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Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

Schemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.

This article also suggests a way to map tool use along three dimensions:

  • Individual - Social
  • Information - Experience
  • Passive - Active This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.
Imported from Diigo#education#pedagogy#web2.0#constructivism#technology#learningtheories#instructionaldesign#cck08#elearning
·ariadne.ac.uk·
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
K12 Online Conference 2008 | Getting Started “Free Tools for Universal Design for Learning in Literacy”
K12 Online Conference 2008 | Getting Started “Free Tools for Universal Design for Learning in Literacy”
Presentation on tools for accessibility and universal design to help improve literacy, focusing on learning disabilities (at least in the two examples). All the tools noted are free. Even though this is geared mainly towards face-to-face teachers, many of these tools can be used for e-learning too.
Imported from Diigo#accessibility#udl#literacy#education#tools#assistivetechnology
·k12onlineconference.org·
K12 Online Conference 2008 | Getting Started “Free Tools for Universal Design for Learning in Literacy”
Home Sweet Office: Telecommute Good for Business, Employees, and Planet
Home Sweet Office: Telecommute Good for Business, Employees, and Planet
Support for telecommuting should be increasing, especially as the price of gas continues to rise. Great stuff on the numbers supporting telecommuting, including how much it costs businesses to provide cubicle space ($15K/year).
Last year, <a href="http://www.smeal.psu.edu/news/latest-news/nov07/telecom.html">researchers from Penn State</a> analyzed 46 studies of telecommuting conducted over two decades and covering almost 13,000 employees. Their sweeping inquiry concluded that working from home has "favorable effects on perceived autonomy, work-family conflict, job satisfaction, performance, turnover intent, and stress." The only demonstrable drawback is a slight fraying of the relationships between telecommuters and their colleagues back at headquarters — largely because of jealousy on the part of the latter group. That's the first problem you solve when you kill your office.
Imported from Diigo#telecommuting
·wired.com·
Home Sweet Office: Telecommute Good for Business, Employees, and Planet
A List Apart: Articles: Working From Home: The Readers Respond
A List Apart: Articles: Working From Home: The Readers Respond
Tips from ALA readers on working from home--how to manage your time, be productive, and find balance. Telecommuting is very individual. I'd go insane if I had a manager who trusted me so little that I had to send HOURLY progress reports, but clearly it works for the person who submitted that idea.
Imported from Diigo#telecommuting#productivity#balance
·alistapart.com·
A List Apart: Articles: Working From Home: The Readers Respond
How to Build Quick Elearning Demos for Your Portfolio « One-Stop Resource for Instructional Designing
How to Build Quick Elearning Demos for Your Portfolio « One-Stop Resource for Instructional Designing
Rupa discusses common reasons why instructional designers don't have work for a portfolio and suggests how to put together some quick demos in Captivate or Camtasia to show off your skills.
Imported from Diigo#instructionaldesign#portfolio#captivate#elearning
·writersgateway.wordpress.com·
How to Build Quick Elearning Demos for Your Portfolio « One-Stop Resource for Instructional Designing
Dave’s Whiteboard » Blog Archive » Learning strategy: follow disgruntle
Dave’s Whiteboard » Blog Archive » Learning strategy: follow disgruntle
An interesting idea for a learning strategy--we read so much online from people who are like us and agree with us that when you read something that makes you disgruntled, it may be a cue to dig deeper. Includes a good quote from Ton Zijlstra (via Harold Jarche) about information overload.
A little while ago, <a href="http://www.jarche.com">Harold Jarche</a> sent this quotation: “”Information overload does not exist. Failing information strategies do exist. ”
Imported from Diigo#quoteable#informationliteracy#learning#networks
·daveswhiteboard.com·
Dave’s Whiteboard » Blog Archive » Learning strategy: follow disgruntle
A Networked Life – Ton Zijlstra on Social Networking
A Networked Life – Ton Zijlstra on Social Networking
Full quote from Ton Zijlstra on information overload, in the original interview about the value of social media and networking
Information overload does not exist. Failing information strategies do exist. We were brought up with information strategies based on scarcity. We live in times of information abundance.
