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Source: http://waldorfy.blogspot.com/feeds/posts/default

1. <?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-1340342910716021586</id><updated>2024-03-13T03:54:55.471+01:00</updated><category term="MOOC"/><category term="Distance Learning"/><category term="Distance education"/><category term="Massive open online course"/><category term="connectivism"/><category term="Siemens"/><category term="innovation"/><category term="Blended learning"/><category term="Education"/><category term="Southampton"/><category term="internet economics"/><category term="online personas"/><category term="web science"/><category term="Downes"/><category term="History"/><category term="Stephen Downes"/><category term="political engagement"/><category term="privacy &amp; censorship"/><category term="Cartoons"/><category term="Cloud computing"/><category term="Computing"/><category term="Coursera"/><category term="Dave Cormier"/><category term="Deep Web"/><category term="E-Commerce"/><category term="Jabberwocky"/><category term="Lima"/><category term="Open University"/><category term="Open educational resources"/><category term="Paul Casey"/><category term="Pedagogy"/><category term="Udacity"/><category term="Web search engine"/><category term="Wikipedia"/><category term="World Wide Web"/><category term="citizen jounalism"/><category term="citizen journalism"/><category term="cyborgs"/><category term="dark web"/><category term="internet"/><category term="networks"/><category term="news aggregators"/><category term="regulation"/><category term="viral memes"/><title type='text'>reflections on blended learning  </title><subtitle type='html'>I am participating in a Web Science MOOC from Southampton University. This is my preparation and ongoing blog for that experience. As a divergent thinker I won&#39;t hesitate to include other educational issues which cross my path especially connected to blended learning. Just maybe the &#39;University&#39; might finally become a &#39;Diversity&#39; and a doctorate might be judged both by breadth and depth...</subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><link rel='next' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default?start-index=26&amp;max-results=25'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>30</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-5991476280372845142</id><published>2013-11-24T12:23:00.001+01:00</published><updated>2013-11-24T12:23:56.321+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Cartoons"/><category scheme="http://www.blogger.com/atom/ns#" term="Lima"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="networks"/><title type='text'>Reflection: Manuel Lima: The Power of Networks</title><content type='html'>I find this to be one of the most lively, condensed and persuasive rationally presented videos I have ever seen. The cartoon character makes it into a work of art too. This fulfills my expectations of what teaching should be. Ten minutes imaginative and visually attractive input followed by hours of reflection. This is one of those events that will remain with me.&lt;br /&gt;
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21. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/880610562022252018/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/11/in-search-of-jabberwocky.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/880610562022252018'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/880610562022252018'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/11/in-search-of-jabberwocky.html' title='In search of Jabberwocky'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-6606796718623109769</id><published>2013-11-17T13:14:00.001+01:00</published><updated>2013-11-17T13:32:03.660+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="History"/><category scheme="http://www.blogger.com/atom/ns#" term="innovation"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="privacy &amp; censorship"/><category scheme="http://www.blogger.com/atom/ns#" term="Southampton"/><category scheme="http://www.blogger.com/atom/ns#" term="web science"/><title type='text'>Reflections on &#39;Could the Web be a Temporary Glitch ?&#39;</title><content type='html'>&lt;!--[if gte mso 9]&gt;&lt;xml&gt;
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341. <span style="font-family: inherit;"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">In their paper 'Could the Web be a Temporary Glitch?', Carr, Pope and Halford conclude with these words:</span></span></div>
342. <div class="MsoBodyTextIndent" style="margin-bottom: 6.0pt; text-indent: 0cm;">
343. <b><span style="font-family: inherit;"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">'Openness is a
344. property of the Web architecture and a contributory factor in the success of
345. its adoption, but it is not an inevitable property of the user experience in
346. the coming decade.'</span></span></b></div>
347. <div class="MsoBodyTextIndent" style="margin-bottom: 6.0pt; text-indent: 0cm;">
348. <span style="font-family: inherit;"><span lang="EN-US" style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">This 'inevitable' clearly implies that the current situation is both dynamic and fluid. Everything in web history is about periods of transition. We don't live through periods of transition, as in the past, we live in transition. We see that in the recent past teens have moved and are moving away from facebook towards </span><a href="http://www.whatsapp.com/">WhatsApp</a>, <a href="http://www.wechat.com/">WeChat</a> and <a href="https://play.google.com/store/apps/details?id=com.kakao.talk&hl=en">KakaoTalk</a>. Their reasons appear to be greater privacy, restriction to friendship groups and avoidance of <i>selfies</i>, silly self portraits.</span> Yet we know that despite many protestations to the contrary in the end economics take control as in almost all aspects of life (not creative commons hopefully)...so just maybe we are currently enjoying the Indian Summer of the web. Thanks to <a href="https://www.futurelearn.com/profiles/10284">Mark Nash</a> for his highly relevant links.</div>
349. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/6606796718623109769/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/11/reflections-on-could-web-be-temporary.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/6606796718623109769'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/6606796718623109769'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/11/reflections-on-could-web-be-temporary.html' title='Reflections on &#39;Could the Web be a Temporary Glitch ?&#39;'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-7590370008342312534</id><published>2013-11-12T18:57:00.002+01:00</published><updated>2013-11-12T18:59:41.668+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="Southampton"/><category scheme="http://www.blogger.com/atom/ns#" term="web science"/><title type='text'>Reflections on web use and how I deal with the information I find</title><content type='html'>My perception of my web use is like this.&lt;br /&gt;
350. <br />
351. When I <b>browse</b> I tend to check out many news sites using <a href="http://www.aldaily.com/">www.aldaily.com</a> as a good homepage for that. I often look through <a href="http://www.ted.com/">TED</a>  for inspiration and lateral thinking and I use You Tube generally in the same way. For<b> social networking</b> I use<b> </b>facebook and twitter (somewhat reluctantly because of all the question marks against them in my mind) and <a href="http://linkedin.com/">LinkedIn</a>. For<b> educational networking</b> , google+ educational groups mainly. <b>Email</b> and combined activities are done through google (waldorfy@gmail.com with web science in the subject line please). For<b> music</b> listening I utilize <a href="http://soundcloud.com/">soundcloud</a>, <a href="http://lastfm.com/">lastFM</a> and <a href="http://musicovery.com/">musicovery</a>. I <b>subscribe</b> to selected figures like <a href="http://www.elearnspace.org/blog/">Siemens</a>, <a href="http://www.downes.ca/">Downes</a> and <a href="http://janeknight.typepad.com/">Hart</a> in particular and either bookmark them in firefox or organise them in netvibes. Other information is <b>stored</b> in evernote, <a href="http://pinterest.com/">pinterest</a> and <a href="http://dropbox.com/">dropbox</a> (while networking is in progress). As a family we use <b>online banking</b>. I <b>search</b> quite specifically with specialist engines (also the <a href="https://owl.english.purdue.edu/owl/resource/558/07/">invisible web</a>) and more generally academically with <a href="http://sweetsearch.com/">sweetsearch</a>, <a href="http://google blog search.com">Google Blog Search</a> and <a href="http://google scholar.com">Google Scholar</a>. For general searches I use google or DuckDuckGo <br />
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357. </ul>
358. </div>
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360. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=330295d7-5b6a-4537-90fb-3a1b5a4c2d7d" style="border: none; float: right;" /></a></div>
361. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/7590370008342312534/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/11/reflections-on-web-use-and-how-i-deal.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7590370008342312534'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7590370008342312534'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/11/reflections-on-web-use-and-how-i-deal.html' title='Reflections on web use and how I deal with the information I find'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-6876068507558985208</id><published>2013-11-03T14:41:00.005+01:00</published><updated>2013-11-03T19:07:14.954+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Downes"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="Siemens"/><category scheme="http://www.blogger.com/atom/ns#" term="Southampton"/><title type='text'>Personal Learning Environment tools:  preparation for Southampton MOOC Personal Learning Network</title><content type='html'>&lt;div style=&quot;text-align: right;&quot;&gt;
362. </div>
363. <br />
364. As there aren't any MOOC guidelines in my hands from Southampton yet, for the learning experience I researched what I think I will need as a minimum to prepare to be successful in the way I want.<br />
