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TBA - will be posted before January 23 - see CCK11 contents for a good indication of what we'll do.
Hi, Dino, I empathize with your experience. I just started into the world of FaceBook, Twitter and blogging in the last eight months and added HootSuite, Diigo and Flickr to the list last week. Perhaps there is some wisdom out there about doing this differently from the outset (such as setting up one's own domain in the #ds106 mooc). Alternatively, I view this whole digital identity management thing as a very important part of my learning about what works and what doesn't (for me) in the open webosphere.
Yes, the multiple signups are annoying. Some sites allow for crossover logins between existing Twitter, Google and FB accounts.
Hang in there, it's a great journey! :) [Comment]
Hi, Dino. I think you'll find this course very helpful in terms of discovering what works for you and what doesn't. I was a late comer to many of these technologies (see my previous comment on your other post) and I have found many ways to make use of them professionally, not just personally.
For me, The Daily newsletter is a fantastic aggregate of the week's readings, people's blog posts, comments on the #cck12 site and Twitter feeds. If you don't like it or don't need it, that's cool too. To each their own way. [Comment]
Welcome, Joanne. Your positive spirit about jumping in and learning about all of these technologies is contagious. I've been playing around with various platforms to so you can find me and my networks here:
Keep well and enjoy the journey! :)
Thanks for expressing your reluctance with blogs, Max. I felt the same way in my first two moocs and only got into blogging a bit with #change11. I was also a very latecomer to Twitter and just started to 'get it' after participating in the live #lrnchat event on Thursday evenings. http://lrnchat.com/
Keep pushing your boundaries, it's the best (only?) way to learn. :) [Comment]
Interesting question. I've been tweeting for a few months now (only in networks of like minded professionals, not personally.) Under those circumstances, I don't see any foul language at all. [Comment]
Great tips, Dino, thanks for sharing. I also learned a few years ago to turn off my email notification window (Outlook) and it has helped me regain my focus and not feel like Pavlov's dog every time a new message comes in. Keep up the filtering in your flow! :) [Comment]
This is great, Matt. It's visual and easy to read. What program you use to build this image? [Comment]
My word for this is goosebumpy. What a well-choreographed piece. Well worth the five minutes! [Comment]
I like your expression "social media darwinism". I see learning and working are changing very quickly and survival of the fittest is called for. Thankfully, students don't have to wait around for some of their teachers to change. They can Google a better source of instruction in another country, on YouTube, on FB or Twitter, etc. [Comment]
Thanks for this post. I agree fully with the need for participants to determine the level of privacy or openness with which they are comfortable and this can be quite difficult for newbies dealing with various platforms for which the on/off switches may not be obvious.
Personally, I don't see networks as having any walls. I see them more like unfinished knitting with many loose ends that are just waiting to be connected to something else of a shape or colour that could be the same or different from the last. [Comment]
This is quite timely given a conversation with a fellow educator last night who had looked into the history of lectures. Apparently, lectures were a necessity when printing was wildly expensive and the lecturer was the only person who had a copy of the material. Students needed to take notes from the lecture, often verbatim, to have their own written record of the material that was presented.
In a time of profound knowledge abundance and searchability, I hope we all start asking ourselves when and if a lecture is appropriate anymore. [Comment]
Thanks for this lovely story, Keith. I have cross-referenced your post to an asynchronous conversation about defining moocs that Jenny Mackness wrote about in #change11 recently.
My pleasure, Dino. I found that part enlightening as well. I've only been using Twitter for about six months. Still lots to learn. :) [Comment]
Hi, Dino. It's delightful for me to hear a trainer acknowledge that he doesn't "live the life" of his learners. I wish more trainers and designers would do the same.
It seems that trainers and training designers try (in vain?) to replicate the lives of their students in formal training in the hope that the training will be 'sticky' or applicable to their real-world experiences. What I've learned through connectivist moocs so far is that this attempt to replicate the real-world inside a separate learning environment is quite limited. We are rarely able to design the learning event to be a close enough approximation to translate easily back on the job. And, even if we did succeed in making a good approximation, the real-life situations change too rapidly for the design process to keep up. We can't cover all of the mutations in one go.
Rather, I think we're better off spending our training design and delivery time offering learners ways to connect with each other and with experts in order to figure out for themselves what they need to know in order to solve the problem at hand. That way the contextual relevance is there, the subtleties and nuances are incorporated and the learners are empowered to seek and apply solutions.
In your example about Twitter and Diigo, you've started to explore what these tools can offer. Perhaps, if you introduced these tools to your learners, they can start to explore (independently and/or together) under which circumstances their needs are met by using these tools. That exploration (comparing, contrasting, analysing, synthesizing, applying, creating) is incredibly important and it belongs to the learner, not the teacher to figure it all out for them.
In the case of Twitter, in particular, Jane Bozarth does a wonderful job of explaining how it can be used in learning in her book Social Media for Trainers.
Hope this helps? :) [Comment]
Thank you so much, meanie! Your map inspired me to brainstorm my own (finally). [Comment]
Thanks for sharing the evolution of your mind map. It's neat to see the progression and synthesis involved. Phase 3 doesn't seem clickable like the others though? Keep up the great work! [Comment]
Thanks for sharing, Dino. I like the bubble on the far left "Mostly over my head", which is how I feel about a few of the concepts or topics. Your last line also made me think of its opposite: how we live in an age where opinions and actions can be swayed by networks that *don't* support something (protests against human rights violations or censorship, raising awareness of issues and politics, etc.). Cheers! [Comment]
Congrats on surviving and thriving in your first mooc! It sounds like you learned quite a bit about yourself, where you feel confident and where you might wish to learn more. In my opinion, time management is a big factor, especially when dealing with the volume of electronic information available through a course like this. Here is a blog post about some of my strategies. Hope it helps!
Good luck and see you around the webosphere! [Comment]
Right on! What a great way to express yourself and demonstrate your new knowledge and skills. I love George's accent and Chris' happy dance about the expected grade. Nice job! :) [Comment]