Archive for 2013年12月

8 Must-Have Traits of Tech-Savvy Teachers!

十二月 30, 2013

See on Scoop.itSocial Media for Learning and teaching

8 traits of an ideal tech-savvy teacher that every educator must develop to succeed in modern classroom

Zhang Meilan‘s insight:











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My daily PKM routine (practices and toolset)

十二月 30, 2013

See on Scoop.itSocial Media for Learning and teaching

Harold Jarche is a leading authority on Personal Knowledge Management, which he describes as a set of processes, individually constructed, to help each of us make sense of our world, and work more effectively. He has developed a popular Seek-Sense-Share framework which identifies the 3 key elements of PKM (see diagram on the right).

Harold writes about PKM continuously in his blog, and  has also helped thousands of people worldwide use this framework in his very popular online workshops, which he runs privately for organisations or publically.

I have talked and written a lot about the use of social media for professional learning, and in particular how social tools have transformed the way I work and learn.

I was recently asked how my own use of social media fits onto Harold’s PKM framework.  So I came up with this diagram which shows my own daily PKM routine.

Zhang Meilan‘s insight:

Jane Hart依照Harlod Jarche的“个人知识管理”要素图,作出了自己的在线知识管理图。个人知识管理三步骤:搜寻、理解(过滤、赋予意义)、分享。从图中可以看出Jane Hart的主要个人网络(获取信息的主要来源)包括:Twitter, RSS, Google+, email, YouTube, LinkedIn, Slideshare, Facebook, Yammer, Skype,(似乎内容策展工具她并没有经常使用,或许是因为那些工具是经过他人过滤的信息,而Jane要做的是自己过滤第一手资料?)。她分享的工具出了上述社会网络外,还包括:Pinterest,Wordpress。

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Half an Hour: MOOCs will ultimately play a transformational role

十二月 12, 2013

See on Scoop.itHow Tech Will Transform the Traditional Classroom

by Stephen Downes


“…while we may agree that these are weaknesses of the current model, the fact is that the advantages of MOOCs make it more desirable to press forward with the concept, rather than abandoning it and returning to traditional online and classroom-based courses and programs. 

“The first advantage is accessibility. As the name ‘Massive Open Online Course’ suggests, MOOCs are available to everyone, requiring only an Internet connection (now 40 per cent of the world’s population, according to the International Telecommunications Union). Even if certification is not available, the fact that participants do not need to pay tuition makes them especially attractive to people outside the traditional university audience. As evidenced by the hundreds of thousands of people registering for courses like Stanford AI (artificial intelligence), there is significant demand for open access to higher education content. 

“As important to accessibility is flexibility. People can, for the most part, pick their own time to study. Even if students miss the live online presentations, they can view the recorded archive. They can study the material at their own pace, and even if they fall behind, they can continue to access content, work through the examples and assignments, and continue to learn from the course. 

“And this is what points to the most important element in the future of MOOCs. Today MOOCs are hosted by Coursera or Udacity are based at universities. But over time, they will develop their own presence and their own existence. Take, for example, the Stanford AI course, or the Introduction to Complexity course offered by Melanie Mitchell. While at the moment they are strongly associated with an individual university, over time on sites like Complexity Explorer they will forge their own identity, separating themselves from their university origin. 

What will happen in such a scenario is that one course may be offered by several universities. There is no reason why the complexity course could not be shared by MIT, Stanford and the University of Calgary, with local services (such as tutorials, labs and social events) being provided by host institutions, while the content, community and activities are based in the online environment. In the past I have referred to this as the ‘online-host provider framework’.

“In any case, over time the importance of credentials and certificates will decline. What MOOCs offer is a place and a mechanism whereby individual students can participate in activities and events related to a discipline, work through challenges posed by the course with other members of the community in an online environment accessible worldwide (much like the way open source software works today). These activities leave digital traces, and future employers will not look so much at credentials as they will depend on intelligent software which harvests these traces and constructs a digital profile of prospective employees. 

“When we view MOOCs as a means of obtaining an education, and establishing a track record, rather than as courses leading to credentials, our original hesitation about the perceived weaknesses of MOOCs can be overcome. The democratization of learning will lead to large and small online courses provided by a range or providers – from major universities to governments to oil companies – but it will be students themselves who decide whether to participate, and whether these courses are worth their time.” Jim Lerman’s insight: Downes, one of the very earliest of MOOC designers and implementers, continues his leadership role in analyzing where they are headed and where their lasting impact may well lie.  

Zhang Meilan‘s insight:

Stephen Downes认为MOOCs将最终促进变革!他认为MOOCs有两大优势:1.可访问性,你只要能上网就可以学习MOOCs课程,而不需要缴纳学费;2.灵活性,你可以按自己的时间学习,即使错过实时授课,也可以回看纪录。





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Most Important Thing in Content Curation: Adding Value – Here 14 Ways To Do It

十二月 5, 2013

See on Scoop.itHow Tech Will Transform the Traditional Classroom

Thinking of adding value should be the first stage in curation, PKM, or any professional online sharing.

Zhang Meilan‘s insight:


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