Skill Badge: Certified Networked Teacher #CNT12

Posted by & filed under Open Badges.

This is some information about our preparation for the badge ‘Certified Networked Teacher’ at P2PU:
Url of the challenge associated with this badge

Badge Name:  Certified Networked Teacher

Badge Short Description:  The use of web tools in networked learning has become an important 21st century skills for teachers.  This challenge will give you the ability to envision a new future based on web tools in a networked learning scenario.  

Badge Requirements:
You will engage with instructional tools for creating, delivering and managing your learning resources in an innovative way.  The first task is finished when you have posted a link to your learning resource in the CNT challenge and at least one peer participant has posted a comment with approval.  The requirements is that the learning resource specifies the target audience and has the function to model, demonstrate, help us practice or help us reflect.  The final task will be to create a Screencast Tutorial that demonstrate your skills as a Networked Teacher.  After this badge you will be ready to take on syndicated education in distributed learning environments as an ‘Advanced Networked Teacher’.  On expert level you will be a central node in networked learning and change how we understand education in the future.  The experience from this course will turn into a multi-levelled badges program awarded from peer to peer evaluation (i.e Certified Networked Teacher, Advanced Networked Teacher and Expert Networked Teacher). 
 
Image:
 
 
Badge Logic: Skill Badge that requires submissions:
 Rubrics:  A few sentences starting with ‘How well was this peer able to: ‘ that reviewers will use to evaluate the submissions:
  • How well was this peer able to reuse existing learning resources to create his/her own?
  • How well was this peer able to adapt his/her learning resource to deliver it to the target audience?
  • How well was this peer able to organize the material in order to share the learning resource?
 

The Use of Web Tools for Networked Learning [#CNT12]

Posted by & filed under Online Courses.

Our first online course “Teachers Open Online Learning for Professional Development” [#TOOL12] investigated what new skills and capacities teachers need to develop in ‘Networked Literacy & Fluency’.  We then shared some thoughts on some criteria for badges/certification as a ‘Networked Teacher’.  This was a peer to peer course at P2PU and resulted in our community badges as well as our mission statement.

bad04

In 2012 we completed our second online course “The Use of Web Tools in Networked Learning” [ #CNT12] (16/4-4/5, 2012) and we  used tutorials on WikiEducator.  The aim was to support the participants to complete the challenge “Certified Networked Teacher” and receive a skill badge that can be use within the Mozilla open badges framework.

Next module will be “Syndicated Education in Distributed Learning Environments” [#ANT12] and I the future we will develop the expert skills with “Central Node in Networked Learning” [#ENT12].

Teachers Open Online Learning (TOOL)

Posted by & filed under Learning Theory.

A ‘Massive Open Online Course’ (MOOC) is an educational tool to apply the theory of connectivism and an open pedagogy based on networked learning.  MOOCs are founded on principle characteristics of autonomy, diversity, openness and interaction.

There has emerged a variant in open learning that is called ‘Collaborative Open Online Learning‘ (COOL).  This can be illustrated with “Education, Curriculum, and Instruction (EC&I) 831: Open, Connected, Social”, where participants engage in the development of a personal blog/digital portfolio and the collaborative development of an educational technology wiki resource.  Before the end each member complete of a student-chosen, major digital project.

 

Our idea of ‘Teachers Open Online Learning’ (TOOL) embrace the idea that a Community of Practitioners meet to share experiences and insights via advanced technologies.  This creates new ways to share and remix resources, collaborate with other educators, and help our learners connect with each other.

Our Community Badges

Posted by & filed under Open Badges.

