Revision history for PLEsAReportFromTheField


Revision [449]

Last edited on 2012-02-27 06:19:27 by MorganAdmin
Additions:
== Spring 2011 ==
Pooley Bridge and Far Sawrey, Cumbria, Oct. 1 - 8, 2010.
Deletions:
=== Spring 2011 ===
Pooley Bridge and Far Sawrey, Cumbria, Oct. 1 - 8, 2010


Revision [448]

Edited on 2012-02-27 06:18:48 by MorganAdmin
Additions:
[[http://erhetoric.org/WeblogsAndWikis/wikka.php?wakka=CourseDesign2011Page Weblogs and Wikis Design Notes]]
[[http://erhetoric.org/WeblogsAndWikis/wikka.php?wakka=CourseStatement2011 Weblogs and Wikis with MOOC design]]
Deletions:
[[http://erhetoric.org/WeblogsAndWikis/CourseDesign2011Page Weblogs and Wikis Design Notes]]
[[http://erhetoric.org/WeblogsAndWikis/CourseStatement2011 Weblogs and Wikis with MOOC design]]


Revision [447]

Edited on 2012-02-27 06:17:30 by MorganAdmin
Additions:
- Learning and knowledge rest in diversity.
- Dynamic learning is a process of connecting “specialized nodes” (people or groups), ideas, information, and digital interfaces. “Capacity to know more is more critical than what is currently known.”
- Fostering and maintaining connections is critical to knowledge generation.
- A multidisciplinary, multi-literacy approach to knowledge generation is a core to human learning.
- Decision-making is both action and learning: “Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.” (Adapted from Siemens, 2005)
==teacher's role==
changes from guide on the side because there is no path to guide through. Downes: “there is no path” so teacher doesn’t guide. Facilitator, aggregator, curator is the one we’re discussing. via Steve Mackenzie
<http://learnadoodledastic.blogspot.com/2010/09/hold-front-page-ples-need-teachers.html>, also Leigh Blackhalll <http://learnonline.wordpress.com/2007/08/25/regarding-george-siemens-curators/>
==student's role==
This is where the use of a PLE comes into play: There are so many people involved, so many possible threads to follow, that managing them is key. I won’t say, “It becomes a problem” because managing the discussion, the stuff, is part of the learning - that is, we learn by managing. Complexity is not a problem to be overcome or removed. Rather, to synthesize ones own take and feed it back into the loop demands a technical means and prompting synthesis - a problem.
==student support==
Tech support might seem to be a mess - and learners do need a good sense of the technology to really work this course. But they can engage the course at a low-tech level. But think about pedagogical support: scaffolding and bottlenecks. A big chunk of student support comes by way of other participants. Getting read and feedback when you post it sweet and motivating. Reading what others have done and taking cues from there is support.
==assessment==
It’s possible to assess the course itself, but how do we want to handle assessing the learners? I don’t see this as a problem: Define what you want to use to measure and measure it. Might look at artifacts, at participation or some angle on participation. Can do a pre- post-test, but you would have to measure something the student was engaged in, something the student actually addressed. Might want to write or compose a reflective work ... Since the MOOC is outside the institution, so is the assessment.
==epistemic of learning==
the state of knowledge and what we consider valid knowledge might need to shift so we can see the connections between informal learning - gardening - and privileged formal learning - lit crit, philosophy, history ...
==At minimum, start thinking about the materiality of learning==
not teaching, but learning: those situations, places, contexts, materials and devices that students are using to learn with - including txt and phone, twitter and email. And start re-thinking learning as something that continues w/o us and outside of our purview. Informally, not consciously structured.
==Next==
start thinking about leveraging PLE and MOOC techniques in classes. We do this already when we assign students work - projects - outside of class, but extend that further. I’m looking at using Downes’s four activities to structure projects in a few of the courses I’m teaching when I return.
==Level 3==
Introduce the PLE as an in-class project: students defining their own scaffolds, aggregations and remixes
==Level 4==
Take the risk and run a MOOC: De-latch learning from formal teaching. Pass the responsibility for learning over to the students. Push them into their own PLEs - and assign the responsibility to them to designate a feed to you as a curator.
===Thank you===
Deletions:
> Learning and knowledge rests in diversity.
> Dynamic learning is a process of connecting “specialized nodes” (people or groups), ideas, information, and digital interfaces.
> “Capacity to know more is more critical than what is currently known.”
> Fostering and maintaining connections is critical to knowledge generation.
> A multidisciplinary, multi-literacy approach to knowledge generation is a core to human learning.
> Decision-making is both action and learning: “Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.” (Adapted from Siemens, 2005)
====teacher's role==== - changes from guide on the side because there is no path to guide through. Downes: “there is no path” so teacher doesn’t guide. Facilitator, aggregator, curator is the one we’re discussing. via Steve Mackenzie <http://learnadoodledastic.blogspot.com/2010/09/hold-front-page-ples-need-teachers.html>, also Leigh Blackhalll <http://learnonline.wordpress.com/2007/08/25/regarding-george-siemens-curators/>
====student's role====- This is where the use of a PLE comes into play: There are so many people involved, so many possible threads to follow, that managing them is key. I won’t say, “It becomes a problem” because managing the discussion, the stuff, is part of the learning - that is, we learn by managing. Complexity is not a problem to be overcome or removed. Rather, to synthesize ones own take and feed it back into the loop demands a technical means and prompting synthesis - a problem.
====student support==== - Tech support might seem to be a mess - and learners do need a good sense of the technology to really work this course. But they can engage the course at a low-tech level. But think about pedagogical support: scaffolding and bottlenecks. A big chunk of student support comes by way of other participants. Getting read and feedback when you post it sweet and motivating. Reading what others have done and taking cues from there is support.
====assessment====. It’s possible to assess the course itself, but how do we want to handle assessing the learners? I don’t see this as a problem: Define what you want to use to measure and measure it. Might look at artifacts, at participation or some angle on participation. Can do a pre- post-test, but you would have to measure something the student was engaged in, something the student actually addressed. Might want to write or compose a reflective work ... Since the MOOC is outside the institution, so is the assessment.
====epistemic of learning====: the state of knowledge and what we consider valid knowledge might need to shift so we can see the connections between informal learning - gardening - and privileged formal learning - lit crit, philosophy, history ...
====At minimum, start thinking about the materiality of learning==== - not teaching, but learning: those situations, places, contexts, materials and devices that students are using to learn with - including txt and phone, twitter and email. And start re-thinking learning as something that continues w/o us and outside of our purview. Informally, not consciously structured.
====Next==== - start thinking about leveraging PLE and MOOC techniques in classes. We do this already when we assign students work - projects - outside of class, but extend that further. I’m looking at using Downes’s four activities to structure projects in a few of the courses I’m teaching when I return.
====Level 3====: Introduce the PLE as an in-class project: students defining their own scaffolds, aggregations and remixes
====Level 4====: Take the risk and run a MOOC: De-latch learning from formal teaching. Pass the responsibility for learning over to the students. Push them into their own PLEs - and assign the responsibility to them to designate a feed to you as a curator.
====Thank you====


