Final Presentation CCK09
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Monday, December 7, 2009
Sunday, December 6, 2009
Sunday, November 29, 2009
CCK09: The Changing Role of Educators
The role of instructional designers and educators is always evolving. The fact that in the last five years there has been an explosion of new tools and technology, will most definitely have a significant effect on the role of all educators and learners. I think that the increase of access to information and people via the web (content, connections and network communities), which will only continue to grow, already has educators at all levels rethinking their role and how they will adapt.
I see a lot of change being introduced with the innovators in the field, but I think there is a long way to go to for teachers and learners to take full advantage of new opportunities. “Web 2.0 saw a shift from static websites serving information, to dynamic communities engaged in a two-way conversation between publisher and audience - with the lines between the two ultimately being blurred beyond recognition.”(Thompson) The Flat Classroom project is a great example of how educators can adapt and establish new connections via the internet using Ning and wikispaces for global classroom collaboration.
I would describe the corporation I work for as a “slow adopter”. It is very conservation when implementing new tools and technologies. Microsoft SharePoint was introduced last year to some areas in the company to enable collaboration and information-sharing a between large and diverse groups of users. This has helped break down some of the silos that exist between departments by facilitating increased communication via discussion boards and document collaboration. What I have observed is that a lot of people use this new collaboration site the same way they used a LAN drive! Although there is training available (ILT or on-line) few seem to take advantage of learning about the functionality and benefits of the tool.
I found an interesting blog regarding personal vs. corporate IP rights by Tony Karrer. “What I'm suggesting is that learning departments should provide ready access to a set of tools and help employees (through training, resources, guide-by-the-side, etc.) learn how to use these tools and build skills in employees that ultimately makes them better tacit workers. Yes this does provide some formality to it. As a community, we need to think of ways to help people get better at learning”
I see a need for professional development for all employees, not just trainers. Employees need to learn new skills, not just software, but “techno-personal skills” the term used by Vicki Davis in her presentation about differentiating instruction. Trainers need to invest more time in their own personal development so they are more able to incorporate the use of new tools, and facilitate the growth of connections and interaction within the organization. I agree that it’s not really about the technology, but what the technology will let you do.
In the corporation I work for, access and interaction for the most part continue to be “under the control of the instructor”. Instructional design models have just started to change recently with a slow movement away from the traditional “training binder” mentality (ugh!), to the incorporation of a blended approach which includes e-learning, on-line content, and increased continuous learner support long after a learning event is over. Our department is working toward changing the old training model, by developing a new training strategy and rethinking how we can better support all learners in the corporation. One example is moving towards a performer support model which I believe will move us forward and can incorporate the establishment of new connections and networks within the corporation. I think “The Traditional Classroom Doesn’t Have to Die—It Just Needs to Change” (Gottfredson), but like any journey, it will take time.
References
Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students?
http://www.innovateonline.info/pdf/vol3_issue4/Is_Education_1.0_Ready_for_Web_2.0_Students_.pdf
Retrieved November 28, 2009 from Flat Classroom Projects
http://www.flatclassroomproject.org/
Davis, Vicki: Technology Driven Differentiated Instruction
http://www.slideshare.net/coolcatteacher/differentiating-instruction-with-technology-keynote-forupload-presentation
Karrer, Tony: eLearning Technology blog
http://elearningtech.blogspot.com/2007/06/ple-pwle-discussion-contiunes-corporate.html#ixzz0XvOY9GT3
Gottfredson, C: Performer Support: Learning at the moment of need
http://performancesupport.blogspot.com/
I see a lot of change being introduced with the innovators in the field, but I think there is a long way to go to for teachers and learners to take full advantage of new opportunities. “Web 2.0 saw a shift from static websites serving information, to dynamic communities engaged in a two-way conversation between publisher and audience - with the lines between the two ultimately being blurred beyond recognition.”(Thompson) The Flat Classroom project is a great example of how educators can adapt and establish new connections via the internet using Ning and wikispaces for global classroom collaboration.
