mkm420fritz 's List: University 2.0

• 'm looking into using web 2.0 tools to bring an expert into my classroom.
• The question now is whether he interacts with the students through video (skype) or some sort of text based medium.

• But because I learned literacy as a one-direction skill (you read, think about it, and move on), I hardly ever post a reply to the blogs or discussion boards I read. I haven’t fully embraced the conversational, read-WRITE aspect of the internet yet.
• I think some of the reason I’m a silent participant in the internet is I’m worried about people judging my ideas and posts.
• I’m worried about people judging my ideas and posts.
• Still, I’ve only posted 1 message in 3 ½ years! However, having spent more and more time reading blogs, discussion boards, and wikis, I’m learning that the whole purpose of the read-write web is to evaluate (not judge) and respond to the ideas of others.
• the occasional post here and there was a rewarding and growing experience—especially since Jim Hollis (the blogger) always responds to you through email.
• I think it’s time for me to speak up, and start communicating through my personal learning network. I expect my students to blog, post in discussion boards, and respond to others, so it’s probably time for me to do the same. I’m ready (and excited) to take the next step—I just need a little push.
• I couldn't agree with you more about nervous feelings towards others' responses to your blogs. I hope the next few weeks help us feel more confident and comfortable in our growing participation online.
• part of it is that I know there are many people who know more about technology than I do. It is always a risk to put an idea out

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• Using my news aggregator alone has been huge for me. At this point, however, I still feel like my network is a one way road, with all of the information traveling TO me. It is a work in progress, and I hope to continue growing into a contributor in my own learning network.

• Also valuable was the requirement to respond to a professional blogger’s post.  This was a bit intimidating and without being an assignment, I’m not sure I would have done it on my own.  Now that have, I will continue to do so.  I’m a firm believer that if you don’t put yourself “out” there, things won’t happen.  This class gave me the little push I needed to accomplish that.

• s, should   be reflective of underlying social environments. Vaill emphasizes that   “learning must be a way of being – an ongoing set of attitudes   and actions by individuals and groups that they employ to try to keep   abreast o the surprising, novel, messy, obtrusive, recurring events…”   (1996, p.42).

   

  Learners as little as forty years ago would complete the   required schooling and enter a career that would often last a lifetime.   Information development was slow. The life of knowledge was measured in   decades. Today, these foundational principles have been altered. Knowledge   is growing exponentially. In many fields the life of knowledge is now   measured in months and years. Gonzalez (2004) describes the challenges   of rapidly diminishing knowledge life:

   

   

  “One of the most persuasive factors is the shrinking   half-life of knowledge. The “half-life of knowledge” is   the time span from when knowledge
• • Many learners will move into a variety of different, possibly unrelated   fields over the course of their lifetime.
   
  • Informal learning is a significant aspect of our learning experience.   Formal education no longer comprises the majority of our learning. Learning   now occurs in a variety of ways – through communities of practice,   personal networks, and through completion of work-related tasks.
   
  • Learning is a continual process, lasting for a lifetime. Learning   and work related activities are no longer separate. In many situations,   they are the same.
   
  • Technology is altering (rewiring) our brains. The tools we use define   and shape our thinking.
   
  • The organization and the individual are both learning organisms.   Increased attention to knowledge management highlights the need for   a theory that attempts to explain the link between individual and organizational   learning.
• • Informal learning is a significant aspect of our learning experience. Formal  education no longer comprises the majority of our learning. Learning now occurs  in a variety of ways – through communities of practice, personal networks, and  through completion of work-related tasks.  
  • Learning is a continual process, lasting for a lifetime. Learning and work  related activities are no longer separate. In many situations, they are the  same.
• know-where (the   understanding of where to find knowledge needed).

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