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The history of new literacies ~ Stephen's Web ~ by Stephen Downes
Very good article from Doug Belshaw summarizing his research on the origin and nature of 'new literacies'. Includes an extended discussion of the history of 'visual literacies'. What I find interesting is the subtext describing the different bases for 'literacies': the idea of a 'media grammar' literacy, literacy as 'entitlement or necessity', literacy as 'competence', literacy as 'skills' (eg., as in technological literacy), literacy as 'fluency', literacy as including both 'procedural skills' and 'conceptual skills', and literacy as 'tools based'. Related: Digital fluency. Doug Belshaw, Weblog, December 11, 2009. [Link] [Tags: Research] [Previous][Next]
Abstracts « Personal Learning Environments & Personal Learning Networks
Online symposium on learning-centric technology – From 13th October To 16th October 2009
Half an Hour: Facts versus skills
But what I am saying is that knowing is a skill, just like driving, and that there are constituent skills to knowing - skills like literacy, learning, prioitizing, evaluation, planning and acting.
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But what I am saying is that knowing is a skill, just like driving, and that there are constituent skills to knowing - skills like literacy, learning, prioitizing, evaluation, planning and acting.
Half an Hour: Standards for Pedagogically Relevant Learning Environments - Where Are we?
From the IMS Global Meeting in Montreal, summit on Standards for Pedagogically Relevant Learning Environments.
Stephen Downes' summary of discussion.
On the (im)Possibility of OER Research ~ Stephen's Web ~ by Stephen Downes
On the (im)Possibility of OER Research
Asked and answered. David Wiley offers us this poser: "Dr. Wiley takes a textbook from his shelf. He rips the (c) statement page out of the book, and inserts a new page with a Creative Commons license. Now riddle me this: is the textbook more or less effective instructionally than before?" But, of course, the effectiveness (just like the learning, and the meaning) is not in the object. It's in the use. That's why I define 'learning object' (in a definition universally ignored) as a resource that is used for learning. Wiley, more or less explicitly, recognizes this. "What is it that makes OER special or different from other digital educational media? The answer must include their '4R' potential for reuse, redistribution, revision, and remixing." In other words, the answer lies in an examination of how the license affects their use. David Wiley, iterating toward openness, July 8, 2009. [Link] [Tags: Online Learning, Books, Open Educational Resources, Learning Objects] [Previous][Next]
Beyond Management: The Personal Learning Environment ~ Stephen's Web ~ by Stephen Downes
Great slideshow by Stephen Downes on PLEs and chaos theory
Opera Unite for Windows/Mac/Linux gives you immediate access to group or personal learning spaces ~ Stephen's Web ~ by Stephen Downes
Opera Unite for Windows/Mac/Linux gives you immediate access to group or personal learning spaces
I said it on Twitter this afternoon and I'm saying it here this evening. I am formally declaring web 3.0 to have arrived. Web 3.0 (someone (probably O'Reilly) will probably trademark some unique name for it) is not the semantic web, and it's not the 3D web. It's what we see in Opera Unite (and especially when combined with what we see in Google Wave). And what we see, crucially, is your web browser acting as a web server. You might think, who cares? But it's a game-changer. Ann that stuff we depend on web 2.0 service providers for - social networks, shared documents and photos, chat rooms, etc. - we can run off our own desktop with no special knowledge. We will (eventually) be able to host our own (Google) waves. Now Unite is not yet ready for prime time - my experiments with the chat application were unbearably slow. But the threshold has been crossed. The web will never be the same. More from Wired, George Siemens, Brian Kelly, and Mashable.
Inge de Waard, Ignatia, June 16, 2009. [Link] [Tags: Twitter, Chatrooms, Connectivism, Google, Patents, Networks, Semantic Web, Microsoft, Copyrights] [Previous][Next]
Social Network Analysis: An Introduction ~ Stephen's Web ~ by Stephen Downes
George Siemens points to this paper posted just last week from the forthcoming Handbook of Social Network Analysis. Put this book into your wish list if it is as good as this introduction. Marin and Wellman crisply chop through the major elements of social network analysis, conveniently identifying major schools of thought and major approaches along the way. The references won't lead you astray; they are authoritative. Of this excellent paper I have only one quibble: they write "social network analysts argue that causation is not located in the individual, but in the social structure." I would be much more careful with my wording, because causes are located in the individual. What is a mistake, I would argue, is to assign sole causation to such factors. The authors explain, "large number of people acting similarly because they are similar, but as a large number of people acting on one another to shape one another's actions in ways that create particular outcomes." But this is a tiny matter of wording. Alexandra Marin and Barry Wellman, Department of Sociology, University of Toronto, June 16, 2009. [Link] [Tags: Schools, Connectivism, Books, Networks] [Previous][Next]
Surrender! Foucault and Twitter ~ Stephen's Web ~ by Stephen Downes
What we need, want and must have is something more like the community of communities model referenced the other day - a model where dark recesses of cabals and dissent can exist
Wolfram Alpha ~ Stephen's Web ~ by Stephen Downes
Wolfram Alpha, which has just been launched after months of intensive publicity, reminds me most of the World Almanac. It's not the sort of thing people will browse through, or even use as a search engine, but if you want the miscellanea formerly found in the World Almanac, this is your source. That said, the kid in my with the critical eye was disappointed to find population figures already badly out of date, and I despair of the (human?) effort it will take to maintain this resource.
An Angsty Anonymous Edublogger's Lament ~ Stephen's Web ~ by Stephen Downes
Find an area that you're interested in, blog on it, daily, and then keep doing it for ten years, even when it seems out of fashion, even when it seems like your influence is waning and other people's stars are rising. Reflect your reading, your learning, your developing understanding of the field. Stay true to your own values, and don't relent when it looks like you've peaked.
Implementing New Learning Technology? Choose the Right Pilot Group ~ Stephen's Web ~ by Stephen Downes
Pilot tests are still popular among educational designers, as this article attests. But it is worth pointing out, I would say, that (small) pilot groups will misrepresent network effects. Often, something that works well with a lot of people will work really badly with a small group. Online discussions, games and simulations are among these. Often, the only test you can run is with a full audience, and not a pilot group at all. Karl Kapp, Kapp Notes, May 22, 2009. [Link] [Tags: Assessment, Simulations, Networks] [Previous][Next]
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