A sandbox fro creative writing
Monthly Archives: December 2009
Post: Visiting ProfessorLocation: Chichester 3 3r243bEmail: R.H.Luckin@sussex.ac.uk Personal homepageTelephone numbersInternal: 7603UK: (01273) 877603International: +44 1273 877603ResearchI am Professor of Learner Centred Design at the London Knowledge Lab and a Visiting Professor at the ideas lab at University of Sussex. The aim of my research is to increase our understanding of the process of learning with technology and to use this to design technology effectively to stimulate curiosity, maintain engagement and foster creativity. I am particularly interested in the development of participatory methods to engage learners and teachers in the process of designing technology to fit their needs and to enable them to access all the resources within their environment that might effectively support learning. I am also a founder member of the User Generated Contexts research group.
Mardis receives IMLS grant to explore digital open content for school librariesStudies have shown that digital resources — video clips, audio, simulations, and images — improve student learning in science and math, and the emergence of online digital libraries has made more free resources available than ever before. Yet few make it to student classrooms or computers. A new research study at The Florida State University looks to change this.“Digital Libraries to School Libraries (DL2SL): A Strategy for Lasting K-12 Open Content Implementation” is an investigation into how school libraries can successfully integrate digital library “open content” in science, technology, engineering and mathematics (STEM materials) into their collections and services. The research project, headed by Dr. Marcia Mardis, an assistant professor in the School of Library and Information Studies at Florida State’s College of Communication & Information, received a $309,344 grant in June from the Laura Bush 21st Century Librarian Program of the federal Institute of Museum and Library Services (IMLS). “‘Open content’ refers to digital materials that are downloadable, editable, and combinable. For example, a student can download a short PBS science video and add commentary, subtitles, or additional images,” Mardis said. “It is in the manipulation of ideas that real learning happens. Editing and creating content requires higher-order thinking and engages children more deeply by appealing to a diversity of learning styles.”Most school libraries have the instructional resources, digital tools and space to support this type of learning, but few school librarians have the skills and awareness to take the quality STEM-related material available free on the Internet and make it available for teachers to integrate into their curricula. The Florida State project will provide professional development to school media specialists in building collections of STEM material that teachers can use, thus increasing student use of the digital materials that aid in learning. Research findings will be shared with the digital library, school library and education communities.“Teachers don’t have the time to spend searching Web sites for these resources and then learning how to use them in the classroom,” Mardis said. “They need a sort of ‘one-stop shop’ where they can come to find them – the type that a school library media specialist can create.”Mardis is a uniquely qualified principal investigator for this project, having expertise in the combined areas of school libraries, digital libraries, and science education through her past research.“My research projects for the National Science Foundation, for instance,” Mardis said, “have incrementally brought me to this point by giving me the freedom to examine the intersection among school libraries, digital libraries, and science education.”For more information, contact:Dr. Marcia Mardis, Assistant ProfessorSchool of Library and Information Studies850-644-2216 or email@example.com
1. The Web As PlatformLike many important concepts, Web 2.0 doesn’t have a hard boundary, but rather, a gravitational core. You can visualize Web 2.0 as a set of principles and practices that tie together a veritable solar system of sites that demonstrate some or all of those principles, at a varying distance from that core.
Web Squared: Web 2.0 Five Years OnBy Tim O’Reilly and John BattelleDownload the Web Squared White Paper (PDF, 1.3MB)Watch the Web Squared WebcastFive years ago, we launched a conference based on a simple idea, and that idea grew into a movement. The original Web 2.0 Conference (now the Web 2.0 Summit ) was designed to restore confidence in an industry that had lost its way after the dotcom bust. The Web was far from done, we argued. In fact, it was on its way to becoming a robust platform for a culture-changing generation of computer applications and services.
Communities of PracticeLearning as a Social System
by Etienne Wenger[Published in the “Systems Thinker,” June 1998]You are a claims processor working for a large insurance company. You are good at what you do, but although you know where your paycheck comes from, the corporation mainly remains an abstraction for you. The group you actually work for is a relatively small community of people who share your working conditions. It is with this group that you learn the intricacies of your job, explore the meaning of your work, construct an image of the company, and develop a sense of yourself as a worker
P2P Foundation » Blog Archive » A Collection of Citations on Open, free, participatory, and commons-oriented learning approaches
* The Learning 2.0 approach“The traditional approach to e-learning has been to employ the use of a Virtual Learning Environment (VLE), software that is often cumbersome and expensive – and which tends to be structured around courses, timetables, and testing. That is an approach that is too often driven by the needs of the institution rather than the individual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a ’small pieces, loosely joined’ approach that combines the use of discrete but complementary tools and web services – such as blogs, wikis, and other social software – to support the creation of ad-hoc learning communities.”
Future Learning Landscapes:
Transforming Pedagogy through Social Software
by Catherine McLoughlin and Mark J. W. Lee
Changing learning paradigms
The potential for learning with social software tools compels us to reconsider how we
conceptualize the dynamics of student learning. Sfard (1998) distinguishes between two
metaphors of learning: the acquisition metaphor and the participation metaphor. The former
represents a passive-receptive view according to which learning is mainly a process of acquiring
chunks of information delivered, typically, by a teacher. The latter posits that learning is a
process of participating in various cultural practices and shared learning activities. According to
this view, knowledge exists not in individual minds but instead as an aspect of participation in
cultural practices. Human activity cannot be studied independently of the social contexts in
which it occurs and within which people function (Lave 1988). From this perspective, idea
generation and knowledge creation are complex and dynamic systems distributed over networks
of people, artifacts, and the affordances that surround them. As people congregate in social
groups that are bound more tightly by common interests, “communities of practice” evolve in
which people interact, communicate, and share ideas, leading to the creation of new
understandings (Wenger 1998). Learning occurs through participation in such communities as
individuals engage in conversations and activities with fellow members of the community
(Brown, Collins, and Duguid 1989).
The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students’ self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.
Coach: How do you think social media and newer technologies will converge in the learning space in the next 5-10 years?Karl: Well, as the futurist William Gibson has been quoted as saying “the future is already here, it is just not evenly distributed.” An interesting convergence I see is the use of virtual immersive environments as the central hub for learning, collaboration and innovation within an organization. I have seen and taught with a tool called ProtoSphere that has a 3D virtual environment interface but also includes blogs and wikis, an interface with MS SharePoint, the ability to locate experts within an organization, application sharing and the ability to launch e-learning courses.