365. <div class="separator" style="clear: both; text-align: center;">
366. </div>
367. I set up a blog (this one) as a place to reflect on my experience so that I am in a position to share it with others in a spirit of compare / contrast / grow. I gathered feeds about MOOC experiences from the instigators and participants; of course Downes and Siemens loomed large amongst them. I am instinctively  drawn towards the necessity of connectivism as a digital age dynamic theory. In my information gathering I need ways to organize and refine what I got, so I found myself trying out a variety of sources. The best amongst them were netvibes, rss feeds, bloglines, evernote and pinterest (for thematic graphic storage). Sources of inspiration were mainly You Tube and slideshare. I figured that my most detailed sharing would likely be done through something like dropbox after I learn who my like-minded fellow students are. I have used delicious as a bookmarker for years so old habits die hard. I'm not really proficient with google+ yet and I haven't really forgiven them yet for the death of various cherished tools. For getting the answers to my basic questions I have chosen a bundle of sources which I have used in the past - although on this occasion Techopedia has helped the most so far. That's my plan - let's wait and see how well it works. I guess the official estimate of 3 hours per week for 6 weeks will prove to be a massive understatement!<br />
368. <br />
369. <div style="text-align: right;">
370. </div>
371. <div class="separator" style="clear: both; text-align: center;">
372. <a href="http://2.bp.blogspot.com/-6uLaeVscYfo/UnY-9X6FRiI/AAAAAAAACf4/DcJuZYB0QlE/s1600/PLN+cloud+3.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="392" src="http://2.bp.blogspot.com/-6uLaeVscYfo/UnY-9X6FRiI/AAAAAAAACf4/DcJuZYB0QlE/s640/PLN+cloud+3.jpg" width="640" /></a></div>
373. <div style="text-align: left;">
374. <br /></div>
375. <div style="text-align: left;">
376. <br /></div>
377. <div style="text-align: left;">
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390. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=32c2d2ca-5c70-4462-8aab-b91a4ca1c146" style="border: none; float: right;" /></a></div>
391. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/6876068507558985208/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/11/personal-learning-network-tools.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/6876068507558985208'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/6876068507558985208'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/11/personal-learning-network-tools.html' title='Personal Learning Environment tools:  preparation for Southampton MOOC Personal Learning Network'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://2.bp.blogspot.com/-6uLaeVscYfo/UnY-9X6FRiI/AAAAAAAACf4/DcJuZYB0QlE/s72-c/PLN+cloud+3.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-1159678675103724333</id><published>2013-11-01T16:45:00.000+01:00</published><updated>2013-11-01T18:44:58.322+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Cloud computing"/><category scheme="http://www.blogger.com/atom/ns#" term="Computing"/><category scheme="http://www.blogger.com/atom/ns#" term="E-Commerce"/><category scheme="http://www.blogger.com/atom/ns#" term="internet economics"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="World Wide Web"/><title type='text'>Techopedia impresses this relative beginner and computing autodidact</title><content type='html'>&lt;div style=&quot;text-align: right;&quot;&gt;
392. </div>
393. <div style="text-align: right;">
394. </div>
395. <div style="text-align: right;">
396. </div>
397. I know a bit about computing I think. Yet when you have taught yourself, as you went along, with a few (half-understood) conversations with experts in computing (but not necessarily communication) it is great to find a fall-back position where you can check your knowledge and plug the gaps. That's what <a href="http://technopedia.com/">techopedia.com</a>  does for me, at a basic, easily readable level, as well as updating and rounding up my half-knowledge in the following areas for example:<br />
398. <ul>
399. <li>the difference between the Internet and the World Wide Web</li>
400. <li>the pioneers of the World Wide Web</li>
401. <li>a timeline of the development of the Internet and the World Wide Web</li>
402. <li>understanding social media </li>
403. <li>a beginner's guide to internet memes</li>
404. <li>6 key trends in online business</li>
405. <li>what do massive open online courses (MOOCs) mean for education?</li>
406. <li>cloud computing</li>
407. <li>top 10 cloud computing myths busted</li>
408. </ul>
409. I hope this will all be useful background to my Web Science MOOc later this month and if not I have learnt something useful anyway. It satisfied my curiosity and at some point I had to stop clicking yet another hyperlink.<br />
410. <div style="text-align: center;">
411. <img height="353" id="irc_mi" src="http://coolglobalbiz.typepad.com/.a/6a01116837a6c2970c0147e0790ad6970b-500wi" style="margin-top: 36px;" width="500" /></div>
412. <div class="separator" style="clear: both; text-align: center;">
413. </div>
414. <br />
415. Tim Berners-Lee: The World Wide Web - Opportunity, Challenge, Responsibility (Photo credit: <a href="http://www.flickr.com/photos/40726922@N07/4702688723" target="_blank">Anna L. Schiller</a>)<br />
416. <div class="separator" style="clear: both; text-align: center;">
417. </div>
418. <br />
419. <br />
420. <div class="separator" style="clear: both; text-align: center;">
421. </div>
422. <div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
423. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=60c5f5bf-ce02-47bf-9128-b0830e4065df" style="border: none; float: right;" /></a></div>
424. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/1159678675103724333/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/11/technopedia-impresses-this-relative.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1159678675103724333'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1159678675103724333'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/11/technopedia-impresses-this-relative.html' title='Techopedia impresses this relative beginner and computing autodidact'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-5335465299523095010</id><published>2013-10-30T12:59:00.001+01:00</published><updated>2013-10-30T12:59:09.803+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Blended learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="Wikipedia"/><title type='text'>Time to extend our concept of  &#39;blended learning&#39;</title><content type='html'>&lt;div style=&quot;text-align: right;&quot;&gt;
425. </div>
426. The time has come to reconsider what we mean by blended learning. I suggest that it can exist on two levels.<br />
427. <br />
428. Firstly an acceptable definition from Wikipedia:<br />
429. <br />
430. '<u> </u><b>Blended learning</b> is a formal education program in which a
431. student learns at least in part through online delivery of content and
432. instruction with some element of student control over time, place, path
433. or pace.<sup class="reference" id="cite_ref-1"><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_note-1">[1]</a></sup> While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with <span style="color: black;"><a href="http://en.wikipedia.org/wiki/E-learning" title="E-learning">computer-mediated activities</a>.<sup class="reference" id="cite_ref-post1_2-0"><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_note-post1-2">[2]</a></sup>
434. Proponents of blending learning cite the opportunity for data
435. collection and customization of instruction and assessment as two major
436. benefits of this approach.<sup class="reference" id="cite_ref-3"><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_note-3">[3]</a></sup> Schools with blended learning models may also choose to reallocate resources to boost student achievement outcomes.<sup class="reference" id="cite_ref-Jacob_4-0"><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_note-Jacob-4">[4]'</a></sup></span><br />
437. <ol class="references">
438. <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_ref-1">^</a></b></span> <span class="reference-text"><span class="citation web"><a class="external text" href="http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf" rel="nofollow">"Blended Learning (Staker / Horn - May 2012)"</a> (PDF)<span class="reference-accessdate">. Retrieved 2013-10-24</span>.</span><span class="Z3988" title="ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fen.wikipedia.org%3ABlended+learning&rft.btitle=Blended+Learning+%28Staker+%2F+Horn+-+May+2012%29&rft.genre=book&rft_id=http%3A%2F%2Fwww.innosightinstitute.org%2Finnosight%2Fwp-content%2Fuploads%2F2012%2F05%2FClassifying-K-12-blended-learning2.pdf&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook"></span></span></li>
439. <li id="cite_note-post1-2"><span class="mw-cite-backlink"><b><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_ref-post1_2-0"><span class="cite-accessibility-label">Jump up </span>^</a></b></span> <span class="reference-text">Strauss, Valerie (22 September 2012). <a class="external text" href="http://www.washingtonpost.com/blogs/answer-sheet/post/three-fears-about-blended-learning/2012/09/22/56af57cc-035d-11e2-91e7-2962c74e7738_blog.html" rel="nofollow">Three fears about blended learning</a>, <i><a href="http://en.wikipedia.org/wiki/The_Washington_Post" title="The Washington Post">The Washington Post</a></i></span></li>
440. <li id="cite_note-3"><span class="mw-cite-backlink"><b><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_ref-3"><span class="cite-accessibility-label">Jump up </span>^</a></b></span> <span class="reference-text">Harel Caperton, Idit. (2012) Learning to Make Games for Impact. <i>The Journal of Media Literacy</i>, <i>59</i>(1), 28-38.</span></li>
441. <li id="cite_note-Jacob-4"><span class="mw-cite-backlink"><b><a href="http://en.wikipedia.org/wiki/Blended_learning#cite_ref-Jacob_4-0"><span class="cite-accessibility-label">Jump up </span>^</a></b></span> <span class="reference-text">Jacob, Anna M. (2011). <a class="external text" href="http://www.jeppa.org/wp-content/uploads/2011/11/November20115.pdf" rel="nofollow">Benefits and Barriers to the Hybridization of Schools.</a> Journal of Education Policy, Planning and Administration, 1(1): 61-82.</span></li>
