Leia Jackson's Public Library

Article about technology integration.

technologyintegration

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social Web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2005) implies in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.

connectivism

This project seeks to assess the emergence of Personal Learning Environmentsboth as a concept and as a new set of tools in the area of E-Learning. While existinglearning or instructional design theories within formal education have traditionally beenadopted in E-Learning to deliver content in the form of Learning Management Systemsfor instance, recent technological and sociological developments are starting to challengethis dominant design. Over the last few years, Web 2.0 technologies have enabled a moreactive user participation, interaction and collaboration which in turn have affected theway people learn in general. A new learning theory like Connectivism theory is echoingthese changes while at the same time acknowledging that the process of knowledgeacquisition is no longer confined to formal education. Learning also takes place ininformal settings, in the workplace and is increasingly becoming a social activity. Auser-centric Personal Learning Environment can support these new approaches tolearning in a wide range of contexts. This research proposes a conceptual model for ageneric Personal Learning Environment using the PersonalBrain mind-mapping software.Even though every individual user of a PLE will have a different perspective and require separate tools to fulfil distinct objectives, the proposed generic PLE conceptual modeldemonstrates that it can fulfil core activities of searching, analysing, authoring,collaborating, organising and presenting/

PLE

This article defines the principles of Connectivism.

connectivism LAK2012

"Objective

To demonstrate that virtual reality (VR)
training transfers technical skills to the operating room (OR)
environment."

medical elearning

Survey on Second life usuage. A good source of the other virtual world platforms

Virtual World and medical education second life

An overview of VWs meet medical education,

Virtual World and medical education

Two small studies, one an eye-tracking study and the other a remote observation study, have
been conducted to investigate ways to identify two kinds of online learner interactions: users flicking
through the web pages in “browsing” action, and users engaging with the content of a page in
“learning” action. The video data from four participants of the two small studies using the OpenLearn
open educational resource materials offers some evidence for differentiating between ‘browsing’ and
‘learning’. Further analysis of the data has considered possible ways of identifying similar browsing
and learning actions based on automatic user logs. This research provides a specification for
researching the pedagogical value of capturing and transforming logs of user interactions into external
forms of representations. The paper examines the feasibility and challenge of capturing learner
interactions giving examples of external representations such as sequence flow charts, timelines, and
table of logs. The objective users information these represent offer potential for understanding user
interactions both to aid design and improve feedback means that they should be given

Virtual supervision eye tracking remote sensing

"2.

Virtual World Learning Spaces: Developing a Second Life Operating Room
Simulation
(EJ850620)



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Author(s):




Gerald, Stephanie
;

Antonacci, David M.





Source:



EDUCAUSE Quarterly, v32 n1
2009






Pub Date:



2009-00-00




Pub Type(s):



Journal Articles; Reports - Descriptive




Peer-Reviewed:



Yes





Descriptors:

Computer Simulation
;

Virtual Classrooms
;

Computer Uses in Education
;

Video Technology
;

Animation
;

Nursing Education
;

Case Method (Teaching Technique)
;

Space Utilization
;

Design Preferences
;

Computer System Design
;

Systems Development
;

Program Descriptions
;

Surgery
;

Anesthesiology


Abstract:
User-created virtual worlds, such as Second Life, are a hot topic in
higher education.
Thousands of educators are currently exploring and using Second Life, and hundreds of
colleges and universities have purchased and developed their own private islands
in Second Life, including the
University of Kansas Medical Center (KUMC). Because it is so easy
and inexpensive to develop and modify user-created virtual worlds, especially
when compared to the real world, the authors suggest an alternative approach to
developing virtual world learning spaces. Instead of anticipating possible
educational needs and trying to develop flexible learning spaces for those
possible needs, virtual world learning spaces can be developed for very specific
instructional needs. Although KUMC Isle, their private island in Second Life, does have a few
familiar learning spaces--an auditorium, a sandbox, and a beach area--the
majority of their island is devoted to specific course projects: a home to
practice assessing and remediating disability issues, a community living center
as the context for database development, and an operating room simulation for
learning complex medical procedures. In this article, the
aut

Computer Simulation; Virtual Classrooms; Uses in Education; Video Technology; Animation; Nursing Case Method (Teaching Technique); Space Utilization; Design Preferences; System Design; Systems Development; Program Descriptions; Surgery; Anesthesiology Sec

The impact MUVEs on learning in engineering education.

MMOG MUD virtual reality engineering education STEM

Tool for elearning in STEM educations.

effective practices best affective learning web-based

This is an introductionto e-learning and its role in medical education

effective practices best affective learning web-based

A good site to get information on the business of education

Higher Education

Use in calucations

calculation; STEM

The USA budget

usa budget; whitehouse

Good links for self-publishing!

self-publishing

The rule change is vital for academia base setting versus Scorm standards. 

e-learning grant

School-based healthcare reduces the achievement gap.

health care achievement gap education