For some time now, my buddy Dave has been sifting through notions of rhizomes in his blog, in a recent journal article, with colleagues, and on various webcasts at EdTechTalk.com. While he certainly isn't the first to consider the concept or term "rhizome", he has spent a good deal of time and effort extending the rhizome metaphor to knowledge creation and negotiation within the connected networks where we now learn, play, and work.
Just trying out the Google form embed:
No time to dive into a full reflection, but want to "tag" a few links for future thought and consideration on discussions / research on "ambient awareness" which seems to dovetail with some aspects of "social presence" in communities of inquiry, etc.
Technorati Tags: ambient awareness
Just a quick introductory post for the Connectivism course. My name is Jennifer Maddrell and I live across the river from Manhattan in Hoboken, NJ (USA).
So, our edu 2.0 progressive ideas aren't "new"?
Facilitation of group written projects is a challenge for instructional designers working within a distance learning setting. The following provides suggested practices for facilitating such projects using web based collaborative writing technologies.
This report is a lesson analysis of two education courses offered by the University of Regina in Canada and developed and delivered by Dr. Alec Couros, a University of Regina faculty member. Both courses are offered by the Faculty of Education and focus on technology use in the classroom. While the subject matter is similar, the courses target different learners and employ different instructional strategies, media, and interaction. The following provides a design, functional, and interactional analysis of one lesson from each course.
This report assesses six issues that are of particular importance to distance educators, including 1) student copyright and privacy protections, 2) tuition and fee structures, 3) library resources and services, 4) copyright and ownership of course material, 5) instructor compensation and support, and 6) Internet access and connection support. This assessment highlights examples of how various institutions address these issues within their formal policy statements and provides an analysis of each policy issue.
This paper provides a brief review of how interaction is considered within current distance education literature since Moore’s 1989 call for clarity. The following summarizes how human and non-human interaction types have been considered within the context of computer mediated distant education and examines both the Student-to-Content Interaction Strategies Taxonomy and the Community of Inquiry Model as frameworks for future examination of computer mediated interaction within a distance education setting.
This paper surveys the distance education system at Athabasca University.
This paper surveys sociology literature to consider prior theory and research on social networks with the goal of assessing how knowledge-based networks function. Findings from network analysis, including theory and research surrounding Granovetter’s network ties theory, provide insight into how networks are structured and the implications for innovation, diffusion, economic outcomes, and collective action. Network analysis theory and research provides support for knowledge-based networks as conduits for innovation and knowledge sharing. Knowledge management practices should focus on the development of weak tie bridges across organizational units and promote interdependence among strong tie network units.
What follows is a review and analysis of the theoretical perspectives and research findings related to how social factors within the learning environment influence a learner’s likelihood and ability to selfregulate. The objective is to assess what (if any) social features influence a learner’s ability to self-regulate and how those features should be considered within the design of instruction to increase a learner’s self-regulation.
The following is a critique of the 2004 publication Innovation in the knowledge economy: implications for education and learning from the Organisation for Economic Co-operation and Development (OECD). The following assesses the strengths and weaknesses of the publication and concludes with a proposed outline for a similar report for instructional designers.
This sample proposal highlights a proposed knowledge management implementation plan.
The focus of this report is to review the literature for assessments of the effect of computer-mediated backchannel interaction during live instructional presentation. The goal is to consider the impact on the learner as both a receiver of instructional messages sent from the instructor, as well as an active participant within the learning process.