- Jan 2024
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www.linkedin.com www.linkedin.com
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the canonical unit, the NCU supports natural capital accounting, currency source, calculating and accounting for ecosystem services, and influences how a variety of governance issues are resolved
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for: canonical unit, collaborative commons - missing part - open learning commons, question - process trap - natural capital
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comment
- in this context, indyweb and Indranet are not the canonical unit, but then, it seems the model is fundamentally missing the functionality provided but the Indyweb and Indranet, which is and open learning system.
- without such an open learning system that captures the essence of his humans learn, the activity of problem-solving cannot be properly contextualised, along with all of limitations leading to progress traps.
- The entire approach of posing a problem, then solving it is inherently limited due to the fractal intertwingularity of reality.
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question: progress trap - natural capital
- It is important to be aware that there is a real potential for a progress trap to emerge here, as any metric is liable to be abused
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- Jun 2023
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docdrop.org docdrop.org
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Learning does not happen in a vacuum. It is influenced by social dynamics, most notably between students and their peers.
this reminds me of the "whiteboard effect" and the concept of collaborative learning as described by cal newport in his book, deep work.
such dynamics cultivate a culture of fortuitous learning and the exchange of ideas. when another individual is present, it instills a sense of accountability and motivation to dive profoundly into a problem and the gaps of each other's knowledge than we might when woking in solitude.
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- Nov 2022
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oer.pressbooks.pub oer.pressbooks.pub
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partnerships, networking, and revenue generation such as donations, memberships, pay what you want, and crowdfunding
I have thought long about the same issue and beyond. The triple (wiki, Hypothesis, donations) could be a working way to search for OER, form a social group processing them, and optionally support the creators.
I imagine that as follows: a person wants to learn about X. They can head to the wiki site about X and look into its Hypothesis annotations, where relevant OER with their preferred donation method can be linked. Also, study groups interested in the respective resource or topic can list virtual or live meetups there. The date of the meetups could be listed in a format that Hypothesis could search and display on a calendar.
Wiki is integral as it categorizes knowledge, is comprehensive, and strives to address biases. Hypothesis stitches websites together for the benefit of the site owners and the collective wisdom that emerges from the discussions. Donations support the creators so they can dedicate their time to creating high-quality resources.
Main inspirations:
Deschooling Society - Learning Webs
Tags
- roam
- authors
- virtual
- OER
- learning
- Ivan Illych
- schoolhouse.world
- social
- prompt
- discussion
- monetization
- schoolhouse
- Deschooling
- creators
- portfolio
- donations
- processing
- crowdfunding
- meetup
- hypothe
- collaborative
- support
- calendar
- annotations
- pay what you want
- global
- local
- web monetization
- Learning Webs
- wiki
Annotators
URL
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- Apr 2022
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www.irrodl.org www.irrodl.org
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lack of common learning goals among the student
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Institutions may supply learning environments that facilitate social interaction and collaboration and assure effective support to students with technological difficulties. Technological difficulties can cause student frustration as well as communication problems, which hamper collaborative processes such as explanations, sharing answers, and negotiation (Ragoonaden & Bordeleau, 2000).
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Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences.
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- Dec 2021
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www.westga.edu www.westga.edu
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Collaborative Learning
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- May 2021
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www.jessestommel.com www.jessestommel.com
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Collaborative exams allow students the opportunities to learn from and teach each other. Open-book and self-graded exams are not as good at sorting or ranking students, but they are often just as good (if not better) tools for learning.
I like the use of [[collaborative exams to enable peer-to-peer learning]].
One of the challenges with L&D at work is the knowledge / skills transfer if someone does a course on their own, or if people are taking the same course at their own times.
wondering how this idea could translate to professional learning & development
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I know quite a few STEM folks who ungrade in various ways. Some specific stuff I’ve seen work in STEM classes: project-based learning with self-assessment, process notebooks (like a lab notebook but with an emphasis on metacognition), and collaborative exams.
to help grow a learning culture / learning environment / peer-to-peer-learning - things like process-note-books could be used as a light-weight way to capture information as people are working.
same with better tracking of work that people do for projects, etc.