Imported from Diigo#quoteable#informationliteracy#networks#socialnetworking
·icwe.net·
A Networked Life – Ton Zijlstra on Social Networking
Half an Hour: Things You Really Need to Learn
Half an Hour: Things You Really Need to Learn
Like several other people, I just found this 2006 post from Stephen Downes on 10 things you should learn that you won't be taught in school. Great thoughts for lifelong learning, wherever you are in life.
1. How to predict consequences
The prediction of consequences is part science, part mathematics, and part visualization.
2. How to read
Oddly, by this I do not mean 'literacy' in the traditional sense, but rather, how to look at some text and to <span style="font-style: italic;">understand</span>, in a deep way, what is being asserted
<span style="font-weight: bold;">3. How to distinguish truth from fiction</span>
The first thing to learn is to actually question what you are told, what you read, and what you see on television. Do not simply accept what you are told. Always ask, how can you know that this is true? What evidence would lead you to believe that it is false?
<span style="font-weight: bold;">4. How to empathize</span>
Empathy isn't some sort of bargain. It isn't the application of the <a href="http://en.wikipedia.org/wiki/Ethic_of_reciprocity">Golden Rule</a>. It is a <span style="font-style: italic;">genuine</span> feeling in yourself that operates in synch with the other person, a way of accessing their inner mental states through the sympathetic operation of your own mental states. You are polite because <span style="font-style: italic;">you</span> feel bad when you are rude; you are honest because <span style="font-style: italic;">you</span> feel offended when you lie.
5. How to be creative
Creativity, in other words, often operates by <span style="font-style: italic;">metaphor</span>, which means you need to learn how to <span style="font-style: italic;">find things in common</span> between the current situation and other things you know.
<span style="font-weight: bold;">6. How to communicate clearly</span>
Communicating clearly is most of all a matter of knowing what you want to say, and then employing some simple tools in order to say it.
7. How to Learn
Learning to learn is the same as learning anything else. It takes practice.
8. How to stay healthy
Finally, remember: you never have to justify protecting your own life and health.
9. How to value yourself
You can have all the knowledge and skills in the world, but they are meaningless if you do not feel personally empowered to use them; it's like owning a <a href="http://www.lamborghini.co.uk/">Lamborghini</a> and not having a driver's license.
10. How to live meaningfully
If you don't decide what is worth doing, someone will decide for you, and at some point in your life you will realize that you haven't done what is worth doing at all.
Imported from Diigo#learning#education#informallearning#lifelonglearning
·halfanhour.blogspot.com·
Half an Hour: Things You Really Need to Learn
KinderKidsDraw! | always learning
KinderKidsDraw! | always learning
Great kindergarten technology project by Kim Cofino. Students use KidPix to draw about what they're learning in class, then upload the images to VoiceThread and explain the image. Over the course of the year, the VoiceThread becomes an online portfolio of their learning. The VoiceThreads are also shared on a wiki so students can connect globally and get to know each other a bit.
Imported from Diigo#education#technology#21stcenturyskills#k-12#voicethread#portfolio#multimedia
·mscofino.edublogs.org·
KinderKidsDraw! | always learning
Why I Blog - The Atlantic (November 2008)
Why I Blog - The Atlantic (November 2008)
Andrew Sullivan on the value of blogging and how blogging differs from traditional print journalism.
It is accountable in immediate and unavoidable ways to readers and other bloggers, and linked via hypertext to continuously multiplying references and sources. Unlike any single piece of print journalism, its borders are extremely porous and its truth inherently transitory.
Logs require a letting-go of narrative because they do not allow for a knowledge of the ending. So they have plot as well as dramatic irony—the reader will know the ending before the writer did.
A novelist can spend months or years before committing words to the world. For bloggers, the deadline is always now. Blogging is therefore to writing what extreme sports are to athletics: more free-form, more accident-prone, less formal, more alive. It is, in many ways, writing out loud.
