link to website
via Alan Levine
"BlogSieve ("Advanced Feed Processing for Atom, RDF, and RSS") is a new service that is fresh out and has potential for those wanting to mix RSS feed sources and recombine them in new ways:
BlogSieve is a web-based tool that creates new feeds by filtering, merging and sorting existing feeds. The BlogSieve engine accepts virtually every (valid) feed format, processed results are then exported into any feed format you choose
You can enter up to 5 feed sources (RSS URLs) as a starting point. The feature that Blogsieve offers that may maje it stand out from others, is that you can create a series of "filters" or search terms, so you are not getting everything from all 5 sources, but ones that match keyword criteria. It also provides output in 4 flavors of RSS."
Earlier in the week I participated in a mid-year workshop for Communities of Practice supported by Reframing the Future. It was a day of strong reflection about how the projects are progressing and one of the topics I found very rich was the translation of the concept of practice into a diagram. As the elements of a community of practice are described separately but in reality intertwine, pulling apart the notion of practice helped me see where we can really move forward. Another section was the discussion about the balance between organisational and individual's goals. Click on the thumbnail for a larger image.
From the BBC, Nigel Paine, Head of People Development spoke at the Cool Results Online Event. 'Building Learning Environments that Work' recording at http://home.learningtimes.net/lta (registration required)
Form is as important as substance - software has to function and make for a rewarding experience. (Marie Scardino?)
Think about the work we do more like a frog than a bicycle - can't take off the leg off a frog and replace it.
Nothing radically new for me in this presentation but it was a good synthesis of many emerging trends in online services and possibilities.
Learning objects used in house include video as main element - getting the experts to share their experience eg in shooting an interview for broadcast. Richer learning through using video rather than lots of text. Knowledge makes you rich by sharing it.
What has worked at the BBC:
Huge internal discussion board over a real range of topics, over 8000 people posting a day - developed into really strong communities of practice that are very active, system will link you with others based on interests you have entered. Extensive use of blogs that was resisted initially but now very accepted. Each internal course also has a web presence where various materials and tools are available.
This graphic touched a chord http://www.cetis.ac.uk/members/scott/entries/20050125170206
Also one of the questions asked caused a frenzy on the whiteboard. Click for image for larger view
"Mission
The mission of the Centre is to promote the development and raise the professional standing of people working in Victorian TAFE Institutes.
Objectives
The Centre has the following objectives:
1. to identify and sponsor opportunities for the ongoing development of teaching and non-teaching staff in the TAFE sector, and foster recognition arrangements for continuing professional learning;
2. to facilitate the development and recognition of high quality initial teacher training for the TAFE sector and lead the design and development of innovative approaches to ongoing teacher education;
3. to support the development of educational leadership and management capabilities in the TAFE sector;
4. to promote the use of professional standards for development purposes, particularly for staff in roles other than teaching;
5. to identify, encourage and contribute to the development of research into vocational teaching and learning in Australia and overseas;
6. to facilitate information exchange and collaboration, and support strategic partnerships, within the TAFE sector, and between that sector and relevant professional groups, industry and the wider community, at the state, national and international levels."
Presentation by Sean Fitzgerald and Leigh Blackall - recording available at http://home.learningtimes.net/lta?go=t971019 (you will need to register to login)
From the 2005 Cool Results Online Event
There is such a rich wiki resource to go with this presentation at http://networkedlearning.wikispaces.org/knowledge+sharing that my notes are pretty thin. I think their wiki will become a great resource to recommend to people interested in getting started in this area.
Leigh and Sean talked about the change in the Web to one of mass publlishing of content. Just as easy to create content as it is to consume. Wikipedia is different to a regular encyclopedia, in that pace with which current events are updated and mass contribution. Tools/ services/ ideas talked about include Blogger, Bloglines, RSS, Wikipedia, Creative Commons, Rip Mix & Feed, Networked Learning etc
At the end of the presentation there was some discussion about whether this is all posssible within the constraints of large educational insititutions, whether we should go outside of the organisation etc. One person asked if there is a risk that through going outside we risk leaving other teachers behind who are not so confident with working outside the system. I am not sure about this issue. I am certainly happy to work both within and outside the system, but I guess each time I go to set up a new space (or whatever) then I do consider where and what it should be. Through using tools such as RSS then maybe we can bring it together more? Last year it took a bit of work before the event to ensure that teachers could participate from work in the online Networking conference online using elluminate and wimba, but with the planning and preparation that went into it, most people were able to access it. With this event I have not needed to do anything special to access the presentations online (except for patience when my comptuer crashed but that could have happened anywhere) :-) Great when technology works!
Anne Bartlett Bragg
Can Technology Enhance Learning?
