A trying to post from other site into my blog.
Simply go to the milestone paper about Web2.0, there is a lot of web2.0 buttons. Just click share to my blogger, the whole paper link is posted to my blog. Technology is changing our saving habbit.
What Is Web 2.0 - O'Reilly Media
Posted using ShareThis
Tuesday, 17 November 2009
Wednesday, 7 October 2009
iTouch-new platform for learning
Back to my notebook and continue my sharing.
Actually it is not purely about iTouch, it is about iTunes. Last month I met a friend using iPhone, but seldom use iTunes. He is losing a great fruitfull learning resources for connecting to huge resources of learning materials.
From iTunes, you can access US site and then iTunes U. In the iTunes U, you will find that a lot of World top Unveristies has created a lot of free audio or video learning materials there, including Oxford, MIT, Open U etc. If you subscripe those audo or video learning materials, those newly produced episodes will automaticaly download to your computer. You do not need to go to that sites, the materials go to your computer instead.
Out of your expectation, RTHK has uploaded a lot of programmes in iTunes U of US site, you can then subscribe RTHK with your iTunes.
The most amazing part is that the iTunes software is free for download. You do not need to buy any i-pod/iTouch/iPhone, you can use iTunes in your PC. Of course, if you have those i-Apple family, your mobile device can automatically have those famous Univeristies learning materials. Your mobile learning is on your hand.
Actually it is not purely about iTouch, it is about iTunes. Last month I met a friend using iPhone, but seldom use iTunes. He is losing a great fruitfull learning resources for connecting to huge resources of learning materials.
From iTunes, you can access US site and then iTunes U. In the iTunes U, you will find that a lot of World top Unveristies has created a lot of free audio or video learning materials there, including Oxford, MIT, Open U etc. If you subscripe those audo or video learning materials, those newly produced episodes will automaticaly download to your computer. You do not need to go to that sites, the materials go to your computer instead.
Out of your expectation, RTHK has uploaded a lot of programmes in iTunes U of US site, you can then subscribe RTHK with your iTunes.
The most amazing part is that the iTunes software is free for download. You do not need to buy any i-pod/iTouch/iPhone, you can use iTunes in your PC. Of course, if you have those i-Apple family, your mobile device can automatically have those famous Univeristies learning materials. Your mobile learning is on your hand.
Thursday, 11 June 2009
The millionth English word "web2.0"
I am the one who has contributed to the first millionth English word. Reviewing my blog, I have 3 tagging of "web2.0". In my del.icio.us, I have 20 tagging of using "web2.0". I never think of making a record by individual contribution. However, this is what the mindset of "web2.0" about, everyone can contribute, share and at the end, knowledge is constructed. Now web2.0 is collaboratively constructed as the millionth English word. Great.
Tuesday, 12 May 2009
Integrating Popper three world perspectives with Bereiter’s knowledge building and conceptual learning into CSCL learning environment for knowledge co
Online discussion has been implemented in higher education sectors for many years but how students can learn with on-line discussion is still under debate. A phenomenographic research conducted by Goodyear and Zenior has provided some insight for further discussion. However, I like their contribution in integrating Popper three world perspectives with Bereiter’s knowledge building and conceptual learning into the explanation of learning through online discussion.
According to Bereiter (2002), Popper (1972) has defined three world of knowledge:
World I: the objective physical world
World II: the subjective inner world of mental states, feelings and beliefs
World III: world of ideas
Bereiter further elaborated that student learning at school mostly is under world II. Both WI and WII assumed that mind is like a container where knowledge is something that can be moved from teacher’s mind to student’s mind under the industrial age society. The world I objective physical knowledge has been transformed into book and knowledge in school and taught by teacher to individual mind as individual knowledge under world II. However, world I and world II cannot explain progressive knowledge development which can’t be located in world I or world II. Bereiter introduced conceptual artifacts under three basic assumptions of knowledge in the knowledge age:
Goodyear and Zenios highlighted that WII learning is personal while WIII is about knowledge building which is public. Conceptual learning is about the development of individual learning in WII but the knowledge learned is not enough for students to create new knowledge in the ever changing knowledge based society. As a result, collaborative online discussion is a way to engage students moving from individual WII individual learning to WIII collaborative knowledge construction on discourses production which is a kind of conceptual artifacts co-constructed by students.
Goodyear Zenios remarked that text is the main mode of discourse used in the production of conceptual artifacts in the online discussion platform. It is wonder whether multimode discourses (Jewitt, 2008) can be treated as conceptual artifacts triggering collaborative knowledge construction among students in the digital age society.
According to Bereiter (2002), Popper (1972) has defined three world of knowledge:
World I: the objective physical world
World II: the subjective inner world of mental states, feelings and beliefs
World III: world of ideas
Bereiter further elaborated that student learning at school mostly is under world II. Both WI and WII assumed that mind is like a container where knowledge is something that can be moved from teacher’s mind to student’s mind under the industrial age society. The world I objective physical knowledge has been transformed into book and knowledge in school and taught by teacher to individual mind as individual knowledge under world II. However, world I and world II cannot explain progressive knowledge development which can’t be located in world I or world II. Bereiter introduced conceptual artifacts under three basic assumptions of knowledge in the knowledge age:
- World 3 are entirely human creations
- These human creations are fallible but improvable, knowledge becomes something you can work with
- These human creations take on a life of their own, independent of their creators
Goodyear and Zenios highlighted that WII learning is personal while WIII is about knowledge building which is public. Conceptual learning is about the development of individual learning in WII but the knowledge learned is not enough for students to create new knowledge in the ever changing knowledge based society. As a result, collaborative online discussion is a way to engage students moving from individual WII individual learning to WIII collaborative knowledge construction on discourses production which is a kind of conceptual artifacts co-constructed by students.