Imported from Diigo#blog#writing#journalism
·theatlantic.com·
Why I Blog - The Atlantic (November 2008)
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Discussions pro and con about technology in the classroom, in response to this question: "Do the new classroom technologies represent an educational breakthrough, a threat to teaching itself, or something in between?" Michael Wesch and Steve Hargadon are two of the educators included in the discussion.
Imported from Diigo#education#web2.0#teaching#technology#change#elearning
·britannica.com·
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Connectivism: Learning theory of the future or vestige of the past?
Connectivism: Learning theory of the future or vestige of the past?
IRRODL article on connectivism, looking at its connections to past theories and critics. The authors conclude that while education is undergoing signficant changes, connectivism isn't different enough to be a learning theory on its own. However, they say it does have an important role to play in education as learners gain more independent control.
Imported from Diigo#connectivism#learningtheories#education#networks#learning
·irrodl.org·
Connectivism: Learning theory of the future or vestige of the past?
DiegoLeal.org: Random ideas on random conversations (CCK08-Week 9)
DiegoLeal.org: Random ideas on random conversations (CCK08-Week 9)
Another set of notes from Nancy White's discussion for CCK08. Where my notes focused heavily on what Nancy and Stephen was saying, Diego did a much better job of capturing and summarizing the chat conversation.
When you think of yourself as a learner, you begin to act as one, and suddenly all the potential of networks and online information begins to make sense
Imported from Diigo#cck08#change#connectivism#networks#changemanagement
·diegoleal.org·
DiegoLeal.org: Random ideas on random conversations (CCK08-Week 9)
CCK08: Connecting for Change: The New Role of Educators
CCK08: Connecting for Change: The New Role of Educators
Another response to Nancy White's CCK08 discussion on how to get change to happen. Also includes an interesting graphic with overlapping skills of "social fluency" based on work by Chris Lott.
<img src="http://blogs.salon.com/0002007/images/socialfluency.jpg" title="" alt="social fluency" />
Change has to start with an identified need, not with a good idea. Generally, we only change when we must. Listen for needs.
Change, like great research, begins with asking important questions, and provoking respondents to self-change instead of trying to persuade or impose it.
Experiment. The best, profound changes come from masses of iterative learning and exploration of possibilities.
Imported from Diigo#cck08#change#education#communication#21stcenturyskills#teaching
·blogs.salon.com·
CCK08: Connecting for Change: The New Role of Educators
Systems thinking and innovation | effectivedesign.org
Systems thinking and innovation | effectivedesign.org
Live blogged notes from AECT about systems thinking, innovation, and games for learning. Lots of side comments too, including some good connections to instructional design and getting too bogged down in multiple theories.
This is exactly what has happened to instructional design, and could by <a href="http://effectivedesign.org/2008/02/11/instructional-design-in-academia-where-theory-and-practice-rarely-meet/">why theory and practice don’t meet</a>. <strong>So much theory has been introduced that we can no longer see how instruction is actually designed.</strong> That’s why I think many times it has become easier for novice (in this case non-academically trained) designers can do it so often. They are not encumbered by the fog of theory.
Imported from Diigo#instructionaldesign#theory#change#games#scaffolding#education#elearning
·effectivedesign.org·
Systems thinking and innovation | effectivedesign.org
Paper 2: Welcome to the Exploratorium! « Arieliondotcom the LORD-loving Learning Lion
Paper 2: Welcome to the Exploratorium! « Arieliondotcom the LORD-loving Learning Lion
Ideas on changing the role of instructional designer and teacher to a "sharer," focusing on creating the environment where learning connections are made and setting up guideposts to help learners find their own way.
