User:Vtaylor/iLearn/iLearn notes

2022.8.8 for personal learning . diigo ilearn* > iLearn

• edweb lectric . 22.32

2018.4.29

learner-centered * how - attribute : value sequence prior knowledge learning skills * assume independent learner * trigger help support needed * materials available for facilitator coach *

technology data monitor track display alert multiple alternatives statistical progress feedback . agent support facilitator guide coach person recommend . learner interest choice voice timing preference * being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning

facilitator groups driving questions stratagize adjust feedback * sequence dependencies *

build a bridge * third grade * craft sticks * toothpicks marshmallows * 3d print concrete * traditional * field assembled * college civil engineering * professional * outreach

sixth grade math * standardized testing * word problems vocabulary process information pick relevant facts do the math * not reading at grade level * new visual teaching explanation

visual search auto-resize expand * Information Discovery Beyond Search * http://wikipedia.etsimo.com/ * The Etsimo discovery platform is a combination of intelligent search engine and interactive visual interface. We visualize the search results so that the user can really understand what drives the list of hits. The search can be refined by manipulating the visualized keywords, thus creating a discovery process instead of the traditional trial-and-error type searches. * Interactive intent modelling gives SciNet the edge over other search engines https://newatlas.com/scinet-search-engine-interactive-intent-model/35832/ * SciNet uses information visualization to help you dig through related terms in narrowing down a search. Its creators claim that it outperforms conventional search user interfaces in finding information in an academic database.

2017.12.1 * core capabilities are curiosity, imagination, creativity, critical thinking and social and emotional intelligence * a long-term commitment to achieving an increasing impact in a particular domain, * a questing disposition that seeks out and is excited by new challenges * a connecting disposition that actively seeks to connect with others who might be helpful in addressing these new challenges.

the concept is key. What you want is "having students go through their own paths to whatever endpoint they desire. How you take the path and where you end up is totally dependent upon the strengths and interests of the learner." --OLDaily

2017.11.16 Personal Learning * Participatory culture and what that means for community engagement. Community in World of Warcraft. Play as a form of teaching. * Communities of Practice * Groups of people who are share a passion for something they know how to do and who interact regularly to learn to do it better. somewhat formal with and sanctioned initiated by a sponsor organization

Learning - individual, "I", me, myself * curiosity * learner educator technology - making the most of the opportunities of open collaboration * uncertainty * lectric library - wikied wikispaces blog * diigo ilearn * we are all learners here - you, me and the kids * Open learning oers courses

• Personal / Professional Learning Network / Community / Environment

• Project / Problem / Passion -Based Learning (PBL) - described as a spectrum * project is defined by the teacher and is assigned * passion is based on learners' interests and identification of problem

Empowering learners *Engaging students means getting kids excited about OUR content, interests, curricula. Empowering students means giving kids the knowledge and skills to pursue THEIR passions, interests, future. Kids need to be empowered, not engaged. image

2017.1.14 Social Learning Conference Course * explore some of the themes of the conference. This course is for anyone who is interested in social learning, whether you’re able to attend the conference or not.

1: Community, Contribution & Connectedness

• 2017.11.15 * community of practice * personal / professional learning network * Interesting post in the introductions. [Great meet and mingle activity with the "spinner" to give everyone a challenge like an in-person conference.] Julia talked about kids and their 30 year old teachers being over technology - internet, games, etc. Nice lead into the conference. In my online classes, I often get similar comments. On the other hand, there are amazing learning opportunities that are only possible with technology supported learning. As is so often the case, people only think about the short comings or poor implementations. So called educational games are just drill and practice dressed up with a cute noisy user interface but this is basically a solitary activity and the kids get this. Where is the "me" and "we" in this? I was particularly interested in Julia's comment about blended rural education where the learners have an e-portion before the in-person portion. Makes me wonder what is relegated to the e-part. Do students "meet" early on? Are they aware of the presence of others? Do they interact, comment, discuss among themselves? * CIS courses - mostly "discussion as most "assignments are now submitted as discussion post. Some require replies to posts of other students for full credit. Collaboration and group work activities have varying degrees of success. CIS2 WikiEducator pages about a topic or course resources summaries have worked reasonably well. CIS89A "study groups" have had limited success. Students want to get together in-person or use some social messaging outside course, so there is no visibility into the process, which was the objective.

Personal Learning Readiness Skills are defined as the ability to:

• express student voice
• recognize one's own interests, strengths, and values
• be proactive in inquiry-based learning
• be accountable for one's own learning path and achievement
• contribute proactively to team and individual learning with creativity and critical thinking skills.

Personal learners ...

• Respect for self, others, and the world (people, places, things). Appreciation for what we have (talents, resources, abilities), what we can be and how we can use it for the greater good --NG

• You matter - self knowledge that you are important, self-confidence
• You have much to give - a gift of yourself, your time, your respect, your caring, your appreciation and thanks
• Be a self-directed learner - be curious and follow-up with exploration, learning, practice
• Understand the value of money - exchange for work, don't spend what you don't have
• Develop a world view - big picture, perspective, consequences

Getting there...

• help facilitate kids learning / appreciating / recognizing need for these * resources for kids self-directed learning - content, technology * community partners - guide encourage explore promote facilitate - finance manage
• research document track organize collaborate
• personalized learning
• Things you really need to learn - Stephen Downes
• learning literacies

2107.8

• 5 ways Girl Scouts builds better girl leaders * STRONG SENSE OF SELF Girls have confidence in themselves and their abilities, and form positive identities. POSITIVE VALUES Girls act ethically, honestly, and responsibly, and show concern for others. CHALLENGE SEEKING Girls take appropriate risks, try things even if they might fail, and learn from mistakes. HEALTHY RELATIONSHIPS Girls develop and maintain healthy relationships by communicating their feelings directly and resolving conflicts constructively. COMMUNITY PROBLEM SOLVING Girls desire to contribute to the world in purposeful and meaningful ways, learn how to identify problems in the community, and create “action plans” to solve them.

• maybe I should write a book. This is an outline and some of the areas of interested that have been worked on