Thanks to some arguments with my computer on Monday, I missed part of this session and also lost the notes I did make. So thank goodness that the sessions are recorded, as I was able to go back to the recording and listen to it again. Anne made extensive use of the whiteboard for input from the audience which was great - it's the first time I have seen it used this much, and Anne also commented on what was contributed and answered questions raised.
Another concept that Anne raised was the concept of renovating learning (from a recent Learning Circuits http://www.learningcircuits.org/ article) Q: are we adding technology to existing subjects? Are we converting materials to digital formats? Does this really enhance the potential of learning processes as opposed to just adding better access?
Focus of the session was on connected learning and the potential of social software to enhance learning.
We have moved from the information age to the Age of Connection. In the Age of Information, access, delivery and distribution have been the key. In this situation, critical literacy is vital, and continues to be so.
In the Age of Connection, 'always on' connections are the key; Australia is lagging a little behind compared to other western countries. This connection can make increased collaboration possible beyond the classroom. One term I liked was the ''invisible portable information fields''.
Social Software 'lets people rendezvous, connect or collaborate... results in the creation of shared interactive spaces' (definition from Wikipedia http://en.wikipedia.org/wiki/Main_Page)
Despite reading descriptions of Del.ici.ious previously, it made sense for me yesterday – people store their favourites or bookmarks online, the real power comes from the tagging of these bookmarks so other people can use them. Anne's students are using a particular set of shared tags that they use, enabling students to see and search each other’s discoveries about a particular topic. These user-defined tags are called folksonomies; another example of this style of tagging is Flickr.
Digital literacy is not as much of a barrier as sometimes perceived - we underestimate people’s ability to adapt and embrace it. 80 year olds have seen and been part of radical change over their lifetime.
Implications for learning of the Age of Connection
Need to step back occasionally and make sure we’re not renovating, but creating. Anne recommended George Siemen’s article on Connectivism (blog at http://www.connectivism.ca/blog/) This theory identifies that learning is a process of connecting, maintaining those connections, being able to see connections and managing information. Anne’s students who are blogging are starting to see connections between uni subjects and also between uni and other parts of their lives.
Implications for Institutions
We have to accept that the very essence of learning is changing, we have to therefore reconceptualise the learning culture of our institutions.
Implications for Educators
Can't avoid using technology any longer, and perspectives need to shift.
Challenges and Issues
Connectivity and access, Critical literacy, digital literacy, institutional IT policies, our own perceptions of teaching and learning.
Education used to be about manpower, curriculum, needs analysis usually ending up in classrooms (renovating), the future is still quite evasive in terms of social software and learning. Education may not be a location anymore, rather an activity that is embedded in learner's lives.
We were fortunate to have Brad Beach and Carol McCulloch both present short sessions at the Mid-year workshop and the Flexible Learning Network Meeting the afternoon preceding.
Carol McCulloch introduced us to Digital Storytelling using MS PhotoStory 3
Using this software (and others) you can bring together a selection of photos, images, text and audio to create short 'movies'. Recording the audio to accompany certain photos is straightforward, captions and animations can be added. Media Player 10 is needed to play the finished product. As fairly large files are produced, distribution on a LAN or CD seems most practical.
We've been working with the concept of Digital Coaching Aids at work for many years, and there are some pros and cons for Storytelling vs Coaching Aids as I see it.
Coaching Aids with Powerpoint
· Allows for interaction and branching, including yes/no and more complex choices· Easy to incorporate text· Video sections can be incorporated· Many people are already familiar with Powerpoint
Storytelling with Photostory
· A linear approach to information· Audio can be recorded attached to an image within the software · If you use the default settings, very low entry level· All files needed for project are automatically bundled together in one location
A Digital Storytelling Network supported by the Australian Flexible Learning Framework has a group site at http://www.groups.edna.edu.au/course/view.php?id=107 with lots of resources and links to further information.
Brad Beach on Flexible Learning
Brad spoke about various ways flexible learning courses can be conceived and a number of diagrams may explain it better than just words could.
In theory no model is necessarily better. Some courses will suit one model best. The real impact is on the development that must be done prior to running the course, and also the skills of the teacher and development team that are needed. Implementation appropriate to the model is critical.
If you are looking for new markets using a blended model that has a face-to-face component is not feasible.
Dangers:
Lack of viable numbers – you have to have minimum numbers for groups for a facilitated model or be prepared to make a loss.
Don’t mix different student groups to make groups larger – someone will always feel hard done by. This won't end up being fair on the teacher's workload.
Workloads for teachers of facilitated courses will peak in the early weeks of course much more than in classroom teaching.
Power of online learning is its difference to distance education. Online learning is humanising, interactive and about community. 70% of the reason why online students log in is to see if anyone has responded to their posts/ emails (from Gilly Salmon I believe).
Brad sees that teachers need to go through a cycle in becoming great online teachers.
