Found 3 bookmarks
Custom sorting
Groups into Networks New Curriculum Needed - CCK08 - ubiquitous's posterous
Groups into Networks New Curriculum Needed - CCK08 - ubiquitous's posterous
An idea for how to move towards networked learning: start with groups, which will initially be more comfortable and less chaotic, then gradually increase the freedom to learning in networks.
Once students get the hang of groups online, just like any mother bird, the teacher needs to slowly start pushing them out of the nest.  And I do not mean anywhere near Middle School.  Most of the students in a school will be ready for this kind of experience nearing High School, and I believe this age will slowly lower as time passes and this form of education becomes more common.
The process of moving the students forward from a group setting to a network will be required, so will an educator familiar with both.  For this process to properly occur, curriculum will need to be specifically designed and implemented, taking into account, emerging technologies and student safety within an online environment.
·ubiquitous.posterous.com·
Groups into Networks New Curriculum Needed - CCK08 - ubiquitous's posterous
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.
·ariadne.ac.uk·
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
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.
·blogs.salon.com·
CCK08: Connecting for Change: The New Role of Educators