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The last couple of weeks have been a bit hectic. The next few will likely be the same. But it's also been a productive type of hectic. Lots of tasks and activities generating ad hoc connections and mixing of concepts and ideas. Mostly (but not entirely) it's been the NGL course generating the interesting connections. Anne's highlighting of this quote from Anderson is just one example...more...
Week 2 of 2nd semester. Time to start checking how students are going and checking in with those that haven't started yet. For EDC3100, this means putting in place the various "shadow systems" that bridge what's provided by the institution and what I need in order to enact the practices I deem appropriate. What follows is a record of the ongoing evolution of this idea....more...
A bit more reading/thinking about identity in the form of reading Day et al (2006) and also in light of some conversations going on around identity and the Reclaim Project. More on my personal Reclaim my Domain project tomorrow, hopefully. Day et al (2006) was one of the readings set in the NGL course, meant to spark some thinking about identity and its connection with NGL....more...
What follows is some ad hoc thoughts and reflections upon the somewhat ad hoc collection of readings (Kligyte, 2009; Bonzo & Parchoma, 2010; Bell, 2010) around networked learning from Week 1 of the NGL course....more...
Just documenting the process I use to create a collection of OPML files for distributing the details of EDC3100 student blogs (because I didn't document it last semester)....more...
Andrew's main worry is indicative of one of my concerns with both courses I'm currently teaching. Both courses throw the participants in at the deep-end with a few new (to almost all) technologies that the courses draw heavily on. There is varying levels of scaffolding to help, but it stops well short of being involving very detailed and specific instructions....more...
One of the tasks asked of participants in the NGL course is to write about "me as a teacher" (i.e. some sort of involvement in formal education helping others learn). The idea is that as we read and think about NGL ideas, theories and tools we're working towards figuring out how we can transform what we do as a teacher using those ideas, theories and tools....more...
The following is a bit of a reaction to one of the readings set for Week 1 of the NGL course. The reading was actually part of the old version of the course and it was brought over into this offering as it gives a brief summary of some of the academic perspectives around identity, trajectories and community....more...
I'm building an initial list of people (some additional folk are listed below) who might be considered "good to follow" for the participants of the course I'm teaching on Network and Global Learning which potentially covers topics/terms/phrases such as connected learning, open learning, connectivism, PLEs etc....more...
Week 1 of the Networked and Global Learning (NGL) course asks the participants to think and write about what they would like to learn. It's meant to be something other than the principles of NGL and is intended to be something that can be learned through the use of NGL. What follows is my contribution and plans....more...
Note: Most of the following was written a week or so ago. Since then course site and week 1 has come into being. Also, it appears that enrolment in the course has skyrocketed up to 15....more...
The machinations of University decision making are always (more than) a bit obscure, opaque and uncertain. Especially when the institution has just been through a restructure. Late last week I found out that the Networked and Global Learning" Masters course I was allocated to would actually run. Since the course was last re-developed sometime ago, I've also pushed for the opportunity to bring it into the modern network age. Hence this this post....more...