Archive for the ‘microblogging’ Category

Twitter and Personal Learning Networks

July 4th, 2012 by Graham Attwell

I’ve not read more than the abstract so far. But I have added this Masters dissertation by Clint Lamonde  entitled “The Twitter experience : the role of Twitter in the formation and maintenance of personal learning networks” (see abstract below) to my dropbox collection of papers for reading on my iPad on long trips!

Having read some of the papers for next weeks #PLEconference in Aveiro and Melbourne, there seems to the the emergence of a great deal of serious research on Personal Learning Environments and Personal Learning Networks. I think this research is important in helping us understand how people are using technology for ICT mediated relationships and informal learning.

I will publish more links to recent papers over the next couple of weeks.

Abstract:

This qualitative phenomenological study involving in-depth interviews with seven educators in K-12 and higher education examines the role that the microblogging service Twitter plays in the formation and development of Personal Learning Networks (PLN) among educators. A double hermeneutic data analysis shows that Twitter plays a role in the formation and development of PLNs by allowing educators to; engage in consistent and sustained dialogue with their PLN, access the collective knowledge of their PLN, amplify and promote more complex thoughts and ideas to a large audience, and expand their PLN using features unique to Twitter. This research also examines the nature of a PLN and shows that participants believe their PLN extends beyond their Twitter network to encompass both face-to-face and other ICT mediated relationships. Secondary research questions examine how Twitter differs from other social networking tools in mediating relationships within a PLN, what motivates an educator to develop a PLN, how trust is established in a PLN, what the expectations of reciprocity are within a PLN, and what is the nature of informal learning within a PLN. Keywords: Twitter, microblogging, Personal Learning Network, PLN, informal learning

 

Co to jest microlearning i microcontent?

June 29th, 2011 by Ilona Buchem

Ten wpis jest zainspirowany dzisiejszą dyskusją na temat microlearningu w ramach kursu #opco11 na Twitter.

Temat tak zwanego microlearningu (czyli “mikro-nauka”) i microcontentu (czyli “mikro-treści”) poruszany jest w głównie w odniesieniu do Web 2.0 i mobile learning.  Nowe formy komunikacji, nauki i pracy, które są w dużej części wynikiem stosowania nowych technologi w codziennym życiu, sprzyja powstawaniu takich miniaturowych form nauki i przekazywania treści.

Szczególnie narzędzia Web 2.0 pozwalają potencjanie każdemu użytkownikowi na tworzenie takich mikro-treści, czyli małych porcji, które można skonsumować niezależnie od pierwotnego kontekstu, w którym te treści powstały (zastrzeżenie: oczywiście na poziomie zależnym od dostępu do technologii i kompetencji niezbędnych do stosowania ich). Takie tworzenie własnych treści w małych porcjach (które żartobliwie można by nazwać  “przekąską na wynos”, ale tylko żartobliwie, bo nie chodzi tu tylko o konsumpcję, ale też produkcję treści) może nabrać różnych form, np. mikro-treścią może być wpis na blogu, komentarz do tego wpisu, tweet (z linkiem do dalszej lektury) na Twitterze, albo krótki film do nauki wsadzony na YouTube.

Mikro-treści są więc w pewnejj części treściami generowanymi przez użytkowników, czyli tzw. “user-generated content”. Ale nie zawsze – są też placówki edukacyjne i firmy, które zajmują sie profesjonalnym tworzeniem micro-treści, np. W ramach szkoleń pracowników albo do celów marketingowych. Mikro-treści i mikro-nauka w połaczeniu z Web 2.0 tworzą kulturę “zrób to sam”,  której każdy może być autorem treści przeznaczonych do nauki i innych celów.

Jakiś czas temu ukazała się na ten temat moja publikacja, w której przedstawiłam koncept microlearningu jako strategię profesjonalnego rozwoju w 21 wieku. Moim zdaniem microlearing umożliwia produktywne wykorzystanie czasu i uczenie się w przerwach, np. podczas podrózy do pracy, w poczekalni u lekaża, w domu po pracy.

Oczywiście jest to tylko dodatkowa forma nauki, która nie powinna powstrzymywać ludzi od przeczytania książki albo brania udziału w dłuższym szkoleniu. Microlearning może byc stosowany sam w sobie, np. kursu w formie małych porcji tekstu lub ćwiczeń na smarfona albo jako uzupełniający element, np. dodatkowe nagrania audio do pogłebienia wcześniej poznanych tematów na iPoda albo webinar wprowadzający w temat przed szkoleniem na żywo. Możliwość kombinacji i formatów technicznych jest tu bardzo duża.

Charakterystyczna cechą mikro-treści jest to, że są one oczywiście krótkie, ale też luźno ze sobą powiązane, tzw. każda porcja może istnieć sama w sobie, musi mieć sens sama w sobie, czyli być koherentną jednostką. W przeciwieństwie do typowych kursów, które budowane są hierarchicznie (najpierw musimy nauczyć się czegoś, aby móc przejść do nastęnego poziomu), mikrolearning polega na tym, że każda mikrotreść może być dowolnie używana przez uczącego się. Z dydaktycznego punktu widzenia interesujące jest to, jak planować krótkie mikro-aktywności wokół takich mikro-treści, np. kolaboratywne pisanie krótkich tekstów (np. streszczeń, raportów) albo komentowanie krótkich nagrań audio/video (np. feedback, własna opinia, ocena).

