PIM -
Webbquest är ett sätt att skapa sammanhang och strukturera användandet av Internetresurser. Ordet webbquest i sig betyder egentligen bara nätutmaning, och skulle förstås kunna vara vad som helst som utspelar sig på Internet. Men webbquest används också som begrepp för en metod som utvecklats av Bernie Dodge och Tom March vid San Diego State University. I introduktionsfilmen såg du ett exempel på vad en webbquest kan vara. En webbquest enligt Dodge och March är uppbyggd efter ett speciellt system och innehåller sex delar; Inledning, Uppgift, Process, Resurser, Utvärdering och Konklusion. I en webbquest försöker man skapa situationer där grupper av elever behöver information för att ta sig an ett problem och lösa en uppgift. Det är viktigt att eleverna känner att det finns en mottagare för arbetet eftersom de då ofta anstränger sig mer för att uppnå goda resultat.
Hacking Education (continued)
Last fall I wrote a post on this blog titled Hacking Education. In it, I outlined my thoughts on why the education system (broadly speaking) is failing our society and why hacking it seems like both an important and profitable endeavor. Our firm, Union Square Ventures, has been digging deeply into the intersection of the web and the education business in search of disruptive bets we can make on this hacking education theme. My partner Albert led an effort over the past few months to assemble a group of leading thinkers, educators, and entrepreneurs and today we got them all together and talked about hacking education for six hours. The event has just ended and my head is buzzing with so many thoughts. We will post the entire transcript of the event once the stenographer gets it to us. But here's a quick summary of my big takeaways: 3) Students will increasingly find themselves teaching as well. 4) Look for technologies and approaches that reduce the marginal cost of an incremental student.
Dokeos
Dokeos is an open source corporate learning suite with four components: AUTHOR to build e-learning content, LMS to handle interaction with learners, SHOP to sell a course catalog, and EVALUATE for assessment and certification. Background[edit] In 2008, an "unpaid independent review" concluded that the Dokeos user community was active and supportive and had helped develop the program.[1] The user community had contributed many extensions including RSS Readers, polling, reservation, peer review, and grade book capabilities.[1][citation needed] Standards[edit] Dokeos is programmed in PHP, Javascript and HTML.[1] It is SCORM compliant.[1] Features[edit] An independent report by Kineo in 2008 commended Dokeos for simplicity, usability, SCORM compliance, strong reporting capability, and features such as virtual classroom and rapid learning and authoring. See also[edit] References[edit] External links[edit] Dokeos website
WebQuest.Org: Home
GamesSimsSocNets_EdArcade.pdf (Objet application/pdf)
Elgg, Drupal, and Moodle -- the components of an online learning environment | FunnyMonkey - Tools for Teachers
NOTE: comments are closed on this post. It has been attracting a lot of spam over the years, and the web has changed significantly since this post was first written. END NOTE Elgg, Drupal, and Moodle all have a role to play in providing tools for learning communities. The example outlined in this post illustrates one way these three applications can work together in an academic setting. At the outset, however, it needs to be stressed that this is one solution chosen from among many. In this post, I am assuming some familiarity with Elgg, Moodle, and Drupal. This chart provides a visual representation of the functionality described in the post. Background For the purposes of this post, I will talk about three discrete sections: class sites, the common area, and the school site. Class sites refer to areas of the site devoted to supporting the classroom work. The common area is most closely analogous to a school intranet for one reason: every member of the school will have an account on it.
Lurker
In Internet culture, a lurker is typically a member of an online community who observes, but does not actively participate.[1][2] The exact definition depends on context. Lurkers make up a large proportion of all users in online communities.[3] Lurking allows users to learn the conventions of an online community before they actively participate, improving their socialization when they eventually de-lurk.[4] However, a lack of social contact while lurking sometimes causes loneliness or apathy among lurkers.[5] Lurkers are referred to using many names, including browsers, read-only participants, non-public participants, legitimate peripheral participants, or vicarious learners.[6] History[edit] Since the beginning of computer-mediated communication lurking has been a concern for community members.[4] The term “lurk” can be traced back to when it was first used during the 14th century.[7] The word referred to someone that would hide in concealment, often for an evil purpose. De-lurking[edit]
Social software: E-learning beyond learning management systems
Christian Dalsgaard [cnd@imv.au.dk] Institute of Information and Media Studies University of Aarhus Helsingforsgade 14, 8200 Aarhus N, Denmark [ Abstracts English Abstract The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. Danish Abstract Artiklen argumenterer for, at det er nødvendigt at bevæge e-læring ud over e-læringssystemer og i stedet involvere studerende i en aktiv anvendelse af internettet som en ressource for deres selvstyrede, problembaserede og kollaborative aktiviteter. Keywords Social software, e-learning, social constructivism, learning management systems, personal tools, social networks. Introduction It is argued that social software tools enable a different way of using the web within an educational context. Integrating or separating tools? Social software Figure 1.
