Learning Technologies

Happy Digital Learning Day! #DLDay – Top 10 Learning Web Tools of 2012

Happy Digital Learning Day (#DLDay)!

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To celebrate digital learning day today, I thought it would be a good idea to share my belated Top 10 Learning Web Tools list from 2012. As I have read other lists (here and here), I have been meaning to share useful tools that have helped me learn this last year. You may have heard me say “it’s not the tool” but rather how you use the tool – so I thought I would share my top tools that I have put to use for my own productivity and learning.

  1. Twitter – This is my active stream of information that allows me to track on conversations either via search, hashtags or through my Twitter lists. I value Twitter to find information, learn about news/trends, collect articles, read blog posts, and, most importantly, engage with peers on a daily basis. My evolving personal learning network (PLN) is definitely at the top of my learning list.
  2. Google Docs/Drive I have found Google Drive EXTREMELY useful in 2012, as I am often seen with my Chromebook in tow. Daily I can be found using Google Drive, as I typically take notes during a lecture/meeting, brainstorm storm agenda items, crowdsource ideas, collect information (via a Google forms), or store resources i.e. PDFs, presentations, and database files.
  3. Dropbox – Not all of my collaborators of research, work and writing use Google Docs, so I tend use Dropbox as my “go to” cloud storage and sharing with MS Word. I often move in between spaces and devices (mobile, PC, Chromebook, & Mac) both on campus and at home, so Dropbox is easy enough to save and return to any working projects or assignments. As a frequent flyer for with an edu account, I have accrued 23.22 GB of space through referrals, use, and a Dropbox quest. My Dropbox allows for easy work flow, specifically for storing conference presentations, collecting articles for a literature review, archiving tweets through IFTTT, downloading my mobile photos, holding my lesson plans, and editing manuscripts with co-authors.
  4. Google Search – When in doubt…Let Me Google That For You. I would say that Google is typically used as my initial search for information, news, and quick finds probably because I am often working in Google Drive (see #2) and using Google Chrome (see #7). I have learned benefits of refining my power searching skills, and also not having this as my only outlet for knowledge acquisition.
  5. Google Scholar Although I increasingly use the UNT Libraries – Find Online Articles Search more often these days, I can say that Google Scholar has been a helpful tool for finding data, collecting statistics, locating peer-reviewed journal articles, collecting my literature review materials, and retrieving other scholarly resources.
  6. Google + Hangouts The reason I value Google Plus is for the Hangouts. Both for a meeting space or “On Air” live recording, this forum has proven well for meetings, conference calls, presentations, demonstrations, peer-review process, and general catch up with colleagues. I do still use Skype; I have a greater preference for using a video conference space that has live notes, free group (up to 10) calls, connection to my Google Drive, and, of course, the ability to infuse ridiculous Google Effects when meetings run on too long. Side note: I  am curious to see what happens with the Google Plus Communities. I have recently been invited to a few, and I can see some potential with this feature in Google Plus.
  7. Google Chrome As a mobile learner and avid Chromebook-er, I would say that Google Chrome is a user-friendly web browser for productivity and workflow. I appreciate the streamline interface, search ability, extensions  and applications from the Chrome Web Store {which compliments my Android phone apps as well}. Also, it is quite compatible with Google Drive, Google + Hangouts, and easily transferable from my office to home computing life.
  8. WordPress I may have been exhausted from reflecting during my Masters’ program; however I think that having my own space and place for reflection has helped me in 2012. For a fellow researcher, I candidly explained why I blog and more about my blogging history; however I used my blog more this year to document my doctoral progress and process my own educational experiences. Thanks for being an easy space to draft, publish, and share these thoughts, WordPress.
  9. Delicious Although I use Scoopit, Storify, and Paper.li a great deal, I can say that Delicious is still my top curation tool. Since 2007, I have been collecting and organizing resource into my delicious account. When I share a URL on Twitter it automatically archive the link to my delicious account via packrati.us. This is great to return back to my tags and stacks to find notes, information, statistics, or articles that I can use for presentations and publications. Also I appreciate others in my Delicious network who stayed loyal to this tool (even after a few changes) and socially bookmark useful resources.
  10. Flickr This social photo sharing site has provided me with a lot of inspiration and ideas. Whether I have used creative common-licensed images for presentations and blog posts, or just as a tool to document my own PhD adventures, I appreciate being a member of the Flickr community. I often capture a photo of a presentation slide, make a note from class, or document an image on the go to house them on Flickr for future reference and referral.

For 2013, I plan on taking Jane Hart’s (@C4LPT10 Tools Challenge to find out how to use new tools to help for my own professional learning, research, and development as an educator/trainer. For those of you who want to join in the fun, check out the Top 100 Tools for Learning 2012 for inspiration to explore. Happy learning!

EC&I831, Learning Community

At The Root of Connectivism

Connectivism is a pedagogy that I have latched onto for the realm of learning technologies. This is a new learning theory for the digital age, and is further defined by George Siemens as:

  • Knowledge as constellation of connections
  • Sense-making/way-finding
  • Network (social/technological) as assistive cognitive agent
  • Technology as externalization/extension

It’s not the tools that are relevant, but rather the connections made while learning.

Siemens made a guest appearance in the EC&I 831 course last week to discuss The Roots of Connectivism.

A few of the major points that I took away from George’s presentation include:

  • Learning is networked at 3 levels:
    • Conceptual-Cognitive: least developed; when ideas & concepts are combined together
    • Neural: biological; memories being formed as a sequence of connections (encoding in the brain)
    • Social-external: social network analysis, often completed by sociologist; external tools and resources to connect learning
  • Knowledge & learning as networked and emergent through:
    • Synchronicity – to understand how a student will learn is to understand & connect with their current knowledge & awareness
    • Amplification – participatory sense making & interaction with material creates learning at a deeper level
    • Resonance – why do students start to tune into learning a concept or new information? how do they connect with an association?
  • Educators need to understand connections at a very basic level to best learn how to influence connections for learning
    • What connections are?
    • How they form?
    • What attributes/structure they exhibit at formation?
    • What various formations mean?
George left the class with a few questions to ponder:
  • What are the implications for educators?
  • How do we “teach differently” in networks than we do in a classroom?
  • How should our priorities change in skill development?
  • As the field of networked learning grows, where do we turn for guidance direction?

Educators need to assess learning objectives to help students develop in the changing digital world. Instruction is not just about knowledge comprehension, but will shift to focus on acquisition of information and learner networks. “Teaching differently” will be instructional practice that encourages learners to think critically and engage in complex activities for deeper learning experiences. Learners will be challenged to connect meaning and knowledge that is currently known, to that of their shifting paradigm.

As networked learning continues to change educational environments, educators must empower their students to adapt and grow with the technologies . It will be up to the educators of today to remain current and connected to practitioners and  innovators in education who are leading the way. Whether it is following a stream of ideas on Twitter, reading the latest literature/publications, continuing professional development, taking an open-source course, or sharing ideas with online colleagues, educators who stay socially connected will provide engaged learning opportunities.

My quest to be a “Network Sherpa” for learners continues….

What are you doing to help your Networked Student connect to their learning today?

Connectivism video created by Wendy Drexler’s high school students inspired from George Siemens’ CCK08 Class.