setting up the categories. Labelling content can happen after the articles have been uploaded. Moving around the labels can be done easily too with Drupal.
  • This is because Drupal puts the content at the center of the CMS while traditional CMS put structure first and the content last. The way traditional CMS treated content and structure eventually became its limitation: if you first define the structure, then you are more or less locked within the confines of this structure
  • 2 more annotations...

Drupal review — OpenAdvantage - Freedom, Choice, Control

  • Drupal's origins are as a tool for building community sites, and as a result it has many features to support such sites. It would make a good choice
    for a blogging or news site, though it is also capable of supporting a standard
    website.
  • Additionally, the design of the core code is modular with the
    intention of making it extensible, meaning you can ignore it and write to its API
    instead of worrying about its internals.

Open source CMSes prove well worth the price | InfoWorld | Review | 2007-10-08 | By Mike Heck

  • open source CMSes, during which I looked at the
    latest offerings from Alfresco, DotNetNuke, Drupal and Joomla, and Plone.
  • there's no such thing as free. You'll still need
    to budget for datacenter staff to install and maintain applications, consider costs for custom programming and commercial
    add-ons, and factor in training.
05 Feb 09

Crossroads in Education: Issues for Web 2.0, Social Software, and Digital Tools : April 2008 : THE Journal

  • This is done in the name of security and protecting young people from access to Web sites with objectionable content, people who might do them harm, or because using some of those sites or applications (e.g., chat) might be viewed as time wasters.

    • As alternatives to open public spaces, some schools permit educators to use applications within closed, password-protected private areas that can be more easily monitored. The question for curriculum developers has to do with determining the point during the K-12 experience at which we take a stand, and potential security risk, to use open spaces and also teach students social skills they need to survive within those open spaces. How will we know we are helping them "demonstrate responsibility for lifelong learning" (ISTE, 2007), which is part of digital citizenship? Students use open spaces now when they leave the classroom and not always responsibly. This raises yet other questions: "How will we handle the boundaries between a student's Web 2.0 material and that of the institution? ... Can this be administered?" (Anderson, 2007, p. 44). To what extent should schools be responsible for what students post online in social sites?


      On the technical side of security, Anderson (2007) stated, "The education community should worry that much of Web 2.0 data is 'hosted externally to academia' "(p. 55). Consider content stored within closed blog-spaces or applications enabling classroom gradebooks or other personal data to be stored online. Rod Boothby (2008) raised two concerns, which have implications for schools:



      1. How can I be certain that the information that is gathered and shared behind the firewall stays behind the firewall?
      2. How do I control who has access to particular levels of information and databases?


      It's not just an issue of passwords and the rise of biometric data being used to control access. Who ultimately has control over that data in the archiving process or in personalized learning spaces?

  • 4 more annotations...
04 Feb 09

Elgg, Drupal, and Moodle -- the components of an online learning environment | FunnyMonkey - Click. Connect. Learn

  • Offering class sites in both Drupal and Moodle will allow instructors to choose the tool that works best for them. To generalize, Drupal sites offer a greater degree of flexibility in crafting a learning environment -- some users make the case that class sites in Drupal feel more student-centered than class sites in Moodle. This flexibility, however, comes at a cost. From a sysadmin perspective, Moodle is easier to maintain than Drupal. Additionally, some users claim that the focused UI of Moodle is easier for users who are not tech-savvy. The ease of use caveat, however, is directed more at teachers than at students. Students thrive in either Drupal or Moodle.
  • Within the institution, it is highly likely that some administrative divisions and extracurricular activities will want more functionality, privacy, and/or security than offered by Elgg communities. These groups can do their work in a Drupal site.
03 Feb 09

Enterprise 2.0 Blog » Blog Archive » Social Media vs. Knowledge Management: A Generational War

  • KM and SM look very similar on the surface, but are actually radically different at multiple levels, both cultural and technical, and are locked in an undeclared cultural war
  • The uber-cause of this war is that Knowledge Management was conceived as a top-down Boomer (born 1946 - 62) management effort, created by this generation just as it was moving into leadership positions. Social Media, on the other hand, is a Millenial/Gen Y (born 1980 -) movement.

Blogging in a Walled Garden « Experiencing E-Learning

  • So how do you use a blog effectively when it’s housed within a walled garden?
  • My struggle with the internal blog tool is that I don’t think you can get that depth of conversation within the walled garden of the LMS.
  • 3 more annotations...
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