I would describe the corporation I work for as a “slow adopter”. It is very conservation when implementing new tools and technologies. Microsoft SharePoint was introduced last year to some areas in the company to enable collaboration and information-sharing a between large and diverse groups of users. This has helped break down some of the silos that exist between departments by facilitating increased communication via discussion boards and document collaboration. What I have observed is that a lot of people use this new collaboration site the same way they used a LAN drive! Although there is training available (ILT or on-line) few seem to take advantage of learning about the functionality and benefits of the tool.
I found an interesting blog regarding personal vs. corporate IP rights by Tony Karrer. “What I'm suggesting is that learning departments should provide ready access to a set of tools and help employees (through training, resources, guide-by-the-side, etc.) learn how to use these tools and build skills in employees that ultimately makes them better tacit workers. Yes this does provide some formality to it. As a community, we need to think of ways to help people get better at learning”
I see a need for professional development for all employees, not just trainers. Employees need to learn new skills, not just software, but “techno-personal skills” the term used by Vicki Davis in her presentation about differentiating instruction. Trainers need to invest more time in their own personal development so they are more able to incorporate the use of new tools, and facilitate the growth of connections and interaction within the organization. I agree that it’s not really about the technology, but what the technology will let you do.
In the corporation I work for, access and interaction for the most part continue to be “under the control of the instructor”. Instructional design models have just started to change recently with a slow movement away from the traditional “training binder” mentality (ugh!), to the incorporation of a blended approach which includes e-learning, on-line content, and increased continuous learner support long after a learning event is over. Our department is working toward changing the old training model, by developing a new training strategy and rethinking how we can better support all learners in the corporation. One example is moving towards a performer support model which I believe will move us forward and can incorporate the establishment of new connections and networks within the corporation. I think “The Traditional Classroom Doesn’t Have to Die—It Just Needs to Change” (Gottfredson), but like any journey, it will take time.
References
Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students?
http://www.innovateonline.info/pdf/vol3_issue4/Is_Education_1.0_Ready_for_Web_2.0_Students_.pdf
Retrieved November 28, 2009 from Flat Classroom Projects
http://www.flatclassroomproject.org/
Davis, Vicki: Technology Driven Differentiated Instruction
http://www.slideshare.net/coolcatteacher/differentiating-instruction-with-technology-keynote-forupload-presentation
Karrer, Tony: eLearning Technology blog
http://elearningtech.blogspot.com/2007/06/ple-pwle-discussion-contiunes-corporate.html#ixzz0XvOY9GT3
Gottfredson, C: Performer Support: Learning at the moment of need
http://performancesupport.blogspot.com/
Tuesday, October 20, 2009
My Position on Connectivism - Assignment 1 CCK09
Out with the old...and in with the new. I still don't feel really comfortable posting an assignment on-line...but here goes!
My position on Connectivism
The idea of connectivism as a new learning theory makes sense to me. I think connectivisim is a natural evolution and extension of other learning theories, because it addresses the emergence of new technology and the new opportunities for growth in knowledge with the increased connectedness the internet affords.
When I first enrolled in this course, I really didn’t have an understanding of Connectivism or why a new learning theory was necessary. The most meaningful phase that helped me begin to understand what Connectivism is all about is from an article written by George Siemens, which defines Connectivism as "a learning theory for the digital age". This statement sums up most concisely what I think is the main strength and need for the development of a new learning theory. “The pipe is more important than the content within the pipe” drove home the main idea that knowledge is in the connections, not the connection itself. Within the last ten years access to advanced tools and technology have opened up opportunities to connect to others, establish new networks, and learn in new ways.