442. </ol>
443. <span class="reference-text">Then a proposed extension from me.</span><br />
444. <span class="reference-text"> If a MOOC, for example, is accompanied by:</span><br />
445. <ul>
446. <li><span class="reference-text">peer-to-peer teaching with questions answered by a professor - for example by email</span></li>
447. <li><span class="reference-text">dropboxes or wikis for idea collection and development</span></li>
448. <li><span class="reference-text">skyping or video conferencing to set up pair or group learning</span></li>
449. <li><span class="reference-text">with knowledeable peers or experienced tutors involved</span></li>
450. </ul>
451. <span class="reference-text">isn't that blended learning too - or is it the case that we really believe a monopoly of knowledge resides in formalised institutions of learning?</span><br />
452. <span class="reference-text"><br /></span>
453. <br />
454. <div class="zemanta-related" style="clear: both; margin-top: 20px; overflow: hidden;">
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465. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/5335465299523095010/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/time-to-extend-our-concept-of-blended.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5335465299523095010'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5335465299523095010'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/time-to-extend-our-concept-of-blended.html' title='Time to extend our concept of  &#39;blended learning&#39;'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-1755298427448362575</id><published>2013-10-30T12:56:00.004+01:00</published><updated>2013-10-30T12:58:08.721+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="Open educational resources"/><category scheme="http://www.blogger.com/atom/ns#" term="Paul Casey"/><category scheme="http://www.blogger.com/atom/ns#" term="Pedagogy"/><category scheme="http://www.blogger.com/atom/ns#" term="Stephen Downes"/><title type='text'>Paul Casey on &#39;The Pedagogy of MOOCs</title><content type='html'>A highly informed and informative look by Paul Casey at which pedagogy is used in which MOOcs by which institution:&lt;br /&gt;
466. <br />
467. <iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/27299261" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
468. <div style="margin-bottom: 5px;">
469. <b> <a href="https://www.slideshare.net/Paul_Stacey/uct-pedagogyof-moocs" target="_blank" title="Pedagogy of MOOCs">Pedagogy of MOOCs</a> </b> from <b><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></b> </div>
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480. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/1755298427448362575/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/paul-casey-on-pedagogy-of-moocs.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1755298427448362575'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1755298427448362575'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/paul-casey-on-pedagogy-of-moocs.html' title='Paul Casey on &#39;The Pedagogy of MOOCs'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-7165172398290371983</id><published>2013-10-28T12:38:00.002+01:00</published><updated>2013-10-30T11:10:37.035+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Dave Cormier"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><title type='text'>What is a MOOC? from Dave Cormier plus who are the major players?</title><content type='html'>I like this video for its straightforward, clear introduction to the purpose of a MOOC. It makes it clear how you determine the structure, the path you follow, the contacts you make, the networks you develop and maintain. It explains that the responsibility for success or failure is yours alone and it does it in a minimalist way.&lt;br /&gt;
481. <br />
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483. <br />
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485.  
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487. <div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
488. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=f3837b21-8bca-4fbf-b293-8490ac999a8f" style="border: none; float: right;" /></a></div>
489. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/7165172398290371983/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/what-is-mooc-from-dave-cormier.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7165172398290371983'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7165172398290371983'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/what-is-mooc-from-dave-cormier.html' title='What is a MOOC? from Dave Cormier plus who are the major players?'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-1246302514854703540</id><published>2013-10-28T12:24:00.001+01:00</published><updated>2013-10-30T11:04:33.126+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Education"/><category scheme="http://www.blogger.com/atom/ns#" term="innovation"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="Siemens"/><title type='text'>An Overview of the MOOC Research Initiative from George Siemens</title><content type='html'>&lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;356&quot; marginheight=&quot;0&quot; marginwidth=&quot;0&quot; scrolling=&quot;no&quot; src=&quot;http://www.slideshare.net/slideshow/embed_code/27458108&quot; style=&quot;border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;&quot; width=&quot;427&quot;&gt; &lt;/iframe&gt; &lt;br /&gt;
490. <div style="margin-bottom: 5px;">
491. <b> <a href="https://www.slideshare.net/gsiemens/mooc-research-initiative" target="_blank" title="MOOC Research Initiative">MOOC Research Initiative</a> </b> from <b><a href="http://www.slideshare.net/gsiemens" target="_blank">gsiemens</a></b> </div>
492. <div class="zemanta-related" style="clear: both; margin-top: 20px; overflow: hidden;">
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498. <li class="zemanta-article-ul-li-image zemanta-article-ul-li" style="background: none; display: block; float: left; font-size: 11px; list-style: none; margin: 2px 10px 10px 2px; padding: 0; text-align: left; vertical-align: top; width: 84px;"><a href="http://learningwithtechs.wordpress.com/2013/10/01/open-education-oer-ocw-and-moocs/" style="border-radius: 2px; box-shadow: 0px 0px 4px #999; display: block; padding: 2px; text-decoration: none;" target="_blank"><img src="http://i.zemanta.com/noimg_24_80_80.jpg" style="border: 0; display: block; margin: 0; max-width: 100%; padding: 0; width: 80px;" /></a><a href="http://learningwithtechs.wordpress.com/2013/10/01/open-education-oer-ocw-and-moocs/" style="display: block; height: 80px; line-height: 12pt; overflow: hidden; padding: 5px 2px 0 2px; text-decoration: none;" target="_blank">Open Education: OER, OCW and MOOCs</a></li>
499. <li class="zemanta-article-ul-li-image zemanta-article-ul-li" style="background: none; display: block; float: left; font-size: 11px; list-style: none; margin: 2px 10px 10px 2px; padding: 0; text-align: left; vertical-align: top; width: 84px;"><a href="http://www.educationnews.com/2013/09/24/european-universities-catch-the-online-wave/" style="border-radius: 2px; box-shadow: 0px 0px 4px #999; display: block; padding: 2px; text-decoration: none;" target="_blank"><img src="http://i.zemanta.com/204886845_80_80.jpg" style="border: 0; display: block; margin: 0; max-width: 100%; padding: 0; width: 80px;" /></a><a href="http://www.educationnews.com/2013/09/24/european-universities-catch-the-online-wave/" style="display: block; height: 80px; line-height: 12pt; overflow: hidden; padding: 5px 2px 0 2px; text-decoration: none;" target="_blank">European Universities Catch the Online Wave</a></li>
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501. </ul>
502. </div>
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505. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/1246302514854703540/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/an-overview-of-mooc-research-initiative.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1246302514854703540'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1246302514854703540'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/an-overview-of-mooc-research-initiative.html' title='An Overview of the MOOC Research Initiative from George Siemens'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-7700589535050258022</id><published>2013-10-28T12:13:00.000+01:00</published><updated>2013-10-28T12:25:42.220+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="innovation"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="Siemens"/><title type='text'>Lessons for MOOCS from Traditional Online Learning from George Siemens</title><content type='html'>&lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;315&quot; src=&quot;//www.youtube.com/embed/FJkg4T413BY&quot; width=&quot;420&quot;&gt;&lt;/iframe&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/7700589535050258022/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/lessons-for-moocs-from-traditional.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7700589535050258022'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7700589535050258022'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/lessons-for-moocs-from-traditional.html' title='Lessons for MOOCS from Traditional Online Learning from George Siemens'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-8118850848272105795</id><published>2013-10-26T12:28:00.000+02:00</published><updated>2013-10-26T15:13:04.365+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Coursera"/><category scheme="http://www.blogger.com/atom/ns#" term="Education"/><category scheme="http://www.blogger.com/atom/ns#" term="innovation"/><category scheme="http://www.blogger.com/atom/ns#" term="Massive open online course"/><category scheme="http://www.blogger.com/atom/ns#" term="Open University"/><category scheme="http://www.blogger.com/atom/ns#" term="Stephen Downes"/><category scheme="http://www.blogger.com/atom/ns#" term="Udacity"/><title type='text'>Reflections on &#39;Open University  Innovation Report 2  Innovating  Pedagogy  2013&#39; </title><content type='html'>&lt;div style=&quot;text-align: right;&quot;&gt;
506. </div>
507. <div style="text-align: right;">
508. </div>
509. <div style="text-align: right;">
510. </div>
511. <div style="text-align: right;">
