Posts Tagged ‘CCK08’

Liked this slide from George Siemens’ week 5 presentation Group and Network, it maps together some of my ramblings from my previous post in a more clear picture; the individual vs. group approach to learning are shown not as alternatives but as extreme positions along a continuum; the former allowing for maximum learner autonomy, the latter minimum. So befitting the situation a learner/course organizer needs to find the optimal position along the line.



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Lisa’s week 2 CMap

I like this week 2 CMap, an overview of learning theories by Lisa. (via Stephen’s Daily)

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Week 1

My week 1 CMap

My week 1 CMap

Ok, here’s my first CMap. Unfortunately the info added to individual concepts is not visible in jpg format… I did not attempt to answer week 1 questions, find it kind of difficult to talk about things I don’t know enough about… I’m listening to week 1 wrap up as I’m posting this to catch up a bit with the conversations elsewhere. I enjoyed the readings and presentations so far, preweek and week 1ones, here are some hands on tips concerning critical media literacy I liked and highlighted in Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.
http://news.google.com – “aggregates articles from thousands of news sources worldwide. This allows users to compare and contrast the framing of a single issue from different media sources. Students are encouraged to read several articles closely, underlining words they believe might shape how readers understand and feel about what they are reading.” (p.46)
snopes.com – “Students might also be encouraged to take advantage of sites such as snopes.com, which regularly report on frauds and misinformation circulating online and provide good illustrations of the ways that one could test the credibility of information” (p.46)
questions to ask yourself – “• Who created the message? • What creative techniques are used to attract my attention?• How may different people understand this message differently than me?• What lifestyles, values, and points of view are represented in – or omitted from – this message?• Why is this message being sent?” (p. 58-59)
image manipulation – “students search for an image of an event (such as the March on Washington, the Kennedy assassination) and are taught how to change the picture in a way that changes the meaning. By manipulating images, students become familiar with the ways images may be altered to persuade and influence. In developing this manipulation skill, students are encouraged to think about why image, sound, and textual representations are altered and what that means to them as consumers, voters, and citizens.” (p. 46)
I was hoping to use the Diigo highlight feature for marking sections of interest in all those pdfs… does not seem to work with pdfs… 😦

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I teach English to informatics, mechatronics and countryside management freshmen at vocational college of Tehniški šolski center in Nova Gorica, Slovenia. Feeling the urge to be able to bring the benefits of the internet more efficiently in my classes, I plunged into the cyber ocean and started to swim with the class of TESOL EVO’s BaW 06. Since then I am a Webhead and have been continuously learning to teach and learning to learn with and from other members. I am also a member of the Slovene Association of ESP Teachers.

I opened this blog in January to record my reflections on Social Media in English TEaching, a 08 EVO course I took. Unfortunately it remained pretty empty so I thought I might as well continue to develop it now as part of the Connectivism and Connective Knowledge course. So why am I taking this course?

A whole new world has opened up for me when I got ‘connected’ for the first time, both in terms of professional development but also in the more personal sense. I always liked being a teacher but used to feel quite lonely and unsure, always on the lookout for recipes that work, that bring some of that so often missed magic in the classroom… I did not find many educators around me to really turn to, so I started to search for examples of good practice online. These brought me to Webheads in Action and later to The Slovene Association of LSP Teachers and things started to change.

I first found it kind of frustrating to see how many possibilities are out there, how quickly things change, how little I know… Being a Webhead I learned to see this as a challenge, an opportunity which is out there for you to benefit, if you miss it you miss it, no need to worry too much, there is always a next time, most likely a slightly different one but a next time alright. Learning is F.U.N. – frivolous unanticipated nonsense.

I learned to relax and view my role as a teacher differently – there are things I know and many others I don’t and that’s ok. There are many things my students know and I don’t and that’s just great. Together we can make our course a meaningful experience. It’s everybody’s personal responsibility what they bring in and what they get in the end. I hope to gain a deeper insight into the world of connected learning by participating in this fascinating course. Thank you for making this possible.

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