Using voice is one was of decreasing the reliance on text and graphics in online courses. Audioblogs enable students (and potentially their employers) to ring in to report on progress. Voice discussion boards remove the need to type up responses. As indicated by Brad though, he is wondering about the change in levels or use of reflection - it is a lot quicker to respond in voice, but takes longer to listen to. For some people the act of writing provokes more consideration of what is being discussed as there is more of chance to review before finalising, hence the phrase 'committing to print'.
surprised I hadn't blogged these before.
nr3017.pdf (application/pdf Object)
Authors: Giselle Mawer, Elaine Jackson
NCVER Report
"This report presents issues associated with incentives for training existing workers in small to medium-sized firms, identified through a small sample of case studies from the retail, manufacturing, and building and construction industries. While the majority of employers recognise workforce skill levels are fundamental to the success of the business, their understanding and support of the national vocational education and training sector varies markedly. Employers and employees tend to prefer informal, on-the-job training because the returns to the enterprise are more immediate. Accredited training which is supported by employers and employees is mainly driven by external mandates, such as occupational health and safety, licensing and contractual requirements and industrial awards."
link to pdf
Author: Susanne Wood
NCVER Report
"Fully on-the-job training, the majority of which is conducted in the workplace as part of the normal experience of the employee, is perceived to offer benefits to apprentices/trainees, employers and registered training organisations. This report finds fully on-the-job training is viewed by learners and registered training organisations as a good way to learn as it provides flexibility for all concerned and financial incentives to employers. With appropriate support for learners, benefits of this type of training include learning that is customised, encompasses real work experiences and is relevant to the individual and the enterprise. It also helps to identify ongoing employment opportunities for the learners and employers. Suggested areas for improvement include improving: the level of networking among students, the levels of time management skills of learners, the balance between work and study requirements, the level of theory training, and the way trainees are valued in the workplace."
nr1019.pdf (application/pdf Object)
Authors: Ray Townsend, Peter Waterhouse, Marg Malloch
NCVER Report
- Generally, qualifications are viewed by employers as serving two purposes: as a 'gate - keeping'
mechanism at point of recruitment of new employees and as a development tool, providing a
career pathway for existing employees.
- Compliance with external regulations and/or standards emerges as a key motivator for
acceptance of formal qualifications by employers.
- Different interpretations of what is meant by the terms 'qualifications', 'competency' and
'work - related learning' influence the value which individual employers place on them.
Training providers may also have a different understanding of these terms.
- An innovative and responsive partnership between training providers and employers is more
likely to make employers view vocational education and training (VET) qualifications
positively.
Connectivism Blog
from George Siemens
Recently I've been working with more teachers on the nitty gritty of their resources and delivery models and I think this piece sums up what I've been trying to achieve.
"Instead of designing instruction (which we assume will lead to learning), we should be focusing on designing ecologies in which learners can forage for knowledge, information, and derive meaning. What's the difference between a course and an ecology? A course, as mentioned is static - a frozen representation of knowledge at a certain time. An ecology is dynamic, rich, and continually evolving. The entire system reacts to changes - internal or external. An ecology gives the learner control - allowing her to acquire and explore areas based on self-selected objectives. The designer of the ecology may still include learning objectives, but they will be implicit rather than explicit.
What does this "learning ecology" look like? First, it holds "content" in a manner similar to courses, but the content is not confined and pre-selected by the designer. Instead, the ecology fosters connections to original and knowledge sources, allowing for "currency" (up to date). The ecology fosters rich interaction between disparate fields of information, allowing growth and adaptation of ideas and concepts (i.e. "the verge"). Each participant in the ecology pursues his/her own objectives, but within the organized domain of the knowledge of a particular field (after all, some form of learner competence should emerge as a result of existing in the ecology). Nodes (content and people) and connections are the basic elements of a network. An ecology should permit these networks to develop and flourish without hindrance."
link to website
interesting to read a teacher/lecturer's thoughts about creating and using video in the form of narrated screen capture, and what material would be best served by these methods.
The Workplace as a Site for Learning:
must come back here and see if I can track down the articles.
link to website
from 43 folders
link to websites
By Martin Leith
"This website lists and explains every idea generation method I've encountered during the past 15 years. It is the result of extensive research; my many sources include books, management journals, websites, academics, consultants and colleagues."
I particularly liked the entry for each method that provided a brief summary of how the method actually works. Some entries include links to more detailed webpages as well.
From David Wiley at Utah State University in the Instructional Technology Area.
"This course is designed to provide an introductory level of understanding of the manner in which individuals interact with one another via the network. Possession of this understanding is absolutely critical to your ability to design effective learning environments on the network. This course takes an immersion approach to helping you develop your understanding by requiring you to make extensive, reflective use of several representative interactive media. You will also read several representative pieces of writing in each area."
Look at the week-by-week sections of the course- the 'instructor' has a conversation with a student, explaining what needs to be done and why. Very interesting concept