- [[collaborative exams]]
- [[metacognition]]
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- Apr 2021
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360learning.com 360learning.com
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But decentralized learning goes farther than that: in a decentralized, Collaborative Learning environment, each team member participates in the learning process. They can identify their learning needs, request courses, give feedback on existing courses, and create courses themselves. We call this a bottom-up approach
- push vs pull for learning - create an environment that enables learning to happen, and let the people doing the work surface what they need to learn, and then help facilitate and amplify that process
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info.udemy.com info.udemy.com
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Leaders from Accenture and DBS Bank told Harvard Business Review that encouraging employees to teach newly-acquired skills to their colleagues expanded and deepened learning for all. The training of a single employee results in learning opportunities for dozens of others. Collaborative approaches to training ripple through an organization, where ideas and methodologies cross-pollinate from one part of the business to another
by investing in a learning organization, and learning eco-systems, we can turn learning into an active, social collaborative activity - which can benefit everyone, adn help break down silos between departments and teams.
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- Jan 2021
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pubs.rsc.org pubs.rsc.org
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Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations
evaluation of open educational resources, questionnaires and interviews of chem lecturers, lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.
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- Oct 2020
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ajet.org.au ajet.org.au
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Using wikis for collaborative learning: Assessing collaboration through contribution
Through a study of freshman students, the author aimed to determine the success of the Wiki for collaboration. Results revealed variances in learner responses and use of the tool. Lack of use was explained by individual barriers (family, social, work) and system barriers (wiki design). The authors conclude that for the Wiki to be an effective, collaborative tool, additional resources must be provided to the learner, and the Wiki must be meaningful in its design to foster that participation. 7/10
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elearningindustry.com elearningindustry.com
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How To Make Online Corporate Learning Fun During Lockdown
(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)
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link-springer-com.libproxy.nau.edu link-springer-com.libproxy.nau.edu
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Description: The purpose of this article is to explore the idea of using Wikis inside the classroom. Wikis are considered great tools because they are flexible and promote collaboration. The author discusses the different ways teachers can implement wikies from groups creating and presenting a single wiki to each student creating their own and commenting on their peers wikis. Furthermore, Wikis are familiar to students which helps promote engagement. The last section describes how to create Wikis and integrate them into a classroom setting.
Rating: 10/10
Reason for the rating: This topic fully engages the reader with easy to understand text and diagrams. There are plenty of citations to support the theories.
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drive.google.com drive.google.com
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Description: This article outlines three phases for collaborative teaching: Planning, implementing, and reflecting. It discusses the ways teachers can support student interactions through the implementation phase by creating well-thought out activities which engage the learner. These activities should focus on collaboration of peer ideas in order to be effective in building social and academic skills. It mentions a few examples such as discussion groups or large projects. The author gives multiple examples of the teacher's role in a collaborative setting as well as issues that may occur. The article encourages both the teacher and the students to reflect on the learning and collaboration afterwards.
Rating: 9/10
Reason for the rating: The author is very thorough in their research and explanation with the text. They have many citations to support their theories as well as diagrams to help illustrate their ideas. The biggest fault with the paper is that it is entirely idealistic without any reference to a case study.
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- Jul 2020
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prism.ucalgary.ca prism.ucalgary.ca
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Engaging students in a three-month long project where they create their own short plays with the guidance of a workingplaywright, this festival not only allows students from St. Sylvester to explore playwriting, but to do so in collaboration with another class at a nearby Member School, St. Henry.
Way to collaborate with places outside of the school
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For example, in November 2014, the Grade 3/4 class at at St. Sylvester participated in a learning project devoted to set and costume design in connection with the theatre’s production of James and the Giant Peach
Teaching design to students, can this be a collaborative project with people from multiple locations?