Revision [118]

Edited on 2011-08-15 16:39:25 by MorganAdmin
Additions:
[[http://erhetoric.org/WeblogsAndWikis/CourseDesign2011Page Weblogs and Wikis Design Notes]]


Revision [117]

Edited on 2011-08-15 16:37:45 by MorganAdmin
Additions:
=== Spring 2011 ===
[[http://erhetoric.org/WeblogsAndWikis/CourseStatement2011 Weblogs and Wikis with MOOC design]]


Revision [116]

Edited on 2011-08-15 16:18:25 by MorganAdmin
Additions:
[[http://www.slideshare.net/erhetoric/gpacw-2010-ple-slides at SlideShare]]
Deletions:
""<div style="width:425px" id="__ss_8854914"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/erhetoric/gpacw-2010-ple-slides" title="Gpacw 2010 ple slides" target="_blank">Gpacw 2010 ple slides</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/8854914" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/erhetoric" target="_blank">erhetoric</a> </div> </div>""


Revision [115]

Edited on 2011-08-15 16:13:17 by MorganAdmin
Additions:
""<div style="width:425px" id="__ss_8854914"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/erhetoric/gpacw-2010-ple-slides" title="Gpacw 2010 ple slides" target="_blank">Gpacw 2010 ple slides</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/8854914" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/erhetoric" target="_blank">erhetoric</a> </div> </div>""


Revision [114]

Edited on 2011-08-15 07:32:35 by MorganAdmin
Additions:
Draft up on 10/10/10. Yet to come, embedded file to notes on course.
Deletions:
Draft up on 10/10. Yet to come, embedded file to notes on course, and link or embedding to PPT slides, images.


Revision [113]

Edited on 2011-08-15 07:08:53 by MorganAdmin
Deletions:
""<iframe frameborder='0' style='width:460px;height:375px;' src='http://public.iwork.com/embed/?d=GPACW_2010_PLE_Slides.key&a=p28471750&h=768&w=1024&sw=458'></iframe>""


Revision [112]

Edited on 2011-08-15 07:06:56 by MorganAdmin
Additions:
[[http://public.iwork.com/document/?d=GPACW_2010_PLE_Slides.key&a=p28471750 PLEs: A Report from the Field. Slides]]
Deletions:
http://public.iwork.com/document/?d=GPACW_2010_PLE_Slides.key&a=p28471750


Revision [111]

Edited on 2011-08-15 07:05:53 by MorganAdmin
Additions:
""<iframe frameborder='0' style='width:460px;height:375px;' src='http://public.iwork.com/embed/?d=GPACW_2010_PLE_Slides.key&a=p28471750&h=768&w=1024&sw=458'></iframe>""
Deletions:
<iframe frameborder='0' style='width:460px;height:375px;' src='http://public.iwork.com/embed/?d=GPACW_2010_PLE_Slides.key&a=p28471750&h=768&w=1024&sw=458'></iframe>


Revision [110]

Edited on 2011-08-15 07:05:38 by MorganAdmin
Additions:
<iframe frameborder='0' style='width:460px;height:375px;' src='http://public.iwork.com/embed/?d=GPACW_2010_PLE_Slides.key&a=p28471750&h=768&w=1024&sw=458'></iframe>
http://public.iwork.com/document/?d=GPACW_2010_PLE_Slides.key&a=p28471750


Revision [38]

The oldest known version of this page was created on 2011-07-28 16:49:03 by MorganAdmin
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