Traditional learning theories do have points where they overlap, and I think Connectivism is no exception. I think that connectivism builds on the theory of constructivism – the idea that learners construct knowledge for themselves. Connectivism builds on the theory of constructivism where each learner individually (and socially) constructs meaning as he or she learns, and generates knowledge and meaning from their experiences. I think the difference is that connectivism recognizes the tremendous impact the explosion of technology has had, and how knowledge grows via the new connections and networks.
What continues to resonate with me as I learn more about the impacts of technology on learning and learning theory, is the importance of learning new skills to effectively create new networks or connections, and navigate through a vast network of resources via the web. I continue to be often overwhelmed and frustrated by the sheer volume of information. I have started using new tools to help me organize and aggregate sources of information and connections, to have some sense of organization in such a chaotic environment. I don’t think I’m alone by feeling that teachers and learners will need to acquire new skills to really engage in the creation of new networks and connections. Who will teach them?
Other outstanding questions I have revolve around practical application of this new theory, particularly within organizations where the nature of knowledge is contextual. Also, the old saying “you don’t know what you don’t know” is always in the back of my mind. How will I know if the new networks or the connections I establish are valuable? Using resources created by others make me question if the knowledge within the connections a person establishes are valid or accurate.
Personally, I think that applying these new ideas around connectivism will be interesting and challenging. It’s more than just creating new networks and connections just for the sake of creating connections. You need to know how to “construct and traverse those networks”( Stephen Downs). It’s like having a treadmill in the basement – it’s there, but if you don’t use it, you won’t benefit.
References
Siemens, G. (2004). Connectivism: A learning theory for the digital age. http://www.elearnspace.org/Articles/connectivism.htm
Downes, Stephen (2007) What Connectivism Is
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
My position on Connectivism
The idea of connectivism as a new learning theory makes sense to me. I think connectivisim is a natural evolution and extension of other learning theories, because it addresses the emergence of new technology and the new opportunities for growth in knowledge with the increased connectedness the internet affords.
When I first enrolled in this course, I really didn’t have an understanding of Connectivism or why a new learning theory was necessary. The most meaningful phase that helped me begin to understand what Connectivism is all about is from an article written by George Siemens, which defines Connectivism as "a learning theory for the digital age". This statement sums up most concisely what I think is the main strength and need for the development of a new learning theory. “The pipe is more important than the content within the pipe” drove home the main idea that knowledge is in the connections, not the connection itself. Within the last ten years access to advanced tools and technology have opened up opportunities to connect to others, establish new networks, and learn in new ways.
Traditional learning theories do have points where they overlap, and I think Connectivism is no exception. I think that connectivism builds on the theory of constructivism – the idea that learners construct knowledge for themselves. Connectivism builds on the theory of constructivism where each learner individually (and socially) constructs meaning as he or she learns, and generates knowledge and meaning from their experiences. I think the difference is that connectivism recognizes the tremendous impact the explosion of technology has had, and how knowledge grows via the new connections and networks.
What continues to resonate with me as I learn more about the impacts of technology on learning and learning theory, is the importance of learning new skills to effectively create new networks or connections, and navigate through a vast network of resources via the web. I continue to be often overwhelmed and frustrated by the sheer volume of information. I have started using new tools to help me organize and aggregate sources of information and connections, to have some sense of organization in such a chaotic environment. I don’t think I’m alone by feeling that teachers and learners will need to acquire new skills to really engage in the creation of new networks and connections. Who will teach them?
Other outstanding questions I have revolve around practical application of this new theory, particularly within organizations where the nature of knowledge is contextual. Also, the old saying “you don’t know what you don’t know” is always in the back of my mind. How will I know if the new networks or the connections I establish are valuable? Using resources created by others make me question if the knowledge within the connections a person establishes are valid or accurate.
Personally, I think that applying these new ideas around connectivism will be interesting and challenging. It’s more than just creating new networks and connections just for the sake of creating connections. You need to know how to “construct and traverse those networks”( Stephen Downs). It’s like having a treadmill in the basement – it’s there, but if you don’t use it, you won’t benefit.