512. </div>
513. <div style="text-align: right;">
514. </div>
515. <div style="text-align: right;">
516. </div>
517. <div style="text-align: right;">
518. </div>
519. Through <a class="zem_slink" href="http://www.downes.ca/" rel="homepage" target="_blank" title="Stephen Downes">Stephen Downes</a> <a class="zem_slink" href="http://www.downes.ca/news/OLDaily.htm" rel="homepage" target="_blank" title="OLDaily">OLdaily</a> feed I found out about the report: <b>'Open University Innovation Report 2 2013: Exploring new forms of teaching learning and assessment, to guide educators and policy makers' </b>via David Hopkin's <a href="http://www.dontwasteyourtime.co.uk/elearning/innovating-pedagogy/">Technology Enhanced Learning Blog</a>.<br />
520. They examine ten educational development concepts which the report writers consider to be of interest over the coming years. I shall only comment on those which particularly interest me.<br />
521. <br />
522. <b>1. MOOCs</b><br />
523. <div class="separator" style="clear: both; text-align: center;">
524. </div>
525. <div class="separator" style="clear: both; text-align: center;">
526. </div>
527. I think this diagram sums the position of MOOCs up perfectly:<b> </b><br />
528. <div style="text-align: right;">
529. </div>
530. <b></b><br />
531. <b></b>
532. <img alt="http://www.fleapalmer.com/wp-content/uploads/2013/02/mooc.jpg" class="decoded" src="http://www.fleapalmer.com/wp-content/uploads/2013/02/mooc.jpg" /><br />
533. <a href="http://www.fleapalmer.com/wp-content/uploads/2013/02/mooc.jpg"> http://www.fleapalmer.com/wp-content/uploads/2013/02/mooc.jpg</a><br />
534. <br />
535. The dominant area seems to be America but there are interesting experiments in Australia in my opinion. The UK is in the process of organising but dominant emerging business models are <a class="zem_slink" href="http://https//www.coursera.org/" rel="homepage" target="_blank" title="Coursera">Coursera</a>, <a class="zem_slink" href="http://www.udacity.com/" rel="homepage" target="_blank" title="Udacity">Udacity</a> and <a class="zem_slink" href="http://https//www.edx.org/" rel="homepage" target="_blank" title="EdX">edX</a>. Of the 20,000 who typically register only 5-10% reach the end. This interests me because before I register I learn what is on offer in an abbreviated form. If the course is stimulating it will point me in various directions - many of which may be away from the course - a divergent effect.<br />
536. This seems to me to be the MOOC's great advantage - opening up, not closing down avenues as traditional courses demand in order to be awarded the degree etc. This is where the 'innovative learning pedagogies' mentioned could really come into their own, in my opinion. Apparently the key approaches at present are video lectures, recommended readings and staged assessment. Personally I want my lectures to be bite-sized, 20 minutes, like in the best TED Talks length.<br />
537. <b>2. Badges to Accredit Learning</b><br />
538. For me the proof of badging will be in their growing acceptance. I understand that the core technology is there but how will Human Resources' managers react internationally and locally? The success of MOOCs long term will be closely related to the 'badge backpack' take up in the market place. Otherwise we are talking about leisure learning as opposed to recognised cunulative and flexibly developing life-long learning which is in tune with the zeitgeist.<br />
539. <a href="http://www.dontwasteyourtime.co.uk/tag/openbadgesmooc/">http://www.dontwasteyourtime.co.uk/tag/openbadgesmooc/ </a><br />
540. <b>4. & 5. Seamless Learning and Crowd Learning</b><br />
541. This is where we are right now (outside of schools?). We are all potential experts, sources of knowledge and advice, judges of validity and we move seamlessly from person to person, location to location, device to device, recording, filtering, analysing and drawing conclusions about the data we experience. We discuss it, customize it , pass it on and publish it. This has been a grassroots novices revolution driven by expert technology. How fast can learning institutions accommodate to this?<br />
542. <b>6. Digital Scholarship</b><br />
543. Aside from the open access, the use of digital media by academics I am struck by the advances in libraries and  library science of which the super <a href="http://www.economist.com/blogs/prospero/2013/09/library-birmingham">Library of Birmingham</a> in the UK is a prime example.<br />
544. <br />
545. <b> </b><br />
546. <b>8. Learning from Gaming</b><br />
547. 'Intrinsic integration' seems to be a key characteristic of gaming communities and according to the report the best games motivate with 'specific learning activities and outcomes' and the pedagogy needs to be matched by 'elements of challenge, personal control fantasy and curiosity'. They can also manipulate players' feeling of 'flow'. These then need to be integrated with worthwhile targetted learning goals.<br />
548. <b>9. Learning Maker Culture</b><br />
549. Gaming can lead to making in the sense that the skills of today merge with the skills of yesteryear. An example could be cosplay.<br />
550. <div style="text-align: center;">
551. <table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img zemanta-action-dragged" style="float: right; margin-right: 1em; text-align: right;"><tbody>
552. <tr><td style="text-align: center;"><div class="zemanta-img">
553. <div class="zemanta-img">
554. <div class="zemanta-img">
555. <div class="zemanta-img">
556. <a href="http://commons.wikipedia.org/wiki/File:Cosplay2010Ludwigshafen_01.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: Cosplay" border="0" class="zemanta-img-inserted" height="150" src="http://upload.wikimedia.org/wikipedia/commons/thumb/6/61/Cosplay2010Ludwigshafen_01.jpg/300px-Cosplay2010Ludwigshafen_01.jpg" style="border: medium none; font-size: 0.8em;" width="200" /></a></div>
557. </div>
558. </div>
559. </div>
560. </td></tr>
561. <tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 300px;">English: Cosplay (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Cosplay2010Ludwigshafen_01.jpg" target="_blank">Wikipedia</a>)</td></tr>
562. </tbody></table>
563. </div>
564. <b>10. Citizen Inquiry</b> <br />
565. The joining of natural curiosity to learn with structured inquiry; the transformation of knowledge consumption into knowledge engagement and creation. The public ownership of previously private knowledge.<br />
566. <br />
567. The report itself can be found here: <br />
568. <a href="http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf">http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf</a><br />
569. <br />
570. <div class="zemanta-related" style="clear: both; margin-top: 20px; overflow: hidden;">
571. <br /></div>
572. <div class="zemanta-related" style="clear: both; margin-top: 20px; overflow: hidden;">
573. <h4 class="zemanta-related-title">
574. </h4>
575. </div>
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578. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/8118850848272105795/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/reflections-on-open-university.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8118850848272105795'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8118850848272105795'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/reflections-on-open-university.html' title='Reflections on &#39;Open University  Innovation Report 2  Innovating  Pedagogy  2013&#39; '/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-5524740522314785293</id><published>2013-10-25T11:38:00.002+02:00</published><updated>2013-10-30T11:11:00.925+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Education"/><category scheme="http://www.blogger.com/atom/ns#" term="History"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><title type='text'>P2PU: A University for the Web &amp; Distance learning history.</title><content type='html'>This great idea comes out of Australia where so much began in distance learning - to quote from the website:&lt;br /&gt;
579. <div class="jumbotron" id="top-page">
580. <div class="container">
581. <div class="masthead">
582. <div class="main-feature">
583. </div>
584. <div class="main-feature">
585. 'LEARNING BY EVERYONE. FOR EVERYONE. ABOUT ALMOST ANYTHING. COMPLETELY FREE'
586.            </div>
587. </div>
588. </div>
589. </div>
590. <br />
591. <a href="https://p2pu.org/en/">https://p2pu.org/en/ </a><br />
592. <br />
593. It looks well worth a look and a try.<br />
594. <br />
595. This prompted me to search out K Keairns report on the History of Distance Education (under its various synonyms). It van be found here and makes fascinating reading as well as being clearly presented in my opinion:<br />
596. <a href="http://mysite.du.edu/~kkeairns/doc/history.html">http://mysite.du.edu/~kkeairns/doc/history.html </a><br />
597. <br />
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603. </div>
604. <div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
605. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=f3837b21-8bca-4fbf-b293-8490ac999a8f" style="border: none; float: right;" /></a></div>
606. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/5524740522314785293/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/p2pu-university-for-web-distance.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5524740522314785293'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5524740522314785293'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/p2pu-university-for-web-distance.html' title='P2PU: A University for the Web &amp; Distance learning history.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-5588389412557856621</id><published>2013-10-24T21:35:00.001+02:00</published><updated>2013-10-27T18:28:15.917+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Deep Web"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><category scheme="http://www.blogger.com/atom/ns#" term="Web search engine"/><title type='text'>Finding the invisible web or deep web...</title><content type='html'>This post concerns the majority of websites and information; those areas which ordinary search engines just don&#39;t find because they are not targetting them. It also includes advice on how to search effectively at an academic level. From school to post-grad level this is vital if you don&#39;t want to waste your time!&lt;br /&gt;
607. <br />
