Nigel Robertson's Library tagged wcel → View Popular

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.

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XF50 Cross Functional Excellence

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20 Oct 08

Let's Get Moving! Facilitating Your Meeting

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Evalutech Technology Literacy and 21st Century Skills

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19 Oct 08

18 Oct 08

Lecture Capture: No Longer Optional?

campustechnology.com/...67990_1 - Preview

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"Our research confirms that students have an expectation and strong preference for on-demand and active learning," said Raj Veeramani, professor at UW-Madison and director and founder of
- Hardly thinks that this equates to active learning! I believe that video can have benefits but you can't characterise whole lecture capture as 'active'. - on 2008-10-18
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17 Oct 08

K12 Online Conference 2008 | PRE CONFERENCE KEYNOTE “It Simply Isn’t the 20th Century Any More Is It?: So Why Would We Teach as Though It Was?”

k12onlineconference.org/?p=268 - Preview

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16 Oct 08

Geography, Research - Research projects - FULSE

www.le.ac.uk/...projects_madge_FULSE.html - Preview

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E-moderating: The Key to Teaching ... - Google Book Search

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13 Oct 08

Wellington Grey -- Miscellanea -- Periodic Table of the Internet

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Confessions of an Aca/Fan: Why Universities Shouldn't Create "Something like YouTube" (Part One)

Discussing how universities want to control knowledge rather than letting it flow freely.

henryjenkins.org/...niversities_shouldnt_crea.html - Preview

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Many universities are trying to figure out how they can build "something like YouTube" to support their educational activities. Most of them end up building things that are very little like YouTube in that they tend to lock down the content and make it hard to move into other spaces and mobilize in other conversations. In a sense, these university based sites are about disciplining the flow of knowledge rather than facilitating it.