Reading: Hashtags and retweets

I’m getting back into reading around things I enjoy and things that matter to me. What better place to start than with the archives of the RILT, the ALT Reasearch in Learning Technology open access journal.

Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning, by Peter Reed.

Since the evolution of Web 2.0, or the Social Web, the way in which users interact with/on the Internet has seen a massive paradigm shift. Web 2.0 tools and technologies have completely changed the dynamics of the Internet, enabling users to create content; be it text, photographs or video; and furthermore share and collaborate across massive geographic boundaries. As part of this revolution, arguably the most significant tools have been those employing social media. This research project set out to investigate student’s attitudes, perceptions and activity toward the use of Twitter in supporting learning and teaching. In so doing, this paper touches on a number of current debates in higher education, such as the role (and perceived rise) of informal learning; and debates around Digital Natives/Immigrants vs. Digital Residents/Visitors. In presenting early research findings, the author considers the 3Cs of Twitter (T3c): Community, Communication and Casual (informal) learning. Data suggests that students cannot be classed as Digital Natives purely on age and suggests a rethinking of categorisations is necessary. Furthermore, the data suggests students are developing their own personal learning environments (PLEs) based on user choice. Those students who voluntarily engaged with Twitter during this study positively evaluated the tool for use within learning and teaching.

Reed, P. (2013). Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning. Research in Learning Technology, 21. http://dx.doi.org/10.3402/rlt.v21i0.19692

Image source: Petit Louis (CC BY 2.0)

The Modern Professional Learner’s Toolkit

Der Artikel ist mehr eine Infografik bzw. Checkliste und zeigt auf, wie und wo Lernen heute überall stattfinden kann, wenn man es einmal gedanklich von den Fesseln formaler Angebote befreit hat.

“A Personal Learning Space lies at the heart of modern professional learning. It is a privately-controlled space where an individual can organise and manage his/her own learning, by recording and reflecting on experiences wherever and however they take place - in the classroom, online, in the office, in a conference or elsewhere - as well as evidence changes and improvements in her/her performance change.”
Jane Hart, Modern Workplace Learning Magazine, 6. Februar 2017

The Modern Professional Learner’s Toolkit

Der Artikel ist mehr eine Infografik bzw. Checkliste und zeigt auf, wie und wo Lernen heute überall stattfinden kann, wenn man es einmal gedanklich von den Fesseln formaler Angebote befreit hat.

“A Personal Learning Space lies at the heart of modern professional learning. It is a privately-controlled space where an individual can organise and manage his/her own learning, by recording and reflecting on experiences wherever and however they take place - in the classroom, online, in the office, in a conference or elsewhere - as well as evidence changes and improvements in her/her performance change.”
Jane Hart, Modern Workplace Learning Magazine, 6. Februar 2017

Building an effective learning environment

Ich hatte Tony Bates schon im Ruhestand vermutet, was sich als großer Fehler entpuppte. Er präsentiert, reflektiert und schreibt wie eh und jeh. Viele seiner Aktivitäten hängen an seinem (offenen) Buch “Teaching in a Digital Age”. So auch diese Gedanken über Lernumgebungen. Tony Bates schickt ihnen zwei Prämissen vorweg: a) Lernen als eine “natürliche” Aktivität, und b) Lernen als fortlaufender, nie abgeschlossener Prozess.

Vor diesem Hintergrund beschreibt er einige zentrale Bausteine von Lernumgebungen, mit denen sich Lehrende auseinandersetzen müssen wie z.B. “learner characteristics”, “content”, “skills”, “learner support”, “resources”, “assessments”. Technologien, Plattformen und Tools haben zudem das Spektrum an Möglichkeiten erweitert, effektive Lernumgebungen zu gestalten. Mit fließenden Übergängen zum Stichwort PLE (personal learning environment).
Tony Bates, e-learning and distant education resources, 22. Februar 2016

Personal Learning MOOC

In der Regel halte ich mich an dieser Stelle mit Ankündigungen zurück. Aber wenn Stephen Downes, der ja 2008 zusammen mit George Siemens den ersten Massive Open Online Course duchgeführt hat, von einem neuen Kurs berichtet, mache ich gerne eine Ausnahme. Der #NRC01PL startet am 22. Februar, dauert sieben Wochen und wird sicher wieder eine ganz spezielle Lernerfahrung:

“Course objectives: participants will develop an appreciation of different models of online course delivery, ranging from the traditional LMS through connectivist MOOCs to potential future models of personal learning and performance support.”
Stephen Downes, Half an Hour, 12. Februar 2016

Das Ende der Learning Management Systeme?