Earning badges for learning new things is a way to display knowledge and skills. At the moment we have released three light blue ‘CommunityBadges’:

Supporter Contributor Scholar
  • Supporter (A person who supports, promotes, advocates or champions a cause or movement)
  • Contributor (A person who backs, supports or champions a cause, activity or institution)
  • Scholar (A specialist in a particular branch of knowledge)

These ‘Community Badges’ only have value for our community and recognize the work that has been done by participants in the P2PU course “eduToolkit . Teachers Open Online Learning“.  As soon as Mozilla’s Open Badges project allow organizations to issue digital badges, this will allow students to collect badges from different sources and display them across the web – on their resume, web site, social networking profiles, job sites or just about anywhere.  We will soon have green ‘Skill Badges’ available that are compatible with Mozilla’s ‘Open Badge Infrastructure’. The first three modules will continue our work with ‘Teachers Open Online Learning’ and focus on the concept of ‘The Networked Teacher’:

  • Certified Networked Teacher [ #CNT12]– Use of Web Tools
  • Advanced Networked Teacher – Syndicated Education
  • Expert Networked Teacher – Central Node in Learning

Details about who earned ‘Community Badges’ will be availabel in our ‘Hall of fame‘ as an official recognition of particiapants.

Assessment Badges

Posted by & filed under Open Badges.

There are development of ‘Open Assessment’ that recognize that accreditation and certification occurs outside formal education.  Our current focus is on using ‘Open Badges’ as the currency to capture and demonstrate learning, skills and reputation within the community.

There is a section with our ‘Badge Ecosystem” that display application requirements and the official list of each graduate.  The light blue colur are used in the eduToolkit community to represent their involvment.  As soon as Mozilla’s Open Badges project allow organizations to issue digital badges, this will allow students to collect badges from different sources and display them across the web – on their resume, web site, social networking profiles, job sites or just about anywhere.

Rubric for Online Instruction

Posted by & filed under Rubrics.

This ‘Rubric for Online Instruction’ by California State University, Chico is licensed under a Creative Commons Attribution 3.0 United States License.

Baseline Effective Exemplary

  1. Course uses limited technology tools to facilitate communication and learning.

     

  2. New teaching methods are applied to enhance student learning.

     

  3. Multimedia elements and/or learning objects are limited or non-existent.

     

  4. Course uses Internet access and engages students in the learning process.

     

  1. Course uses some technology tools to facilitate communication and learning.

     

  2. New teaching methods are applied to innovatively enhance student learning.

     

  3. Multimedia elements and/or learning objects are used and are relevant to student learning.

     

  4. Course optimizes Internet access and effectively engages students in the learning process.

 

  1. Course uses a variety of technology tools to appropriately facilitate communication and learning.

     

  2. New teaching methods are applied and innovatively enhance student learning, and interactively engage students.

     

  3. A variety of multimedia elements and/or learning objects are used and are relevant to student learning throughout the course.

     

  4. Course optimizes Internet access and effectively engages students in the learning process in a variety of ways throughout the course.

Teaching Tools

Posted by & filed under Learning Resources.

In the introduction to my thesis with the working title “Navigating Distributed Knowledge with the use of Web Tools” I wrote:“A major change in education has been the emergence of a distributed knowledge and the use of Internet in teaching practices. Humans have throughout history used tools to increase our understanding of the world. Social networks have always been part of our learning, but can be amplified by the tools we have available.”
Without the right tool, many tasks are difficult or impossible. One tool is not suited for all purposes, but a useful tool can inspire people to use it in different ways and better tools for specific jobs will constantly be developed.

Tool: Issuu Viewer

Posted by & filed under #eci831.

I have only started to play with this ‘Publishing Platform’.  The layout can be customized and the following functions has recently been added:

