This is an annual EVO event where moderators for the EVO sessions listed at http://evosessions.pbworks.com meet from noon GMT in Google Hangout to talk about their sessions and take questions from interested participants.
Venue was to be decided, and turned out to be Google+ Hangout, Second LIfe, WiZiQ and Elluminate: http://learningtimesevents.org/webheads/, all skillfully juggled by master wizard behind the curtain Jeff Lebow.
Ten people at a time can be in a Hangout, but the event was streamed so that anyone could listen to the stream while it was being broadcast or later via the recording. The stream bounced in and out of Google+ Hangout, Second LIfe, WiZiQ, and Elluminate, where people met up to speak about their sessions and get help if they were having trouble with Google Hangout.
For professional development, it’s hard to beat the quality and range of sessions offered each year in TESOL’s Electronic Village Online. The sessions are free and open to all teachers. You don’t even have to be a TESOL member to participate. Vance Stevens provides you with a face to face introduction to this annual online event which starts 14 January, 2013. More info: http://evosessions.pbworks.com
MultiMOOC “applies connectivist and multiliteracies approaches to exploring recent developments and issues in open learning, and how these might apply to more conventional settings. The session is paced on Cormier’s 5 stages of MOOC participation: orient, declare, network, cluster, focus. Participants declare their personal goals for the course and trace their progress through eportfolios, either simple or elaborate. Any reasonable level of participation earns a badge in the course.”
In this recording, one of the moderators of the MultiMOOC session discusses with participants Nina, Susanna, and Lada how this session departs from others and why we call it a MOOC.
Much is already known about brain functioning during learning processes to orient the practice of teaching. The brain and learning are the bridge that teachers can and must cross with knowledge that effectively connects them to learners. The purpose of this presentation is to share some information about how the brain works during the learning process and to provide participants with helpful tips for their teaching practice.
Denise De Felice has been an EFL teacher in Brazil for over 25 years. Her field of study relates to bridging neuroscientific research and education.
Michael Coghlan is seeking feedback on what’s up and coming for educational technology in the near and long terms for the next Horizon Report due to come out soon. He will meet us at 13:00 GMT in Elluminate and brainstorm on the topic. More information will be posted soon; meanwhile read Michael’s postings to the Webheads list:
For example, the two trends for the current round are:
5. Openness – concepts like open content, open data and open resources, along with notions of transparency and easy access to data and information – is moving from a trend to a value for much of the world.As authoritative sources lose their importance, there is need for more curation and other forms of validation to generate meaning in information and media.
6. Legal notions of ownership and privacy lag behind the practices common in society. In an age where so much of our information, records, and digital content are in the cloud, and often clouds in other legal jurisdictions, the very concept of ownership is blurry.
Michael asks us
What are the implications for each of these trends in your institution?
What are you doing already to accommodate these trends? Or, what could you do to accommodate them?
This was a F.U.N. session. While we were chatting in Elluminate, Sand Rogers opened a Hangout which attracted some additional listeners who wanted to be seen as well as heard in Elluminate:
Ater the session ended, the F.U.N. began anew with Sand, Tuba, and Nina taking Hangout for a spin. We played with the Google effects and learned how the apps worked for YouTube, screenshare, and Slideshare. We were disappointed though that Google has not rolled out one-click recording … yet …
This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on professional development, teaching, and on Web 2.0 use. Through the analyses of the questionnaire, it was aimed at finding out the members’ ideas about the group as an online CoP and benefits of belonging to an online CoP.
The data were collected from seventy nine members of the Webheads in Action from various countries by using an online questionnaire. Then, the responses to the multiple choice items were analyzed using PASSW. The data collected from the last section of the questionnairre were analyzed through content analysis and pattern coding.
The findings revealed that the members believe that WIA plays an important role in the process of developing multiltiteracies skills and the Web 2.0 tools used in classroom teaching and for professional development. The findings further revealed that the participants believe that being a WIA member leads to motivation, collaboration and discovery. These beliefs are thought to provide insights about the advantages and disadvantages of learning in online CoPs and their effects on the members’ Web 2.0 use.
The findings can also be beneficial for researchers, teacher trainers, and teachers wishing to join CoPs for professional development. They can understand the advantages and disadvantages, and the participation process in more detail. Moreover, these findings can indicate that online CoPs can provide a medium for coping with the increasing amount of information thanks to the recent technological developments, and acquiring new skills.
Today, Scott Lockman describes his understanding of what ds106 is, how the system works, how to become involved, and some of his experience over the past year of teaching a computer studies classbased on the ds106 model.
This Sunday, Scott was at Tapped In two hours before he was due to go on, giving us plenty of time to set up the Elluminate room, but one thing led to another and we ended up at a place called Cypris Chat in Second Life <http://cyprischat.org/> where students come together and talk freely on interestingly abstract concepts. Here’s a screen shot of the F.U.N.
This engaged us in a round of getting our VOIP working in SL where we could hear the chat, necessitating our shutting off sound in Elluminate, and causing us to get so resource-challenged that we both had to reboot and barely made it back to Elluminate in time to get re-started there in time for …
getting back on the topic of tonight’s presentation on ds106 …
Dan Bassill of the Tutor/Mentor Institute, LLC describes the four part strategy he has developed to support the growth of a mentor-based youth-development strategy and how it might be applied to problem-solving process in any social sector and in any country. Dan will also talk about how youth in high schools and colleges can take a significant role in this process and how this will enhance their own learning, problem solving and communications skills while also creating future leaders who are better prepared to solve social and environmental problems via world-wide learning and collaboration. Dan says “While I apply this strategy to what I do to help kids in poor neighborhoods of Chicago, I feel the model applies to any problem solving effort.” You can review the 4 part strategy at http://tinyurl.com/TMC-4-Part-Strategy.
Dan talked about how he conceives channeling knowledge into action through a 4-part strategy he articulated through mindmaps and other visuals. His work has a lot in common with that of Webheads, MOOCs, and EVO (which I have argued possibly IS a MOOC) in that he taps cognitive surplus to leverage volunteer effort while trying to scale and sustain through getting the attention of (i.e. the information out to) the business community to show them how their interests coincide with those of the Tutor/Mentor Institute.
Dan points us to
http://www.simschool.org/ “I get their newsletter and this looked like an interesting tool to support ELS as well as regular learning.”
the Learning Change Project: “in each of 8 sections it talks about a different part of a learning strategy and it points to PDFs and deeper reading that anyone can use. http://gfbertini.wordpress.com/about/ … this is related to the ideas of MOOCs that [Vance] wrote about last year. If these can be focused on specific issue areas, rather than generic learning, they could be powerful platforms for social problem solving.”