November 17, 2010

#PLENK2010 Tools of use in online learning – PLE/PLN

Tools (to provide the basic means for manipulating information)

* Processing tools ( to support learners cognitive processing)

Seeking tools (to locate and filter needed resources) – Slideshare, RSS, Google Reader, Delicious, Google, iGoogle, Netvibes, Amplify, Twitter, Youtube,
Collecting tools (to gather resources) – Slideshare, Delicious, Google, iGoogle, Netvibes, Amplify, Twitter, Blogs, wikis, Email, Linked in
Organizing tools (to represent relationships among ideas) – CMap, Bubbl.us, Brain, Google Reader,
Integrating tools (to link new with existing knowledge) – RSS, Google Reader, Delicious, Google, iGoogle, Netvibes, Amplify, Twitter, FB, Moodle, Blogs, wikis
Generating tools (to create new things or artifacts to think with) – Podcasting, Digital Story, Media, Webcam, Blogs, wikis, CMap, Bubbl.us, Brain,

* Manipulation tools (to test the validity of, or to explore, beliefs and theories) – Blogs, wikis, Twitter, FB

* Communication tools (to communicate among learners, teachers and experts)

Synchronous communication tools (to support real time interaction) – Elluminate, Skype, FB chat, Twitter, UStream, Dimdim, Plurk
Asynchronous communication tools (to support time-shifted communication) – Moodle, Blogs, wikis, FB, Amplify it

* Scaffolds (to guide and support learning efforts)

Domain – specific versus generic scaffolds – Asynchronous sessions (Moodle Forum discussion)
Conceptual scaffolding (guidance on what to consider) – CMaps, Brain
Metacognitive scaffolding (guidance on how to utilize resources and tools) – Synchronous session (Elluminate), Asynchronous sessions (Moodle Forum discussion),
Strategic scaffolding/guidance on approaches to solving the problem – Wikis – artifacts, selected readings, Synchronous session (Elluminate), Asynchronous sessions (Moodle Forum discussion), Blogs

An alternative way to classify the Social Networking Tools:

Social sites: My Space, Facebook, Twitter, Quora, Amplify, Google Wave

Photosharing: Flickr, PhotoBucket

Videosharing: Youtube, Blip.tv, Vimeo, Teachers’ Tube

Professional networking sites: LinkedIn, Ning

Blogs: Blogger.com, WordPress, Posterous,

Wikis: Wetpaint, Pbwiki, Wikispace

Content tagging: MERLOT, SLoog, Delicious, Diigo

RSS Aggregator: RSS feeds, Google Reader

Virtual worlds: SecondLife, Active Worlds, Club Penguin

Slideshare: Slideshare.net

Aggregators: iGoogle, Google, Netvibes, Delicious, Symbaloo

Others: Voicethreads, Digital Story

Ref to Steve Wheeler’s Slides here on Communities Spaces and Pedagogies for the Digital Age

My ten top Web 2.0 tools (slide 28)

Blog – Blogger; WordPress

Wiki – Wetpaint; PB wiki

Podcasting – Audacity; Podbean

Slide sharing – Slideshare

Photo sharing – Flickr; Picassa

Social Tagging – Delicious; Diigo

Video sharing – Youtube; Vimeo

URL Shortening – bit.ly; ow.ly

Aggregator – iGoogle; Pageflakes

Microblog – Twitter; Tumblr

Posted in Connectivism, Networks, technology, Web 2.0, Web2.0
Tagged #PLENK2010, CCK08, CCK09, Connectivism, Social Networking, tools
2 Comments

July 12, 2010

#CritLit2010 Social Networked Learning

In this post of Moving the Social Networked Learning forward by George Siemens, he asks:

What is a course? What is the role of educators in social networks? How does self-paced learning with trailing social identity compare with cohort-based learning? What new tools are needed? What types of skills do educators and learners need in this environment?

What is the role of educators in social networks?

I have discussed here on the what is the role of a teacher?

How does self-paced learning with trailing social identity compare with cohort-based learning?

I have discussed here on Reflection on CCK08 experience – connections and learning.

What are the features of a blended learning model?

This blended learning model provides a comparison of the different models of learning.

What new tools are needed say in Social Networked Learning?

This use of course management systems to support e-learning provides an overview of what course management systems could offer, and the importance of a metacognitive e-learning approach when designing instruction using Course Management Systems.

This position paper sets out to inform policy makers, educators, researchers, and others of the importance of a metacognitive e-learning approach when designing instruction using Course Management Systems. Such a metacognitive approach will improve the utilization of CMSs to support learners

on their path to self-regulation. We argue that a powerful CMS incorporates features and functionalities that can provide extensive scaffolding to learners and support them in becoming self-regulated learners.

What types of skills do educators and learners need in this environment?

Jon discussed about the technology skills here for teachers.

Steve is exploring the Critical Literacy Taxonomy here, which should prove useful for developing the skills needed for educators and learners in an e-learning environment. This could relate to the degree of expertise of educators and learners. I have also discussed the development of the taxonomy and Connectivism here.

This Information Literacy Awareness Month highlights that:

We must also learn the skills necessary to acquire, collate, and evaluate information for any situation. This new type of literacy also requires competency with communication technologies, including computers and mobile devices that can help in our day-to-day decision making.