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www.edutopia.org www.edutopia.org
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are grouped intentionally to provide a mix of skill levels,
Zone of Proximal Development -Vygotsky; by mixing skill levels, students at a lower skill will learn from those at a higher skill; those at a higher skill will better understand the process/concept by helping teach those at lower skills
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www.edutopia.org www.edutopia.org
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Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.
Students can teach one another--assessment of understanding Asking each other questions before asking the teacher
Group work empowers a student's cultivation of resilience
Creates habits of mind
Going over homework in groups, if no resolution to a problem, talk about it as a class, asking groupmates to help (and they are helpful--how do you inspire helpful intentions?)
Classwork harder than homework--need to talk to one another to solve problems
Talk about problems before taking pencil to paper
Can you see one another; check ego at door; be willing to take risks; throw out ideas even if not fully formed, others can add to it
Different roles to fill: discussion: scribe, mapper, moderator
How did you do? Encourage quieter students to engage, have peers help them out somehow
Respect individual, celebrate small victories
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- Nov 2019
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teachonline.asu.edu teachonline.asu.edu
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Integrating Technology with Bloom’s Taxonomy
This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10
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www.opm.gov www.opm.gov
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Training and Development Policy Wiki
This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10
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Using Technology to Enhance Teaching & Learning
This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10
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www.angelo.edu www.angelo.edu
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Section 1.3 Theories of Education and the Online Environment
This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10
Tags
- instructional design
- educational theories
- technology integration
- etcnau
- e-learning
- adult education
- edtech
- Constructivism
- etc556
- andragogy
- professional development
- Social Cognitive Theory
- self-directed learning
- collaborative learning
- higher education
- Behaviorism
- online instruction
- adult learning
- online teaching
- Angelo State University
- active learning
Annotators
URL
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- Mar 2019
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files.eric.ed.gov files.eric.ed.gov
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The eZoomBook Tool: A Blended and Eclectic Approach to Digital Pedagogy
Discusses the use of the eZoomBook Tool which has the ability to allow learners to navigate back through subject matter they need to refresh on as they learn new material. It allows peer to peer teaching and working which is it's most successful feature for adult learners. the eZB template is open-format and can be adapted to a variety of learning situations. Results from their initial experiments show high use of intrinsic motivation for adult learners once they got a handle on the platform.
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- Feb 2019
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www.edutopia.org www.edutopia.org
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Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding
Students can help each other learn by collaborating their efforts. Each student can bring a certain strength to the group so that they can all work out problems together
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- Nov 2018
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Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.tandfonline.com www.tandfonline.com
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At the intersection of technology and pedagogy:considering styles of learning and teaching
When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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eds.a.ebscohost.com.libproxy.nau.edu eds.a.ebscohost.com.libproxy.nau.edu
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Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example.
This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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- Jul 2018
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telearn.archives-ouvertes.fr telearn.archives-ouvertes.fr
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The broadest (but unsatisfactory) definition of 'collaborative learning' is that it is a situation inwhich two or more people learn orattempt to learn something together.
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our group did not agree on any definition ofcollaborative learning. We did not even try. There is such a wide variety of uses of this term insideeach academic field
Diverse perspectives of 'collaborative learning'
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aplusala.org aplusala.org
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Spider Web Discussion is an adaptation of the Socratic seminar in that it puts students squarely in the center of the learning process, with the teacher as a silent observer and recorder of what s/he sees students saying and doing during the discussion. Her method is used when the teacher wants students to collaboratively discuss and make meaning of a particular learning concept
Spider web discussions for collaborative learning
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www.inaturalist.org www.inaturalist.org
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Record your observations 2 Share with fellow naturalists 3 Discuss your findings
inaturalist website- really cool place to upload nature pics and correspond in discussions with others about identifying the plant or animal species
Tags
Annotators
URL
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www.projectnoah.org www.projectnoah.org
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Project Noah was created to provide people of all ages with a simple, easy-to-use way to share their experiences with wildlife. By encouraging your students to share their observations and contribute to Project Noah missions, you not only help students to reconnect with nature, you provide them with real opportunities to make a difference.