608. First, the ultimate guide to the invisible web:<br />
609.  <a href="http://oedb.org/library/college-basics/invisible-web">http://oedb.org/library/college-basics/invisible-web</a><br />
610. <br />
611.  Secondly, a search engine overview:<br />
612. <a href="http://searchenginewatch.com/article/2066359/Invisible-Web-Database-Search-Engines">http://searchenginewatch.com/article/2066359/Invisible-Web-Database-Search-Engines</a><br />
613. <br />
614. Next, learn about how and how not to search for academic purposes:<br />
615. <a href="http://www.vtstutorials.ac.uk/detective/index.html">http://www.vtstutorials.ac.uk/detective/index.html</a><br />
616. <br />
617. Then, ten important invisible web search engines:<br />
618.  <a href="http://www.makeuseof.com/tag/10-search-engines-explore-deep-invisible-web/">http://www.makeuseof.com/tag/10-search-engines-explore-deep-invisible-web/</a><br />
619. <br />
620. An example:<br />
621.  <img alt="http://main.makeuseoflimited.netdna-cdn.com/wp-content/uploads/2010/03/Search-Engine01.png" class="decoded" src="http://main.makeuseoflimited.netdna-cdn.com/wp-content/uploads/2010/03/Search-Engine01.png" /><br />
622. <br />
623. <div class="entry-title">
624. These lead on to the narrowing down of searches for academic purposes. An excellent categorisation and analysis can be found here: 'Research Beyond Google: 119 Authoritative, Invisible, and Comprehensive Resources'</div>
625. <div class="entry-title">
626. <a href="http://oedb.org/library/college-basics/research-beyond-google">http://oedb.org/library/college-basics/research-beyond-google</a><br />
627. <br />
628. Highly recommended is the Bielefeld Academic Search Engine BASE:<br />
629. <a href="http://www.base-search.net/">http://www.base-search.net/</a><br />
630. <br />
631. Blip TV demonstrates how to use BASE. <br />
632. <a href="http://blip.tv/camosunlibrary/base-bielefeld-academic-search-engine-advanced-search-3537868">http://blip.tv/camosunlibrary/base-bielefeld-academic-search-engine-advanced-search-3537868</a></div>
633. <div class="entry-title">
634. <br /></div>
635. After that, consider using a metasearch engine, for example:<br />
636.  <a href="http://ccs.infospace.com/ClickHandler.ashx?du=www.metacrawler.com&ru=http%3a%2f%2fwww.metacrawler.com%2f&ld=20131024&ap=2&app=1&c=metacrawlercsr&s=MetaCrawler&coi=771&cop=main-title&euip=91.54.132.64&npp=2&p=0&pp=0&pvaid=33c085996ecf4487871c13de2cd77cb6&ep=2&mid=9&en=s7mQ3Oiz4DglSizNXqmLiS1zkyPKVbMtAuFa93VD%2bY6dJZHatDQHW466eRqOVdRj&hash=EDD3C69954069B4546E0D68F017E59EC">www.metacrawler.com</a><br />
637. <br />
638. Nearly there, take a look at these meta and multi-search engines:<br />
639.  <a href="https://www.diigo.com/list/eclark131/Meta+and+Multi+Search+Engines/2lpg04uj4">https://www.diigo.com/list/eclark131/Meta+and+Multi+Search+Engines/2lpg04uj4</a><br />
640. <br />
641. Finally don't forget about the 314 search engines in other countries:<br />
642. <a href="http://searchenginecolossus.com/">http://searchenginecolossus.com/ </a><br />
643. <br />
644. Having found your sources, it is important to cite them properly to avoid charges of academic plagiarism. This tells you how:<br />
645.  <a href="http://www.lib.berkeley.edu/instruct/guides/citations.html">http://www.lib.berkeley.edu/instruct/guides/citations.html</a><br />
646. <br />
647. <br />
648. <br />
649. <br />
650. <br />
651. <br />
652. <br />
653. <br />
654. <br />
655. <br />
656.  
657.  
658. <div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
659. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=d5000e1b-df46-4e8f-8511-1211bd59ecf1" style="border: none; float: right;" /></a></div>
660. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/5588389412557856621/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/invisible-web-or-deep-web.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5588389412557856621'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5588389412557856621'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/invisible-web-or-deep-web.html' title='Finding the invisible web or deep web...'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-1771616338119362590</id><published>2013-10-24T12:53:00.002+02:00</published><updated>2013-10-30T11:08:17.777+01:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance education"/><category scheme="http://www.blogger.com/atom/ns#" term="Distance Learning"/><title type='text'>Teaching in the 21st century from Sonja Delafosse from youtube</title><content type='html'>I found that this sums up the position I have arrived at so far; so I present it without further comment:&lt;br /&gt;
661. <br />
662. <br />
663. &lt;iframe allowfullscreen=&quot;&quot; frameborder=&quot;0&quot; height=&quot;315&quot; src=&quot;//www.youtube.com/embed/075aWDdZUlM&quot; width=&quot;420&quot;&gt;&lt;/iframe&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/1771616338119362590/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/teaching-in-21st-century-frim-sonja.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1771616338119362590'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1771616338119362590'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/teaching-in-21st-century-frim-sonja.html' title='Teaching in the 21st century from Sonja Delafosse from youtube'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-7049180557099454837</id><published>2013-10-20T15:58:00.001+02:00</published><updated>2013-10-26T13:49:19.918+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="political engagement"/><title type='text'>Tell it like it is...the future for learners and facilitators</title><content type='html'>&lt;h2&gt;
664. Tell it like it is...</h2>
665. <b>
666.  
667. </b><br />
668. <div class="MsoNormal">
669. <span style="font-family: inherit;">As a young learner and a bit later as a young teacher, I
670. dreamed of having the classical library of Alexandria on my desktop. I also
671. dreamed that I could have access to the thoughts of others; their impulses,
672. their motivations, their conclusions, their successes and their near misses.
673. That I could readily communicate with like-minded people both near and far.
674. That I could share their dreams and they mine. Within my lifetime this has all
675. come true. At the touch of a few keys I have the world at my fingertips, in my
676. ears and in my eyes. And all I had to do was to learn where to look and master a
677. few simple skills. Of course I have to be careful not to get knocked down by
678. crazies but that has always applied in life. As I am older I don’t have to make
679. the decision like parents and children do – at what age should all this begin
680. if I want to allow childhood to be physical, psychological and emotional play –
681. but that is only a matter of control and degree. Not <span style="mso-bidi-font-weight: normal;">whether</span> but <span style="mso-bidi-font-weight: normal;">when</span> to
682. start experiencing 21<sup>st</sup> century skills. All of this is a question of
683. healthy balance and will require practice, parental and facilitator support and
684. help in the growth of wisdom to get that balance right.</span></div>
685. <span style="font-family: inherit;">
686.  
687. </span><br />
688. <div class="MsoNormal">
689. <h2>
690. </h2>
691. <div class="MsoNormal">
692. <h3>
693. <span style="font-family: inherit;">So when I, as the new learner, embark on my odyssey to find these
694. 21</span><sup>st</sup><span style="font-family: inherit;"> century skills what can I expect to await me?</span></h3>
695. </div>
696. <h2>
697. <span style="font-family: inherit;"></span></h2>
698. </div>
699. <span style="font-family: inherit;">
700.  
701. </span><br />
702. <div class="MsoNormal">
703. <span style="font-family: inherit;">In the construction of my personal learning environment I
704. will find fellow travellers in life (on social media websites) or people
705. searching for the same interests as I have (in learning communities). I will be
706. able to gain access to them everywhere I go through my mobile devices (smart
707. phone, tablet or phablet). I will become overloaded with possibilities and have
708. to make crucial decisions about what to access and what to discard. As
709. Wordsworth wrote: ‘The world is too much with us…’ That will become an on-going
710. series of major decision-making process in my life; controlling information overload. I
711. will be able to communicate face-to-face, by mobile, teleconferencing,
712. videoconferencing, by email, skyping, through the internet, by sms, on social
713. media, by posting my profile and creating a network Xing or Linkedin or through
714. slideshare and the like. To search I can use a search engine, a metasearch engine or a
715. specialist search engine like google scholar or sweetsearch. As tools I will
716. have my laptop, netbook or tablet, phablet or smart phone. I can view and listen also on my
717. ipod. I can film with a digital camera and orientate myself or plan travel with
718. tom tom or garmin (or even do all of these on my mobile phone). I can handle writing,
719. figures databases and presentations with open office. I can organise my music
720. and videos with itunes, upload my original musical creations to soundcloud and customize my photos with photoshop and post them on flickr. Of course these
721. are only well-known examples. For a fuller listing of possibilities see </span><a href="http://www.go2web20.net/">http://www.go2web20.net/</a><span style="font-family: inherit;"> . I can
722. communicate online with a learning platform, in virtual classrooms and physical
723. ones with smartboards and get free tutorials with MOOCs or </span><a href="https://www.khanacademy.org/">https://www.khanacademy.org/</a><span style="font-family: inherit;"> . The
724. latter is ‘completely free forever’. I can hone my reactions and live out my
725. phantasies in online game-playing communities. When I am ready I can provide
726. myself with a university education to doctorate level and publish the theses I
727. produce on the way. I can publish my autobiography, my poetry and songs, my art or my hyperlinked novel novel. I can finance my causes through crowdsourcing. To this I can add everything desirable that my fellow users dream up in our collective futures and may much of it be opensource...</span></div>
728. <div class="MsoNormal">
729. </div>
730. <b>
731.  