Goodyear Zenios remarked that text is the main mode of discourse used in the production of conceptual artifacts in the online discussion platform. It is wonder whether multimode discourses (Jewitt, 2008) can be treated as conceptual artifacts triggering collaborative knowledge construction among students in the digital age society.
Saturday, 18 April 2009
Invisible learning and Visible Learning
What is invisible learning?
Academic Commons ( http://academiccommons.org/) provide a valuable resources about invisible learning and visible learning. In their project "A collaborative case study on technology and learning, from the Visible knowledge project", a lot of research reports are given showing the importance of inquiry, new ICT platform and evidence of leanring.
In traditional classroom, teachers design a teaching objective, with appropriate teaching strategies then students demonstrate their learning in assessment. We only know that students' learning through assessment, the learning process is invisible.
Academic Commons claim that the new ICT platfrom provide an important platform turns the invisible learning into visible knowledge which demonstrates the evidence of learning. With inquiry on current issue, we are shifting students to learn with multidisplincies and all the learned knowledge can be recorded and stored in the latest technological platform.
A very good research project linking technology, learning and knowledge.
Academic Commons ( http://academiccommons.org/) provide a valuable resources about invisible learning and visible learning. In their project "A collaborative case study on technology and learning, from the Visible knowledge project", a lot of research reports are given showing the importance of inquiry, new ICT platform and evidence of leanring.
In traditional classroom, teachers design a teaching objective, with appropriate teaching strategies then students demonstrate their learning in assessment. We only know that students' learning through assessment, the learning process is invisible.
Academic Commons claim that the new ICT platfrom provide an important platform turns the invisible learning into visible knowledge which demonstrates the evidence of learning. With inquiry on current issue, we are shifting students to learn with multidisplincies and all the learned knowledge can be recorded and stored in the latest technological platform.
A very good research project linking technology, learning and knowledge.
Wednesday, 8 April 2009
Learning with multimodes?
How to learn with multimodes?
It is quite difficult to explain. However, shifting to the digital world with the powerful and convenient of Internet, a lot of learning opportunities are created. Just look at this link.
http://tts.imtranslator.net/3lKN
This is really learning with multomodality. You can learn with ICT technology, learn native English access, learn with visual and audio and even write your own essay and read by native speaker.
What a wonderful world.
It is quite difficult to explain. However, shifting to the digital world with the powerful and convenient of Internet, a lot of learning opportunities are created. Just look at this link.
http://tts.imtranslator.net/3lKN
This is really learning with multomodality. You can learn with ICT technology, learn native English access, learn with visual and audio and even write your own essay and read by native speaker.
What a wonderful world.
Thursday, 19 March 2009
New way of learning?
It is under hot discussion whether there is new way of learning.
At the beginning of March, CITE of HKU organized a 3-day Research Symposium: Learning Communities and Technology. On the second day eight presenters gave various speech about using Web2.0 for teaching and learning activities. The Q&A time raised a hot debate on whether there is a new way of learning. Of course, all Web2.0 is about user generated knowledge rather than knowledge transmission. It will of course trigger a lot of disucssion as most of the teachers in HK get used to tradition instructional approach, using web2.0 for knowledge construction is out of their comfort zone.
Yesterday, Prof Nicola Yelland gave a speech in my Institute on topic about "Critical issues for learning in the 21st Century: Multiliteracies, new technologies and knowledge building". Nicola also touched on the issue about new way of learning. Our education system is mainly developed for industrial age, should we consider to change our education system to fit for the new technological age. Nicola proposed that the curriculum should be shifted to knowledge generation under the digital technology trend. She also mentioned Literacy, Literacies and Multilieracies proposed by New London Group. Today kids are quite different as before and a new multimodality re-mix culture is emerging.
Of course, after the presentation, there was some debate on the new way of learning. Some academics insisted that traditional literacy should still be the main learning objective.
The debate will keep on though digital age has been developed far from we could re-think. To my opinion, 21st Century skills have proposed the essential skills for a digital society, though no concrete assessment to 21st Century skills have been proposed.
At the beginning of March, CITE of HKU organized a 3-day Research Symposium: Learning Communities and Technology. On the second day eight presenters gave various speech about using Web2.0 for teaching and learning activities. The Q&A time raised a hot debate on whether there is a new way of learning. Of course, all Web2.0 is about user generated knowledge rather than knowledge transmission. It will of course trigger a lot of disucssion as most of the teachers in HK get used to tradition instructional approach, using web2.0 for knowledge construction is out of their comfort zone.
Yesterday, Prof Nicola Yelland gave a speech in my Institute on topic about "Critical issues for learning in the 21st Century: Multiliteracies, new technologies and knowledge building". Nicola also touched on the issue about new way of learning. Our education system is mainly developed for industrial age, should we consider to change our education system to fit for the new technological age. Nicola proposed that the curriculum should be shifted to knowledge generation under the digital technology trend. She also mentioned Literacy, Literacies and Multilieracies proposed by New London Group. Today kids are quite different as before and a new multimodality re-mix culture is emerging.
Of course, after the presentation, there was some debate on the new way of learning. Some academics insisted that traditional literacy should still be the main learning objective.
The debate will keep on though digital age has been developed far from we could re-think. To my opinion, 21st Century skills have proposed the essential skills for a digital society, though no concrete assessment to 21st Century skills have been proposed.
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