Wenn Unternehmen zukünftig die Potenziale des informellen, selbstorganisierten und vernetzten Lernens nutzen wollen, dann stoßen sie mit heutigen Learning Management Systemen an Grenzen, so Werner Sauter. Es braucht vielmehr eine Soziale Lernplattform, “die sich zukünftig immer mehr zu einer persönliche Lernumgebung, einem Personal Learning Environment - PLE - entwickelt”. Ein zentraler Baustein einer solchen PLE werden E-Portfolios bilden, die von den Lernenden selbst gestaltet und betreut werden. Gute Punkte. Wenn auch im Artikel das Lernen im Arbeitsprozess und in bestehenden, internen wie externen, Netzwerken etwas zu kurz kommt. Ich glaube, wenn Manager in dieser Form von sozialen Lernplattformen, PLEs und E-Portfolios lesen, wird man vor allem fragende Gesichter sehen.
Werner Sauter, Blended Solutions Blog, 31. Oktober 2015

Open Education, MOOCs, and Opportunities

“The initial development of online learning technology began at scale with the development of the learning management system (LMS) in the mid-1990s.” So beginnt die kleine Zeitreise, auf die Stephen Downes uns mitnimmt. Technologien, Standards und Bildungskonzepte bilden den roten Faden. Es beginnt mit “Reusable Learning Resources” und führt - unter anderem über MOOCs - zur Idee der “Personal Learning Environments” und der neuesten Entwicklung des kanadischen National Research Center (NRC), einem “Learning and Performance Support System”. Über das schreibt Stephen Downes:

“Hence, just as a connectivist MOOC is based on the concept of content syndication to bring together resources from multiple providers around a single topic, LPSS employs the same technology, called the resource repository network (RRN), to allow an individual to obtain several parts of his or her education from multiple providers. At its simplest, an LPSS can be thought of as a viewing environment for multiple MOOCs. In this way, an LPSS is much more like a personal web browser than it is a resource or a service.”
Stephen Downes, Half an Hour, 12. Dezember 2014

Reclaiming Personal Learning

Stephen Downes hat die Slides zur Keynote, die er am Freitag auf der Online Educa in Berlin gehalten hat, online gestellt. Er schreibt: “Part of a wider session called ‘Education’s Reality Check’, this presentation highlights the need for, and structure of, personal learning, introducing participants to the Learning and Performance Support Systems project at lpss.me.”

Über das “Learning and Performance Support Systems” (LPSS), an dessen Entwicklung Stephen Downes beteiligt ist, heißt es: “Not a platform, but a connector of resources and services”. Die URL steht definitiv auf meiner ToDo-Liste.
Stephen Downes, Online Educa, 5. Dezember 2014

Reclaiming Personal Learning from Stephen Downes

The Future of Higher Education in a Digital Age

If the student voice has so much power, as I keep reading that it does (when it comes to module feedback, learning resource development, pricing, etc.) then it stands to reason that the voice of students yet to reach Higher Education also have a voice that should be heard?

This is a great video, students and staff alike, saying what their ‘digital age’ education should be … note the accessible, flexible, personal, social, and collaborative  attitudes these students ‘want’ from their learning. Yes, they’re talking about what HE should be in the future, but it’s grounded in their understanding in what is currently available, and possibly what they wish they had already?

“I see technology as the accelerator, the expander, the multiplier.”

YouTube: The Future of Higher Education in a Digital Age

Thanks to Anne Hole for sharing this on G+ earlier today.

eLearning Papers Special Edition: learning anywhere, Opening up Education and the promise of MOOCs

In dieser Special Edition der eLearning Papers sind zwölf ausgesuchte Artikel des letzten Jahres noch einmal zusammengefasst. Thematische Schwerpunkte bilden MOOCs und Personal Learning Environments. Weitere Artikel setzen sich z.B. mit Digital Competence (lesenswert: “DIGCOMP: a Framework for Developing and Understanding Digital Competence in Europe”), Maker Movement und Gamification auseinander. Wie heißt es im Editorial so schön:

“Open technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone. Open educational resources, and especially MOOCs, provide alternative ways for students to gain new knowledge. … Today’s learners expect more personalisation, collaboration and better links between formal and informal learning.”
eLearning Papers, Special edition 2014, 29. September 2014