<p>I believe that the roles &nbsp;of the Instructional Designer and Teacher are changing and must change in the face of the ever-increasing onslaught of information every human being faces today.&nbsp; Those roles must merge into the Sharer, who shows new technologies and connections to information to others while always keeping in mind his/her own role as perpetual student.&nbsp;</p> <p>To do this, the Sharer must, at least in some respects, plant the environment for others, set up what may grow into connections and give opportunity for emergence in ways even the Sharer may not envision yet, but in a reasonably “safe” environment for exploration.</p>
The Teacher/Sharer, parents and student collaborate on ensuring that whatever method the student is using is assisting in wayfinding toward those goals.&nbsp; If more connections are made, so much the better.&nbsp; But along the path, like signposts, each of the connections (parents, Teacher/Sharers) and&nbsp;each tool (video, Second Life, writing, drawing, blog, podcast,&nbsp; etc.) used&nbsp;to connect&nbsp;to people&nbsp;will prompt the student for responses (dates, opinions, responses to readings) of the set curriculum, but framed in the context best suited for that student.&nbsp;A&nbsp;record of the waypoints shows how the student connected and which connections seemed to spark the most activity and best learning.&nbsp; If the student misses a certain number of waypoints, the direction of the connections is adjusted until success is achieved.
Imported from Diigo#instructionaldesign#teaching#change#cck08#lifelonglearning#learnercontrol#connectivism
·arieliondotcom.wordpress.com·
Paper 2: Welcome to the Exploratorium! « Arieliondotcom the LORD-loving Learning Lion
Possibilities Abound--: Exploring, Considering and Proposing--- CCK08
Possibilities Abound--: Exploring, Considering and Proposing--- CCK08
Collection of metaphors for new roles for teachers and instructional designers from a number of sources. Includes sharer, pattern builder, curator, organic gardener, wizard, and environmental engineer. Interesting place to start if you're looking for different ways to think about our roles and who has the power.
Imported from Diigo#cck08#instructionaldesign#teaching#connectivism
·possibilitiesabound.blogspot.com·
Possibilities Abound--: Exploring, Considering and Proposing--- CCK08
The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- Center for Social Media at American University
The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- Center for Social Media at American University
5 principles for media literacy education and what constitutes fair use in a number of common situations.
<b>PRINCIPLE:</b> Under fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
Imported from Diigo#literacy#copyright#media#education
·centerforsocialmedia.org·
The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- Center for Social Media at American University
CCK08: How to Profit off of Open Source, Or at least pay the Bills « Bradleyshoebottom’s Weblog
CCK08: How to Profit off of Open Source, Or at least pay the Bills « Bradleyshoebottom’s Weblog
Building on ideas from Stephen Downes on different models for sustainable open source work, this provides specific examples of how open source could benefit a complex industry like telecommunications and benefit that corporate environment.
Now how do you make this open source and still pay the bills. One way would be to make the training content truly open like MIT. To recover costs, the manufacture or the training provider could charge for certification exam, access to mentors, discussion groups, and access the training equipment. So if certification credentials are import to the customer, then this model works.
or example, I have already explained how the customer can build dynamic content around their features, but a customer could also using Wiki-like features, go in and upload their system schematics, photos, maps, or IP addresses and then have the content repository publish a unique document for the requestor. The automotive industry is already moving in this direction creating unique user manuals for each customer based on the features selected at the time of purchase.
Imported from Diigo#cck08#opensource#corporate#training#wiki#elearning
·bradleyshoebottom.wordpress.com·
CCK08: How to Profit off of Open Source, Or at least pay the Bills « Bradleyshoebottom’s Weblog
In the Middle of the Curve: Deeper Instructional Design
In the Middle of the Curve: Deeper Instructional Design
Wendy Wickham's liveblogged notes from Clark Quinn's presentation on Deeper Instructional Design. Lots of ideas in this post--create models that actually help people understand the content and recognize patterns, pay attention to motivation and emotion, give learners the least they need to get them to do what's needed, create learner-centered objectives instead of designer-centered objectives, use stories and active practice.
We can't "create" learning<br>- We can design environments conducive to learning.<br>- We design learning experiences.
Don't design CONTENT, design EXPERIENCES<br>- Design the "Flow".<br>- Start bringing in emotions and the actions they take
Imported from Diigo#instructionaldesign#learning#writing#sme#elearning
·in-the-middle-of-the-curve.blogspot.com·
In the Middle of the Curve: Deeper Instructional Design