Na koniec polecam kilka pozycji z literatury angielsko- i niemieckojęzycznej (w kolejnosci alfabetycznej):

Infrastucture is still an issue for learning in organisations

March 18th, 2010 by Graham Attwell

I caused some amusement on Twitter yesterday, tweeting out “Anyone know of closed group microblogging service which will run on windows 2000 / IE6?.” Lets provide some background to this.

I am helping run an on-line course for a large education provider.

The management is keen on professional development to update staff on how to use Web 2.0 and social software as part of their professional practice.

Cutting a long story short, the difficulties started when we found they were unable to access Elluminate from some of their computers. Things got worse when we discovered they were unable to access most to the sites we wished the learners to use e.g youtube, slideshare, Facebook due to a corporate Firewall.

We worked around the problem with the IT department taking down the firewall for nominated users, using a special log in.

We decided to use Edmodo for communication between the participants. Then, yesterday, we discovered that  many of the organisations computers are using Internet Explorer 6 on Windows 2000 operating system. Edmodo will not work on this set up. Hence the flurry of last minute searching for a solution. Thanks to advice from @wollepb we looked at the free cloud hosted service of Laconia from StatusNet. This is an impressive service, through in the end we decided to throw caution to the wind and go with Twitter.

Now for some lessons. If education organisations wish to use Web 2.0 and social software, they have to ensure proper access, both through the Internet and through appropriate up to date hardware and software. Indeed, there is little justification for using Internet Explorer 6 in this day and age. And corporate firewalls are hindering the productivity of organisations and even more so the ability of staff for informal learning in the workplace.

But, in this case at least, the managers are keen for learning to take place. I suspect they simply did not know of their organisation’s IT policies or understand the implications. Equally I am sure the IT department has been acting as they see it in the best interests of users in delivering a service with an ageing infrastructure. And I also fear this situation is not so uncommon in education organisations around the world.

The answers? I think managers and IT departments have to understand that the provision of computers and internet access is not just a technical issue. It effects the ability of staff to deliver services. It inhibits the development innovative pedagogies and services. Our pre-course questionnaire suggests most of the participants are familiar and have used many social software services, presumably from home. Lack of work access can only lead them to conclude that such services are not part of their professional practice but are limited to social use. Maybe we could devise some kind of model policies or better still policy discourse to allow organisations to explore these issues.

Microblogging, learning and Communities of Practice

February 11th, 2010 by Graham Attwell

Pontydysgu is very phappy to be one of the co-organisers of the MicroECoP workshop at the WCC 2010 conference in Brisbane, Australia in September. The following text from the workshop web site explains the background to the workshop. The web site provides details of the call for proposals and key dates in the proposal process. Looking forward to seeing you in Darwin!

Microblogging has become a very popular social networking activity in the recent years. The limitation of 140 characters constrains the user to send concise messages. Twitter and other popular microblogging tools have acted as catalysts for a flurry of new and fast exchange of thoughts and artefacts, and from these activities a new area of research has emerged. There are case studies for the application of microblogging in scientific conferences, educational courses, distributed software engineering teams and corporate project groups.

A number of questions are emerging from the early use of micro-blogs as social networking tools that connect communities of practice and interest. These include: How can microblogs support the development of professional communities of practice? How can microblogs be effectively incorporated into formalised professional learning? How can we measure the optimum levels of engagement necessary for microblogs to be successful social networking tools within professional communities of practice? How are communities of practice enhanced or enriched as a result of the application of microblogs? What about issues of security, privacy and intellectual property – how can these be protected? Do the filtering features on microblogs constitute semantic tools?

The workshop will take place at the WCC 2010 conference in Brisbane, Australia. It focuses on current research trends in the application of microblogging in various domains. The workshop seeks to attract quality research papers that propose solutions to the issues identified above. The workshop also seeks papers that comment how the application of micro-blogging can impact on real life experiences in diverse communities. It aims to bring together scientists and engineers who work on designing and/or developing the above mentioned solutions, as well as practitioners who use and evaluate them in diverse authentic environments.

  • Search Pontydysgu.org

    News Bites

    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


    Jobs in cyber security

    In a new fact sheet the Tech Partnership reveals that UK cyber workforce has grown by 160% in the five years to 2016. 58,000 people now work in cyber security, up from 22,000 in 2011, and they command an average salary of over £57,000 a year – 15% higher than tech specialists as a whole, and up 7% on last year. Just under half of the cyber workforce is employed in the digital industries, while banking accounts for one in five, and the public sector for 12%.


    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


    Peer Review

    According to the Guardian, research conducted with more than 6,300 authors of journal articles, peer reviewers and journal editors revealed that over two-thirds of researchers who have never peer reviewed a paper would like to. Of that group (drawn from the full range of subject areas) more than 60% said they would like the option to attend a workshop or formal training on peer reviewing. At the same time, over two-thirds of journal editors told the researchers that it is difficult to find reviewers


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • @donenda great. Let me know when. Look forward to watching it

    About 2 days ago from Cristina Costa's Twitter via TweetDeck

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories