collaborative learning
Scaffolding Teachers Integrate Social Media Into a Problem-Based Learning Approach?
With regard to the discussions about PBL, three important characteristics of PBL can be extracted; the problem, the work process, and the solution, which can be used to distinguish between various theoretical and practical constructions of PBL – regardless initially of whether it is collaborative or cooperative. The three dimensions can then be thought of as stretched between two ends of a continuum between teacher and participant control. These fundamental questions of ownership and control seem also to be more generally applicable in relation to wider debates about social media and learning. The learning design model is based on the collaborative eLearning design (CoED) method. The CoED‑workshop methodology aims to support the design of targeted networked learning. The method scaffolds the design work of practitioners and has been developed and tried out in a number of different settings. Drawing on knowledge and theoretical concepts within the fields of design, systems development and collaborative learning, emphasis is on bringing focus and structure to the early stages of the design process. The method aims to develop design specifications and/or early prototypes within a few hours of starting work.
Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them
This article was published at First Monday, Volume 17 Number 1 (27 December 2011) and authored by Rajagopal, Kamakshi, Joosten-ten Brinke, Desirée, Van Bruggen, Jan, AND Sloep, Peter.
Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi–structured interviews and a survey.
A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses
This paper published at International Review of Research in Open and Distance Learning Vol 12, No 7 (2011) examines how emergent technologies could influence the design of learning environments.
The paper examines the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). It proves that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.
NDLA - National Digital Learning Arena
NDLA is set up to develop open digital learning resources of high quality for everyone. It also aims at involving teachers and students in upper secondary education in active and participatory learning processes.
eLearning Papers: Extended Deadline for Submissions on Learning and Work
Guest editor: Fabrizio Cardinali, C.E.O. (eXact learning solutions S.p.A.), Chair of the European Learning Industry Group (ELIG)
Submissions are invited to explore and share experiences related to the integration of learning technologies into the professional sphere. Papers can be more specifically aimed at exploring the following themes:
- Competence-based learning and e-Learning
- Personalised and adaptive learning services
- Embedded learning and performance support
- Games and simulations supporting induction and learning at work
- Training in virtual worlds
- Collaboration systems and virtual meeting rooms in support of workplace learning
- Semantic Web convergence and interoperability
- Generating learning content from information sources and the Web
- Integrating Media and Learning Management for Mobile and Instant Learning
- Online Validation and Qualification (such as badges, e-portfolios, etc.)
- Computer and Internet Certificates
- Informal and Non-formal Learning
The provisional date of publication is November, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
See the complete guidelines at: Instructions for writers
CELDA 2012 - Cognition and Exploratory Learning in Digital Age 2012
The IADIS CELDA 2012 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age.
here have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems.
These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference – cognition and exploratory learning in the digital age.
Inclusive technologies conference 12th October 2012
Tired of the same old-fashioned conferences? Then Collaborate For Change could be perfectly designed for you.
Collabor8 4 Change and Load2Learn would like to invite you to participate in a free practitioner conference on the use of technology in education with special focus on Inclusive Technologies. The discusssions (not debates) don't last more than 20 minutes and delegates can pick a route through the evening of up to 5 separate sessions, opening up the opportunity for truly personalised CPD.
The kind of topics expected to be covered include:
- - text to speech,
- - free and open source technologies for accessibility,
- - accessible and alternative formats,
- - teacher training in use of technology for accessibility,
- - peer support in accessibility,
- - print disabilities
- - projects supporting SEN and technology in schools.
Find out more from Load2Learn's Collabor8 for Change information page, where you can register as well.
Twitter : un outil éducatif dans le cadre scolaire
Une analyse sur les expériences d'utilisation de Twitter en milieu scolaire qui s'appuie sur les démarches pionnières et sur une enquête en ligne menée auprès des professionnels acteurs ou observateurs de ces pratiques. Les résultats du questionnaire permettent de relever les apports éducatifs de l'outil et de faire ressortir les principales activités réalisées avec les élèves.
eLearning Papers: Call for articles on Learning and Work
This issue of eLearning Papers, dedicated to the topic of Learning and Work, seeks articles dealing with trends and best practices on learning experiences in the workplace that show how technology can support new learning approaches and new skills, competences and qualification systems to match users’ personal knowledge development plans. Article Submission deadline has been extended to October 18th, 2012
The provisional date of publication is November, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
Guest editor: Fabrizio Cardinali, C.E.O. (eXact learning solutions S.p.A.), Chair of the European Learning Industry Group (ELIG)
Submissions are invited to explore and share experiences related to the integration of learning technologies into the professional sphere. Papers can be more specifically aimed at exploring the following themes:
- Competence-based learning and e-Learning
- Personalised and adaptive learning services
- Embedded learning and performance support
- Games and simulations supporting induction and learning at work
- Training in virtual worlds
- Collaboration systems and virtual meeting rooms in support of workplace learning
- Semantic Web convergence and interoperability
- Generating learning content from information sources and the Web
- Integrating Media and Learning Management for Mobile and Instant Learning
- Online Validation and Qualification (such as badges, e-portfolios, etc.)
- Computer and Internet Certificates
- Informal and Non-formal Learning
See the complete guidelines at: Instructions for writers
Learners in the Driving Seat - The Seventh EDEN Research Workshop
The Seventh EDEN Research Workshop
Learners in the Driving Seat
Users? – Partners? – Consumers? – Peers?
Where are we heading to?
A workshop about effective learning experience for researchers and practitioners
Call for contributions open
Deadline: 25 September 2012
How students are driving teachers, instructors in the fields where new learning technologies play important role? The special facet of the conference will be the active participation of groups of Leuven university students. They will present their cases, share the experience and practice they came across and co-operate in validating research views.