732. </b><br />
733. <div class="MsoNormal">
734. <h3>
735. <b>The question then is:</b></h3>
736. </div>
737. <b>
738. </b>
739. <br />
740. <h3>
741. <b><div class="MsoNormal">
742. <span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">‘will learning institutions at all levels be ready in terms of the training
743. of facilitators and their intellectual acceptance to meet this new challenging digital
744. age and develop with it into web 3.0 and beyond or will they die out like the
745. dodo?’</b></div>
746. </b></h3>
747. <b>
748. </b>
749. <br />
750. <div align="center" class="MsoNormal" style="text-align: center;">
751. <b><span style="mso-fareast-language: EN-GB; mso-no-proof: yes;"><br /></span></b></div>
752. <b>
753. </b>
754. <br />
755. <b>
756. </b>
757. <br />
758. <div align="center" class="MsoNormal" style="text-align: center;">
759. <div class="separator" style="clear: both; text-align: center;">
760. <b><a href="http://3.bp.blogspot.com/-ndrtar756fk/UmPaJlKFAzI/AAAAAAAACeQ/L-6xSwiqXCs/s1600/dodo.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-ndrtar756fk/UmPaJlKFAzI/AAAAAAAACeQ/L-6xSwiqXCs/s1600/dodo.jpg" /></a></b></div>
761. <b><span style="mso-fareast-language: EN-GB; mso-no-proof: yes;"><br /></span></b></div>
762. <b>
763. </b>
764. <br />
765. <div align="center" class="MsoNormal" style="text-align: center;">
766. <b>Image: <a href="http://www.blogger.com/www.en.wikipedia.org%20">www.en.wikipedia.org</a> (no further info
767. available)</b></div>
768. <div class="zemanta-related" style="clear: both; margin-top: 20px; overflow: hidden;">
769. <h4 class="zemanta-related-title">
770. Related articles</h4>
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772. <li class="zemanta-article-ul-li-image zemanta-article-ul-li" style="background: none; display: block; float: left; font-size: 11px; list-style: none; margin: 2px 10px 10px 2px; padding: 0; text-align: left; vertical-align: top; width: 84px;"><a href="http://tryingtopasstheseunits.wordpress.com/2013/09/27/hyperlinks-more-complex-than-spiderwebs/" style="border-radius: 2px; box-shadow: 0px 0px 4px #999; display: block; padding: 2px; text-decoration: none;" target="_blank"><img src="http://i.zemanta.com/noimg_112_80_80.jpg" style="border: 0; display: block; margin: 0; max-width: 100%; padding: 0; width: 80px;" /></a><a href="http://tryingtopasstheseunits.wordpress.com/2013/09/27/hyperlinks-more-complex-than-spiderwebs/" style="display: block; height: 80px; line-height: 12pt; overflow: hidden; padding: 5px 2px 0 2px; text-decoration: none;" target="_blank">Hyperlinks: More complex than spiderwebs</a></li>
773. <li class="zemanta-article-ul-li-image zemanta-article-ul-li" style="background: none; display: block; float: left; font-size: 11px; list-style: none; margin: 2px 10px 10px 2px; padding: 0; text-align: left; vertical-align: top; width: 84px;"><a href="http://alannatench.wordpress.com/2013/09/26/how-do-the-affordances-of-a-networked-media-culturehyperlinks-multimedia-sharing-etc-enhance-online-communication/" style="border-radius: 2px; box-shadow: 0px 0px 4px #999; display: block; padding: 2px; text-decoration: none;" target="_blank"><img src="http://i.zemanta.com/206039077_80_80.jpg" style="border: 0; display: block; margin: 0; max-width: 100%; padding: 0; width: 80px;" /></a><a href="http://alannatench.wordpress.com/2013/09/26/how-do-the-affordances-of-a-networked-media-culturehyperlinks-multimedia-sharing-etc-enhance-online-communication/" style="display: block; height: 80px; line-height: 12pt; overflow: hidden; padding: 5px 2px 0 2px; text-decoration: none;" target="_blank">How do the affordances of a networked media culture(hyperlinks, multimedia, sharing etc) enhance online communication?</a></li>
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775. <li class="zemanta-article-ul-li-image zemanta-article-ul-li" style="background: none; display: block; float: left; font-size: 11px; list-style: none; margin: 2px 10px 10px 2px; padding: 0; text-align: left; vertical-align: top; width: 84px;"><br /></li>
776. </ul>
777. </div>
778. <div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
779. <a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=14c04614-895d-4aa4-bc9b-5a14c09ddd6e" style="border: none; float: right;" /></a></div>
780. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/7049180557099454837/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/tell-it-like-it-isthe-future-for.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7049180557099454837'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7049180557099454837'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/tell-it-like-it-isthe-future-for.html' title='Tell it like it is...the future for learners and facilitators'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://3.bp.blogspot.com/-ndrtar756fk/UmPaJlKFAzI/AAAAAAAACeQ/L-6xSwiqXCs/s72-c/dodo.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-1192918396675864795</id><published>2013-10-20T15:27:00.003+02:00</published><updated>2013-10-20T15:59:05.379+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><title type='text'>Opportunities in a Digital Age</title><content type='html'>Click on Mike Keppell below on Slideshare to see the range of work on digital future identities and the implications for learning currently being done at the Australian Futures Institute in Queensland. &lt;br /&gt;
781. <br />
782. <iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/21666977?rel=0" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
783. <div style="margin-bottom: 5px;">
784. <b> <a href="https://www.slideshare.net/mkeppell/opportunities-in-a-digital-age-implications-for-identity-inclusion-and-economy" target="_blank" title="Opportunities in a Digital Age: Implications for Identity, Inclusion and Economy">Opportunities in a Digital Age: Implications for Identity, Inclusion and Economy</a> </b> from <b><a href="http://www.slideshare.net/mkeppell" target="_blank">Mike Keppell</a></b><br />
785. <br />
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1106.  