References
Siemens, G. (2004). Connectivism: A learning theory for the digital age. http://www.elearnspace.org/Articles/connectivism.htm
Downes, Stephen (2007) What Connectivism Is
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Tuesday, October 6, 2009
CCK09.....Week 2 and 3
It's been an interesting few weeks exploring learning networks and groups, connectives, collectives, and the ensuing discussion on Moodle. I have added a few of the participant blogs that I find most relevant to my interests in the course in Google Reader.
Interesting discussion on mapping social networks in the Moodle forum - I tried out Nexus and mapped out my Facebook contacts.....interesting when I could visualize my own connections and communities, and the relationships between people in my social network. A picture is worth a thousand words.
I have been reading a lot of the discussion from CCK08 and noticed some of the "heated" exchanges between a few of the participants. Are people braver in an on-line forum than they would be in a face-to-face setting? In my opinion, some of the comments were over the line, and unduly harsh and accusatory. I noticed the "person" stopped posting. Was she booted out of the course? I noticed other people were commenting about it and then mentioned an incident (conflict between Stephen and one of the participants) during the week 3 Elluminate session (which I have yet to listen to...waiting for it to be posted) I think these events will be fodder for discussion regarding the changing role of facilitators.
Interesting discussion on mapping social networks in the Moodle forum - I tried out Nexus and mapped out my Facebook contacts.....interesting when I could visualize my own connections and communities, and the relationships between people in my social network. A picture is worth a thousand words.
I have been reading a lot of the discussion from CCK08 and noticed some of the "heated" exchanges between a few of the participants. Are people braver in an on-line forum than they would be in a face-to-face setting? In my opinion, some of the comments were over the line, and unduly harsh and accusatory. I noticed the "person" stopped posting. Was she booted out of the course? I noticed other people were commenting about it and then mentioned an incident (conflict between Stephen and one of the participants) during the week 3 Elluminate session (which I have yet to listen to...waiting for it to be posted) I think these events will be fodder for discussion regarding the changing role of facilitators.
Saturday, September 26, 2009
CCK09 Week 1 Reflections
The concept of connectivism is intriguing to me. After reading a vast amount of info including others viewpoints including criticisms, the idea of connectivism as a new learning theory makes sense to me. I think connectivisim is a natural extension of other learning theories, because it addresses the emergence of new technology and the new opportunities for growth in knowledge with the increased connectedness the internet affords.
What continues to resonate with me as I learn more about the impacts of technology on learning and learning theory, is the importance of learning how to effectively create new networks or connections, and navigate through a vast network of resources via the web. I am often overwhelmed and frustrated by the sheer volume of information, and have come to the realization that I will never keep up to everything – I just need to get over it! For me personally, I think the key is to learn how to most effectively manage the information via new network opportunities.
I continue to exhibit lurking tendencies.... I’ll try harder next week.
What continues to resonate with me as I learn more about the impacts of technology on learning and learning theory, is the importance of learning how to effectively create new networks or connections, and navigate through a vast network of resources via the web. I am often overwhelmed and frustrated by the sheer volume of information, and have come to the realization that I will never keep up to everything – I just need to get over it! For me personally, I think the key is to learn how to most effectively manage the information via new network opportunities.
I continue to exhibit lurking tendencies.... I’ll try harder next week.
Tuesday, September 15, 2009
Connectivism and Connective Knowledge
Well...here goes...another cool course offered in the new certificate program - Emerging Technologies for Learning at the University of Manitoba. I'm excited about experiencing an "open" course with such a variety of partipants from around the globe. Looking forward to learning about the theories around connectivism and possibilites of practical application.
I set up this blog last winter for the Intro course...I admit it was a bit sparse. As I have learned more, and continued to experiment with new tools and technology, I'll be posting more actively this time!!
I set up this blog last winter for the Intro course...I admit it was a bit sparse. As I have learned more, and continued to experiment with new tools and technology, I'll be posting more actively this time!!
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