What goes, what stays and what comes

Abundance of information

Epistemology today differs from questions about Pedagogy - (teaching and learning) as possible new ways to learn, to participate as important as learning the content.
In networks  what I like most is the diversity of opinions and exercise the ability to make connections between fields and ideas. 
Martin  Weller calls this public engagement.
In all blogs posting is spontaneous and is intended to take your ideas even at the risk of being wrong and incomplete.
Weller cites Unsworth (2000) on scholarship with the basic functions of the academic-
discover, annotate, compare, reference, create, illustrate, publish.
Errors are inevitable.

week 3 Impact

The idea of students being capable of taking responsibility for their own learning is exciting.#change11digschol
Alternatives with text, audio, video and pictures. (Prezi)
Today my post is about the Impact and   Lessons from Other Sectors
Scribd chosen as a tool for sharing web 2.0 as proposed by   week 3.


SORRY for the bad translation! This is the biggest impact on my students, not knowing overcome the difficulties with the English language.

martin weller  

what impact has digital scholarship had on your practice and what difficulties have you encountered?”

IMPACT is  the History

The impacts were many-

- In my life- Contact with the technology to my students

- understand web 2.0 tools

- The difficulties encountered before the University to accept distance learningdifferent from classroom

- The difficulty of university professors to accept the possibility of changes to the content

- The desire of many that the  classroom teaching form  can be applied in the virtual

exemple - first work web 2.0  of my students  

Digital, Networked and Open - week 3

#change11digschol


my response regarding the proposed activities must be continued before the  week.


today - PREZI

digital scholarship on Prezi

Infographic

Via: Voxy Blog

a box of surprises

the MOOC means to me exactly this phrase.
I know I'm late and slow.
I actually prefer reading the posts.
Blogs and  e-books in this monday.


Blog 1 
here and here 


e-book 


and activity -  “what impact has digital scholarship had on your practice and what difficulties have you encountered?”
What skills do they require to foster?


So we simultaneously have pockets of marvellous innovation, and at the same time, a markedly conservative, resistant attitude from many institutions, which is often manifest in the how digital scholarship is recognised or encouraged.(Weller.M.)


#change11digschol

week 2 - SPRING, the season change too!

<According to the presentation, the five general categories of SMS sent included content, forum participation reminders, tips and strategies, motivation to stay engaged with the course, and course management such as announcements.>


My experience agrees with the concepts of week 2


Thanks for 


my friend Jaap  CONNECTIV


The Learner weblog

and Terri!

m learning - fluido

Last night more one sudent contact by cell phone.

m learning - 15 pm

good afternoon
more  03 students were contacted and one of them answered immediately.

m learning

< But most interesting for me in this session was that it sparked a question in the chat room as to whether this form of mobile learning, where the principle form of communication is unidirectional SMS from tutor to student, encourages student dependence, learned helplessness and decreases the potential for learner autonomy.>
< She said that SMS is used to help students develop the habits and skills necessary to be effective distance learners.> (Jenny Mackness)

first morning - m-learning

first morning of experience mentoring m-learning.

05 students received messages, encourage or answers to questions that occurred the previous day.

messages were sent 09 hours and five minutes later, one student said. < OK>
but this student  appears to be  faster... 


11 pm

 he returns to the platform and features more texts.
Does my prompt response favored his agility!

four days of experience

Zoraini Wati Abas,


 I would like to know the content of the messages, whether links or motivational messages, could send an example. Working with distance education and very little actually used the phone to contact students. Until Sunday, four days of experience!
I'll try it for four days using the phone with a group of students.


 the phone number 
1-6511
2-3683
3-9269
4-9086
5-1250
6-2824
7-7349
8-4199
9-4323

goals-

1 - how it felt to receive the messages
2 - liked it or not this contact form

IPAD - experiencias

week 2 Eye on Learning #change11

tablet and mobile

< It can take learning right into the home, workplace andcommunity. It can be spontaneous and portable, unobtrusive and ubiquitous. Most of all,it can take educators in the ODL environment one step nearer to achieving “any time,anywhere” learning.> (Zoraine Wati Abas)

< Still at the planning stage, the idea of using tablet computers makes sense as through these devices, not only will course information and learning materials be more easily accessible, the learner will also benefit from other useful applications supported by such devices.>

First my goals on the tablet-(no student of mine has tablet)
1 - ease of movement among the students in their practices, with the wi-fi.
2 - greater ease and portability in my bag
  but to learn about the eyes still find myself at the stage of digital photos and shortmovies.

it' s true

I cut it out of the more important to me.