1107. </b><br />
1108. <h2>
1109. </h2>
1110. <h2>
1111. <b>
1112. </b></h2>
1113. <br />
1114. <b>
1115.  </b> </div>
1116. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/1192918396675864795/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/opportunities-in-digital-age-tell-it.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1192918396675864795'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/1192918396675864795'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/opportunities-in-digital-age-tell-it.html' title='Opportunities in a Digital Age'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-7289933731307861295</id><published>2013-10-19T17:48:00.001+02:00</published><updated>2013-10-24T12:01:49.854+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="internet economics"/><category scheme="http://www.blogger.com/atom/ns#" term="news aggregators"/><title type='text'>Gated communities online?</title><content type='html'>I just read about the problem caused by the enclosed nature of facebook and twitter where search engines can&#39;t readily reach. A similar situation applies to news aggegators especially since the death of google reader. News aggregators pass on the information without each reader scoring a hit on the website featured which means that it is harder to finance that site for advertising revenue. Thus aggregators do the reader a favour and the writer a potential disfavour if s/he is looking for revenue from the site.&lt;br /&gt;
1117. <br />
1118. <div style="text-align: center;">
1119. This photo by Dean Terry on Hans Karssenberg's </div>
1120. <div style="text-align: center;">
1121. <a href="http://www.inspiringcities.org/walls-of-incompetence/">http://www.inspiringcities.org/walls-of-incompetence/</a></div>
1122. <div style="text-align: center;">
1123. somehow exemplifies that for me. Take a look at the site!</div>
1124. <br />
1125. <div style="text-align: center;">
1126. <img alt="Gated community in Plano, Texas near Dallas; photo by Dean Terry" src="http://www.inspiringcities.org/wp-content/uploads/citydevelopment/citywalls/wall_of_gated_community_plano_texas_near_dallas_photo_by_dean_terry.jpg" /><br />
1127. <br />
1128. Strange that MOOCs appear at present to open up educational opportunities...<br />
1129. I guess if I am inexperienced in a topic I will pay for a teacher in the future<br />
1130. or if I'm intrapersonal and and of an autodidactic frame of mind I won't...<br />
1131. Either way it'll be interesting to finally see the death of the dias-centred diatribe -<br />
1132. I can hardly wait!</div>
1133. <div style="text-align: center;">
1134. <br /></div>
1135. <div style="text-align: center;">
1136. <br /></div>
1137. </content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/7289933731307861295/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/gated-communities-online.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7289933731307861295'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7289933731307861295'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/gated-communities-online.html' title='Gated communities online?'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-8529087912745689914</id><published>2013-10-19T13:51:00.001+02:00</published><updated>2013-10-19T17:51:24.767+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="citizen journalism"/><category scheme="http://www.blogger.com/atom/ns#" term="internet economics"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><title type='text'>About &#39;The MOOC model for digital practice&#39;</title><content type='html'>This 64 page paper presented by Alexander McAuley, Bonnie Stewart, George Siemens and Dave Cormi from 2010 covers the following aspects of MOOCs initially related to Canada:&lt;br /&gt;
1138. <ul>
1139. <li>the digital economy</li>
1140. <li>as digital practice</li>
1141. <li>learner roles</li>
1142. <li>the implications</li>
1143. <li>gaps in knowledge </li>
1144. </ul>
1145. It is available to download under CC licence:<br />
1146. <br />
1147. <a href="http://www.elearnspace.org/Articles/MOOC_Final.pdf">http://www.elearnspace.org/Articles/MOOC_Final.pdf</a> <br />
1148. <br />
1149. <br />
1150. <br />
1151. &lt;br /&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/8529087912745689914/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/about-mooc-model-for-digital-practice.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8529087912745689914'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8529087912745689914'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/about-mooc-model-for-digital-practice.html' title='About &#39;The MOOC model for digital practice&#39;'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-7464361248797759005</id><published>2013-10-18T18:11:00.002+02:00</published><updated>2013-10-19T14:02:21.352+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="Downes"/><category scheme="http://www.blogger.com/atom/ns#" term="MOOC"/><category scheme="http://www.blogger.com/atom/ns#" term="Siemens"/><title type='text'>New directions for a digital age - MOOC &#39;Connectivism&#39; (CCK12)</title><content type='html'>Following the Stanford Artificial Intelligence MOOC in the summer of 2011 &lt;a href=&quot;http://www.elearnspace.org/about.htm&quot;&gt;George Siemens&lt;/a&gt; and &lt;a href=&quot;http://www.downes.ca/&quot;&gt;Stephen Downes&lt;/a&gt; &lt;a href=&quot;http://mooc.ca/&quot;&gt;MOOC.ca&lt;/a&gt; decided to create a Massive Open Online Course (MOOC) to work on developing a theory called connectivism because all main educational theories were pre-digital age and therefore neither up-to-date or comprehensive.&lt;br /&gt;
1152. <br />
1153. This MOOC in its ongoing form was their sharing and developing experience with thousands of other interested parties.<br />
1154. <br />
1155. <a href="http://cck12.mooc.ca/">http://cck12.mooc.ca/</a><br />
1156. <br />
1157. Stephen Downe's ebooks can be accessed here:<br />
1158. <br />
1159. &lt;a href=&quot;http://www.downes.ca/me/mybooks.htm&quot;&gt;http://www.downes.ca/me/mybooks.htm &lt;/a&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/7464361248797759005/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/new-directions-for-digital-age-mooc.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7464361248797759005'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/7464361248797759005'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/new-directions-for-digital-age-mooc.html' title='New directions for a digital age - MOOC &#39;Connectivism&#39; (CCK12)'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-693366348372063466</id><published>2013-10-13T17:50:00.005+02:00</published><updated>2013-10-13T17:50:52.339+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="online personas"/><title type='text'>Reflections about online personas</title><content type='html'>It&#39;s also a good idea to read Andy Beal&#39;s useful free beginners&#39;
1160. guide to monitoring and managing online (persona or brand) presence:<br />
1161. <br />
1162. <a href="http://www.marketingpilgrim.com/2006/03/online-reputation-monitoring-beginners.html">http://www.marketingpilgrim.com/2006/03/online-reputation-monitoring-beginners.html </a><br />
1163. <br />
1164. I found this interesting quote from Berlin Fang in the China Daily which seems up the persona problem neatly:<br />
1165. <br />
1166. 'Our virtual image is not always, if ever, a mirror image of who we
1167. actually are offline. Most of us now have a "split personality" problem
1168. between our virtual selves and our real selves. But such a
1169. differentiation existed even before the Internet.'<br />
1170. <br />
1171. Between public and home life; social and work life; authors and their characters - the split personality has always been there.</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/693366348372063466/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/reflections-about-online-personas.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/693366348372063466'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/693366348372063466'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/reflections-about-online-personas.html' title='Reflections about online personas'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-8905224156872272884</id><published>2013-10-13T17:34:00.002+02:00</published><updated>2013-10-13T17:49:41.315+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="online personas"/><title type='text'>Mastercard research on online personas </title><content type='html'>I found this research from Mastercard as reported in Business Wire to be illuminating about online persona types - to quote:&lt;br /&gt;
1172. <br />
1173. 'Though consumers are increasingly savvy in managing their online
1174.      identity, the consumer research reveals there is a clear hierarchy in
1175.      the kind of information they are willing to share, and there are certain
1176.      types of organizations they trust most with their data. Some of the key
1177.      findings about each online persona group include:
1178.    <br />
1179. <ul>
1180. <li class="bwlistitemmargb">
1181.        <b>“Open Sharers”:</b> Twenty-one percent of online consumers fall
1182.        into this category, which tends to skew more male (60 percent). Open
1183.        Sharers are the most highly digital group of the five and tend to lead
1184.        less risk-averse online activities. Half of them are online more than
1185.        10 times per day and when they share their personal information, they
1186.        expect deals, access and offers in return.
1187.      </li>
1188. <li class="bwlistitemmargb">
1189.        <b>“Simply Interactors”:</b> This persona (which accounts for 21
1190.        percent of online consumers) includes some of the most dedicated
1191.        social networkers, yet they are not particularly tech-savvy consumers.
1192.        When it comes to online shopping, a majority (80 percent) will
1193.        research products online, but 63 percent still prefer to shop in
1194.        person. Though they are aware of targeted marketing, they don’t see
1195.        their data as valuable and thus don’t express significant concern
1196.        about it.
1197.      </li>
1198. <li class="bwlistitemmargb">
1199.        <b>“Solely Shoppers”:</b> This online personality is characterized by
1200.        their reliance on the Internet for savvy shopping research and
1201.        purchases. Making up 21 percent of all consumers online, the majority
1202.        (90 percent) of these Internet users researches products online before
1203.        buying and half use their mobile phone to price check in-store in
1204.        order to get the best deals. Surprisingly, they have low awareness of
1205.        target marketing – as only 37 percent know that social media sites use
1206.        their personal data to inform ads.
1207.      </li>
1208. <li class="bwlistitemmargb">
1209.        <b>“Passive Users”:</b> As the name suggests, this group’s members are
1210.        not fully convinced of the Internet’s value and therefore tend to
1211.        spend the least amount of time online of all the personas. Accounting
1212.        for 20 percent of all online consumers, Passive Users are less
1213.        frequent on social networks (only 48 percent) and not heavy online
1214.        shoppers. Compared to other personas, they are more likely to shop
1215.        from their mobile device and more willing to trade their data for
1216.        something in return.