Looks like a great project to get involved in! Very collaborative (both in the classroom and in online), plus integrate technology while having students explore nature
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sophia.stkate.edu sophia.stkate.edu
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Having students use self and peer evaluation sheets proved to be beneficial. When they were able to stop and reflect on the work they and their peers did, they were able to identify what was going well and what could be improved. I
A teacher does a study on collaborative learning and reports her findings: assign specific jobs, determine gender balance of group, self and peer evaluation tools
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www.teachthought.com www.teachthought.com
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Collaboration had the same results via technology as in person, increased learning opportunities.
Wow! I did not know this! I would think that in person collaboration produced greater results, but this is not the case. Great point of how collaboration online can be just as effective!
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Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
Use real-world problems, not "artificial scenarios" for collaborative learning
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Decomposing a difficult task into parts to saves time. You can then assign different roles.
Assigning different tasks/jobs to each member of the group
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Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create ‘freeloading’ where not all members participate. A moderate size group of 4-5 is ideal.
goof point about group size for collaborative learning (4-5 students in one group)
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www.edutopia.org www.edutopia.org
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Lev Vygotsky’s seminal work asserted that social interaction is a fundamental aspect of learning. And if he were alive today, he would most likely agree with the saying “two minds are better than one.” He might add, “Better yet, how about three or four?”
Vygotsky- social interaction is fundamental in learning- group work is the perfect way to do this- 2 heads are better than one:)
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- Dec 2017
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www.dropbox.com www.dropbox.com
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nteraction analysis can be partly automated.
verbal interactions are the key!
- Mirroring to guiding
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how technology can fulfil collaborative functionalitiesthat are not available in face-to-face situations
technique #1 to promote colloboration
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- Sep 2017
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edutechnica.com edutechnica.com
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Could different co-teaching and collaborative course approaches or more modern pedagogical practices move the needle more than the latest LMS features?
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- Jul 2017
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www.edutopia.org www.edutopia.org
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In math, four times a year, each student is given a set of values or codes to substitute in the equations so that even though the students are working together, they have to focus on the mathematical process and not just the “right answer.” In English, the discussions are open-ended, allowing for multiple right answers.
Yes! This is how I plan to teach science. I will give them questions but they have to find the answers.
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- Jul 2016
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www.insidehighered.com www.insidehighered.com
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our faculty are evaluated on not just research, teaching and service but also collaboration
Valuing the teaching profession.
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web.hypothes.is web.hypothes.is
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encourages students to “steal” and cite ideas from each other’s hypothes.is annotations
This is a neat idea, but do you think that this inhibits some of the students from annotating to their full potential? If I had a great idea, I might save it for myself instead of having someone else "steal" it.
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- Jun 2016
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opencontent.org opencontent.org
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If only 2% – 5% of all faculty and their students (who are doing renewable assignments) were active creators and improvers of OER, that would likely be sufficient.
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humanitiesinpractice.blogspot.com humanitiesinpractice.blogspot.com
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similar to picking texts for the course well in advance
Though the advice makes a lot of sense, leaving it aside makes for a very empowering experience.
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- Apr 2016
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newlearningtimes.com newlearningtimes.com
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the clumsy and often linear arrangements often impede students from digesting each other’s comments and engaging in organic dialogue.
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- Jan 2016
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www.profweb.ca www.profweb.ca
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You don’t have to do everything yourself!
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We analyzed the relationship between students’ level of online engagement, and traditional learning metrics, to understand the effectiveness of discussion forums in the context of flipped classrooms.
Sounds like something interesting for Dr. Jeremy Dean.
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