<1- MOOCs are open and fluid, each key factors in epistemological digital practices.
2- However, this potential for open registration in terms of space creates challenges for instructors
and students alike in terms of expectations: conventions of role and interactions in a “classroom”
context are deeply ingrained, and when the  shatters the scale of classroom relationships...
3-  However, again, the concept of what it means to take a course is challenged by the lack of extrinsic assessment or “piece of paper.” ( Dave Cormier)
4-  the capacity to support deep enquiry and the creation of sophisticated knowledge
 the breadth versus the depth of participation
 whether and under what conditions successful participation can extend beyond those with ...
5- As a digital phenomenon, a MOOC provides the means for connecting, interacting, and sharing
across diverse cultures, attitudes, and skill sets in short order and with low cost. A MOOC differs
from more established models of online education in its scale and openness, both of which are
challenging to harness according to industrial era economics.
6- MOOC is likely to have a more flexible syllabus than a traditional course, and most MOOCs have
evolved iteratively throughout the weeks that they've been offered. Because the MOOCs offered
to date have had leading-edge topics based in digital learning concepts, and these concepts are
continually evolving, this iterative nature is an important aspect of the course model. Dealing
with a constantly changing environment can put a great deal of strain on a participant, but this
constant shift is one of the hallmarks of digital environments. A traditional course provides many
points of scaffolding that allow for an otherwise safe place for a participant to experiment. In a
MOOC, these scaffolds are stripped away, leaving a participant to deal with more confusion and
uncertainty. Having some introductory understanding of the topic at hand can therefore be critical to the success of a given participant. Informal polling of MOOC participants suggest that
learners get more out courses when they a) enter with basic digital literacies, and b) are learning ...
7- The MOOC environment is self-guided, a necessity in a course that may have thousands of participants. This requires that a participant is willing to engage, and has some confidence and comfort with the discourses of an autodidact and a self-starter. The ability to self-evaluate one’s network and ensure diversity of ideologies is critical when information is fragmented and is at risk
of being sorted by single perspectives/ideologies. Culturally, social competencies and capacity or
experience in extending beyond one's own cultural context are invaluable, more so than in traditional courses. This is in part because connecting with others and putting ideas out for discussion
advantages participants comfortable with these behaviours. It is also because the asynchronous
nature of the course means that learners can participate internationally. The Edfutures course in
spring 2010 included participants from India, Italy, and Latin America, as well as many of the
English-speaking countries from around the world. The mix of contexts was arguably an advantage, in terms of learning about futures scenarios in different countries, but some centralized scaffolding from the instructors in terms of connecting and sharing across difference might have been
helpful, as there were definite geographical pockets formed within the learner population. Discussion with students from within the North American cultural mainstream from which the
course was offered suggested they simply felt ignorant of different contexts and therefore did not
engage. There are times when a distributed model of “share as you will” leaves significant potential connections unexplored, particularly across difference.
Likewise, the literacies involved with being a self-starter are heavily embedded in traditional
concepts of gender and class. Consistently taking open, declarative positions, cross-examining
and critiquing the work of others, and challenging authority and received wisdom are all critical
to full participation in a MOOC, yet are discourses heavily identified with privilege.
..... MOOC is popular across many different cultures that work on very different ideas of respect for power, authority and knowledge.>

orientation

I am dismayed at the first week!
I need a Quadrant to read so much information.
I will try to follow the strategy that some people, Vanessa, Simoes and Jaap ....
I'm scared of the possible tensions by trying to read and write possible, but mainlyhave to understand the diversity of people and their  point views.
Siemens-Blog I read your ideas. Create images and concept maps. Try to makea short video. Create. Share.
  It looks easy! .......... but I never go to a Web session, I never watch the videos!
The translations of texts in PDF are harder!
I'll try to share more of the FB group in Spanish!
But there are other interesting points:

-diversity of individual perspectives
-managing their own learning
 -the flow of information (my God)
-Interaction: The idea that knowledge is the network ..

Soon I need a quadrant, a compass, binoculars, a map,

the weight or the force

Is it valid to relive the experience ... I do not know.

But no doubt some points should be news.  The perspective of Time (SDowens)!

Are interesting examples  . Maybe a look at 08 hours per week.

-1 hour posts 

-Forums 2 hours (my students do not spend this time, the answers are alwaysunsalted and unsweetened)

-wiki 2 hours ( I could never work in wikis with my students)

-3 hours and more subdivided in web conferences and more visits to blogs and possible answers and some time to twitter and FB

01 hours weekly, the funny thing is that in debates on all, about   the time,  criticizing the use of one hour daily.

Siemens already in talks about a minimum of 30 minutes daily.

In my last participation does not give much importance to the process ofinformation management. (Delicious ...)

<when Newton was working on the concept of force and shifted from talking, thinking, writing about objects pushing and pulling each other to the word 'force' to describe these actions.> jennymackness

MOOC

LOL!
about  MOOC

Define success in a MOOC, from the viewpoint of the user, is to be curious and open to the unpredictable, since no one knows all the issues presented.
Learn from others and himself. For as each head is a world, individual thoughts diverge on some points and converge in others!
This learning helps us understand the breadth of information is that it all happens with the collaboration of many.