  • Publication button – Redirect readers to a prior issues, a library of back issues or your subscription site.
  • Heart button– What’s not to love? Garner support and adoration for products, issues, news, photos within your document.
  • Map button– Great for conference brochures and festival guides! Give readers maps and directions to your events, or just show them where you’re offices are.
  • Phone button– Link them right to your Skype account or direct phone line.
  • Support button– Lead readers to your FAQ, Help Desk, Customer Care, or other support services.
  • Cart button– Everyone’s favourite: buy! buy! buy! Link to you online store, etsy, subscription sign-up, or directly to the manufacturer’s site.
  • Print button– Simple one-click option to print
  • Navigate button– Way easier than our earlier hyperlinking tutorial, create easy table of contents and page jumps to articles.
  • Info button – Direct readers to your About page, Opening Hours, and well, all the info they’ll need.
  • Profile button – Share your Issuu profile with your readers and direct them to your other publications.
URL Description
http://issuu.com/action/openurl?url=url Go to URL
http://issuu.com/action/pagefirst Go to the first page
http://issuu.com/action/pagelast Go to the last page
http://issuu.com/action/pageprevious Go to the previous page
http://issuu.com/action/pagenext Go to the next page
http://issuu.com/action/page?page=pagenumber Go to a certain page number
http://issuu.com/action/index Open the index
http://issuu.com/action/fullscreen Switch to fullscreen
http://issuu.com/action/share Open the share window
http://issuu.com/action/print Open the print current pages window
http://issuu.com/action/flag Open the flag window
http://issuu.com/action/embed Open the embed wizard
http://issuu.com/action/info Open the information window
http://issuu.com/action/gotopublication Open the publication on issuu.com
http://issuu.com/action/comment Go the the document comments section
http://issuu.com/action/download Download the document
http://issuu.com/action/search Open the search window
http://issuu.com/action/zoom Zoom in/out
http://issuu.com/action/viewmode?mode=mode Change view mode. There’s three different layout’s available: magazine,presentation, and paper.

Deep Approach to Learning

Posted by & filed under Learning Theory.

Table 1 Compares the characteristics and factors that encourage Deep and Surface Approaches to learning. (Compiled from Biggs (1999), Entwistle (1988) and Ramsden (1992))
  Deep Learning Surface Learning
D
e
f
i
n
i
t
i
o
n
 		 Examining new facts and ideas critically, and tying them into existing cognitive structures and making numerous links between ideas. Accepting new facts and ideas uncritically and attempting to store them as isolated, unconnected, items.
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s		 Looking for meaning.Focussing on the central argument orconcepts needed to solve a problem.Interacting actively.
Distinguishing between argument and evidence.Making connections between different modules.Relating new and previous knowledge.Linking course content to real life.		 Relying on rote learning.Focussing on outwards signs and theformulae needed to solve a problem.Receiving information passively.Failing to distinguish principles from examples.Treating parts of modules and programmes as separate.Not recognising new material as building on previous work.Seeing course content simply as material to be learnt for the exam.
E
n
c
o
u
r
a
g
e
dbyS
t
u
d
e
n
t
s’
 		 Having an intrinsic curiosity in the subject.Being determined to do well and mentally engaging when doing academic work.Having the appropriate background knowledge for a sound foundation.Having time to pursue interests, through good time management.Positive experience of education leading to confidence in ability to understand and succeed. Studying a degree for the qualification and not being interested in the subject.Not focussing on academic areas, but emphasising others (e.g. social, sport).Lacking background knowledge and understanding necessary to understand material.Not enough time / too high a workload.Cynical view of education, believing that factual recall is what is required.High anxiety.
E
n
c
o
u
r
a
g
e
dbyT
e
a
c
h
e
r
s’		 Showing personal interest in the subject.Bringing out the structure of the subject.Concentrating on and ensuring plenty of time for key concepts.Confronting students’ misconceptions.Engaging students in active learning.Using assessments that require thought, and requires ideas to be used together.Relating new material to what students already know and understand.

Allowing students to make mistakes without penalty and rewarding effort.

Being consistent and fair in assessing declared intended learning outcomes, and hence establishing trust (see constructive alignment).

 Conveying disinterest or even a negative attitude to the material.Presenting material so that it can be perceived as a series of unrelated facts and ideas.Allowing students to be passive.Assessing for independent facts (short answer questions).Rushing to cover too much material.Emphasizing coverage at the expense of depth.

Creating undue anxiety or low expectations of success by discouraging statements or excessive workload.

Having a short assessment cycle.

(Source: The Higher Education Academy)