1217.      </li>
1218. <li class="bwlistitemmargb">
1219.        <b>“Proactive Protectors”: </b>Comprising 17 percent of all online
1220.        consumers, the Proactive Protectors are highly aware of targeted
1221.        marketing – in fact 82 percent are knowledgeable that marketers can
1222.        target them based on their search and browsing history. They are
1223.        unlikely to use social networks and the most guarded with their
1224.        privacy settings of all the personas – taking steps to protect and
1225.        control their digital footprint'
1226.      </li>
1227. </ul>
1228. <br />
1229. &lt;a href=&quot;http://www.businesswire.com/news/home/20131002005755/en/What%E2%80%99s-Digital-DNA-MasterCard-Study..&quot;&gt;http://www.businesswire.com/news/home/20131002005755/en/What%E2%80%99s-Digital-DNA-MasterCard-Study&lt;/a&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/8905224156872272884/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/mastercard-research-on-online-personas.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8905224156872272884'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8905224156872272884'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/mastercard-research-on-online-personas.html' title='Mastercard research on online personas '/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-8117852642229238152</id><published>2013-10-06T17:45:00.002+02:00</published><updated>2013-10-13T17:51:44.890+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="cyborgs"/><title type='text'>&#39;We are all cyborgs now&#39;</title><content type='html'>What happens when a man is merged with a computer?&lt;br /&gt;
1230. Seven real life human cyborgs:<br />
1231. <br />
1232. <a href="http://www.mnn.com/leaderboard/stories/7-real-life-human-cyborgs">http://www.mnn.com/leaderboard/stories/7-real-life-human-cyborgs</a><br />
1233. <br />
1234. Or getting a bionic eye:<br />
1235. <br />
1236. <a href="http://www.findingdulcinea.com/news/technology/2009/march/Man-s-Orwellian-Bionic-Eye-Camera-Nears-Completion.html">http://www.findingdulcinea.com/news/technology/2009/march/Man-s-Orwellian-Bionic-Eye-Camera-Nears-Completion.html</a><br />
1237. <br />
1238. I also refer to my own posting elsewhere:<br />
1239. <br />
1240. <a href="http://digitalculture-ed.net/arthurh/2009/11/12/gies-from-disembodied-towards-embodied-how-material-are-cyberbodies/">http://digitalculture-ed.net/arthurh/2009/11/12/gies-from-disembodied-towards-embodied-how-material-are-cyberbodies/ </a><br />
1241. &lt;br /&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/8117852642229238152/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/we-are-all-cyborgs-now.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8117852642229238152'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/8117852642229238152'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/we-are-all-cyborgs-now.html' title='&#39;We are all cyborgs now&#39;'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-5674123940605056899</id><published>2013-10-06T16:59:00.001+02:00</published><updated>2013-10-09T13:09:38.413+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="online personas"/><title type='text'>Managing online personas</title><content type='html'>&lt;br /&gt;
1242. <div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
1243. </div>
1244. <br />
1245. <br />
1246. <br />
1247. <br />
1248. <br />
1249. <br />
1250. <br />
1251. <br />
1252. <br />
1253. <br />
1254. <br />
1255. The management of an online persona with all its different ramifications requires extreme dexterity. For those who care about their career it can be a real headache and hiding doesn't help either. In this case low profile can amount to no profile.<br />
1256. <br />
1257. I like this thought provoking article by Rachel Balik:<br />
1258. <br />
1259. <a href="http://www.findingdulcinea.com/features/way-to-work/IV-Managing-Your-Online-Persona.html">http://www.findingdulcinea.com/features/way-to-work/IV-Managing-Your-Online-Persona.html</a><br />
1260. <br />
1261. also this collection about teachers stzruggling to separate professional and private lives online:<br />
1262. <br />
1263. <a href="http://www.findingdulcinea.com/news/Americas/May-June-08/Teachers-Struggle-to-Separate-Private-and-Professional-Lives-Online.html"> http://www.findingdulcinea.com/news/Americas/May-June-08/Teachers-Struggle-to-Separate-Private-and-Professional-Lives-Online.html</a><br />
1264. <br />
1265. For students I like the following online sequence of activities to check out 'Naming in a Digital world: Creating a Safe Persona on the Internet. First a summary then the source:<br />
1266. <h3 class="pad10tb">
1267. 'OVERVIEW</h3>
1268. Naming takes on new meanings in digital settings—as students
1269. build personas through e-mail addresses, screen names, and online
1270. profiles, they can be unaware of the ways that others may read the
1271. information they share. Students begin this lesson by researching and
1272. discussing their own names. They investigate the role that situation and
1273. audience play in how names, such as nicknames or full names, are used.
1274. Next, they determine which of their names would be appropriate in a
1275. variety of different situations and then apply that idea to email,
1276. deciding which email addresses would be appropriate for each situation.
1277. Students use an online game to see what they can tell about another
1278. person from looking at their email address and then review online safety
1279. information. Finally, students choose a specific name that they would
1280. (or do) use to represent themselves online and create a profile for this
1281. online persona.'<br />
1282. <br />
1283. <a href="http://www.readwritethink.org/classroom-resources/lesson-plans/naming-digital-world-creating-843.html">http://www.readwritethink.org/classroom-resources/lesson-plans/naming-digital-world-creating-843.html</a><br />
1284. <br />
1285. <h1>
1286. </h1>
1287. <br />
1288. <br />
1289. <br />
1290. &lt;br /&gt;</content><link rel='replies' type='application/atom+xml' href='http://waldorfy.blogspot.com/feeds/5674123940605056899/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://waldorfy.blogspot.com/2013/10/managing-online-personas.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5674123940605056899'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1340342910716021586/posts/default/5674123940605056899'/><link rel='alternate' type='text/html' href='http://waldorfy.blogspot.com/2013/10/managing-online-personas.html' title='Managing online personas'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/14385339954377151997</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1340342910716021586.post-1390190183167078530</id><published>2013-10-06T16:02:00.001+02:00</published><updated>2013-10-08T17:28:25.885+02:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="political engagement"/><title type='text'>Learning 2030</title><content type='html'>&lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
1291. </div>
1292. <div class="separator" style="clear: both; text-align: center;">
1293. </div>
1294. <div class="separator" style="clear: both; text-align: center;">
1295. </div>
1296. <div class="separator" style="clear: both; text-align: center;">
1297. </div>
1298. <div class="separator" style="clear: both; text-align: center;">
1299. </div>
1300. <div class="separator" style="clear: both; text-align: center;">
1301. </div>
1302. <div class="separator" style="clear: both; text-align: center;">
1303. </div>
1304. <div class="separator" style="clear: both; text-align: center;">
1305.  <object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://img.youtube.com/vi/Q7g89tI_l3s/0.jpg" height="266" width="320"><param name="movie" value="http://youtube.googleapis.com/v/Q7g89tI_l3s&source=uds" /><param name="bgcolor" value="#FFFFFF" /><param name="allowFullScreen" value="true" /><embed width="320" height="266"  src="http://youtube.googleapis.com/v/Q7g89tI_l3s&source=uds" type="application/x-shockwave-flash" allowfullscreen="true"></embed></object></div>
1306. <br />
1307. This is part of a series of Canadian videos which I found posted on the <i>google plus</i> group<br />
1308. <i>Education Revolution</i> to which I belong:<br />
1309. <br />
1310. <a href="https://plus.google.com/u/0/communities/104214480154015052148">https://plus.google.com/u/0/communities/104214480154015052148 </a><br />
1311. <br />
1312. I also belong to the <i>google plus community</i> groups:<br />
1313. <br />
1314. <i>Technology and Innovation in Education</i><br />
1315. <i>Gamification in Education</i><br />
1316. <br />
1317. and have just been accepted as a member of<br />
1318. <i>MOOC and Online Education (learning together)</i><br />
1319. <br />
1320. I can be found in <i>pearltrees</i> as <i>hyperscope </i>where you will find well over 300 pearls and numerous groups connected with education and English as a foreign or second language.<i><br /></i><br />
1321. <br />
1322. Sugata Mitra: <i>Build a school in the cloud</i>, on Ted talks, is another excellent example of educational vision:<br />
1323. <iframe allowfullscreen="" frameborder="0" height="315" mozallowfullscreen="" scrolling="no" src="http://embed.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html" webkitallowfullscreen="" width="560"></iframe>
1324.  
1325. <br />
1326. as is this video of Ken Robinson: <i>How schools kill creativity</i><br />
1327. <br />
1328. <iframe allowfullscreen="" frameborder="0" height="315" mozallowfullscreen="" scrolling="no" src="http://embed.ted.com/talks/ken_robinson_says_schools_kill_creativity.html" webkitallowfullscreen="" width="560"></iframe>
1329.  
1330. <br />
1331. <br />
1332. Here is a link to<i> KnowledgeWorks</i> summary of the five disruptions that will be involved in the shaping of future education in the coming decade:<br />
1333. <br />
1334. <a href="http://knowledgeworks.org/future-of-learning">http://knowledgeworks.org/future-of-learning</a><br />
1335. <br />
1336. As an overview of where we have arrived and how we got there this article is well worth reading: <br />
1337. <br />
1338. <a href="http://thenextweb.com/insider/2011/05/14/how-the-internet-is-revolutionizing-education/">http://thenextweb.com/insider/2011/05/14/how-the-internet-is-revolutionizing-education/</a><br />
1339. <br />
1340. <br />
1341. <br />
1342. <br />
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