Even though this is in beta, it's a great example of why we all need to be nimble and ready to move with any of the technologies that we hope to apply to online learning or communication. I'm not sure this is the answer for an enterprise or that it would adequately support online learning for an institution, but it certainly puts pressure on commercial providers to continue improving their product and to be sensitive to price.
"Dimdim is the world´s first free web meeting service based on the open source platform. Dimdim is a browser-based web 2.0 service that allows anybody to share their desktop, show slides, as well as talk, listen, chat, and broadcast via webcam. Dimdim´s hosted service is available for free and can be easily used for small gatherings, to seminars with hundreds of attendees. With absolutely no software to download for attendees, Dimdim gives everyone the opportunity to hold Web meetings and to customize and brand these meetings."
Wednesday, February 20, 2008
Saturday, February 09, 2008
Learning 2.0 : The Antithesis of What We Know and Do
IWR Blog - information industry insight from www.iwr.co.uk - Individual Archives:
Interesting, but not new, observations from a recent Learning Technologies conference. The main speaker was Stephen Downes.
"Gurus are suggesting that the new use-driven web environment is spawning a new form of learning, learning 2.0. Learning 2.0 is the antithesis of learning which those of us who pre-date the Google generation would know as formal learning. Indeed learning 2.0 even seems to throw away the rule book that learning over the internet (e-learning) or the mixture of internet-based learning and traditional face-to-face learning (blended learning) were prepared to obey."
"(Stephen) Downes argues that learning is moving from a centrally controlled provision to a barely controlled group activity. In many spheres the internet is seen to be switching our behaviours from ‘push’ to ‘pull’ and this in one place where it is actually happening."
"We are usually defined as learners by the class we are in, or the educational institution or corporate learning activity to which we belong. Forget those sorts of boundaries with learning 2.0: the group is infinite, self-selecting, open and self-defining. The breaking down of these boundaries – a deconstruction which in learning terms some see as significant as the tearing down of the Berlin Wall – does raise some serious questions. For information professionals the question has to be what does this do to the use of the library resource and the scholarly approach in the process of learning?"
And of most interest to those of us who thought learning objects, modules and repositories offered some movement in this direction, Downes changes the equation...JMS
"...learning 2.0 is not based on objects and contents – the sort of elements we may expect to find stored in a library and which therefore may not be immediately accessible. Instead learning 2.0 is learning where you need it and when you need it. This is more than just in time it is just in time PLUS what you want. It is learned-centered because it is both owned by, and of interest to, the learner.
Interesting, but not new, observations from a recent Learning Technologies conference. The main speaker was Stephen Downes.
"Gurus are suggesting that the new use-driven web environment is spawning a new form of learning, learning 2.0. Learning 2.0 is the antithesis of learning which those of us who pre-date the Google generation would know as formal learning. Indeed learning 2.0 even seems to throw away the rule book that learning over the internet (e-learning) or the mixture of internet-based learning and traditional face-to-face learning (blended learning) were prepared to obey."
"(Stephen) Downes argues that learning is moving from a centrally controlled provision to a barely controlled group activity. In many spheres the internet is seen to be switching our behaviours from ‘push’ to ‘pull’ and this in one place where it is actually happening."
"We are usually defined as learners by the class we are in, or the educational institution or corporate learning activity to which we belong. Forget those sorts of boundaries with learning 2.0: the group is infinite, self-selecting, open and self-defining. The breaking down of these boundaries – a deconstruction which in learning terms some see as significant as the tearing down of the Berlin Wall – does raise some serious questions. For information professionals the question has to be what does this do to the use of the library resource and the scholarly approach in the process of learning?"
And of most interest to those of us who thought learning objects, modules and repositories offered some movement in this direction, Downes changes the equation...JMS
"...learning 2.0 is not based on objects and contents – the sort of elements we may expect to find stored in a library and which therefore may not be immediately accessible. Instead learning 2.0 is learning where you need it and when you need it. This is more than just in time it is just in time PLUS what you want. It is learned-centered because it is both owned by, and of interest to, the learner.
Thursday, February 07, 2008
NMC Aggregator
Check out this link to the NMC - not because this blog is listed in it, but because it contains a wide variety of aggreggated information about a wide variety of stuff.
Sources | nmc
Sources | nmc
Wednesday, February 06, 2008
Voice Thread
http://voicethread.com/#home
A VoiceThread is an online media album that can hold essentially any type of media (images, documents and videos) and allows people to make comments in 5 different ways - using voice (with a microphone or telephone), text, audio file, or video (with a webcam) - and share them with anyone they wish. A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world.
A VoiceThread is an online media album that can hold essentially any type of media (images, documents and videos) and allows people to make comments in 5 different ways - using voice (with a microphone or telephone), text, audio file, or video (with a webcam) - and share them with anyone they wish. A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world.
Six “Key Emerging Technologies” for Higher Ed Profiled in the 2008 Horizon Report | nmc
Six “Key Emerging Technologies” for Higher Ed Profiled in the 2008 Horizon Report | nmc: "Each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education within three adoption horizons over the next one to five years. “Campus leaders and practitioners alike use the report as a springboard for discussion around emerging technology,” noted Larry Johnson, chief executive officer of the NMC. “As this is the fifth edition of the report, it also offers an opportunity to look back at the overarching trends over time. What we see is that there are several long-term, conceptual themes that have affected, and continue to affect, the practice of teaching and learning in profound ways.” More than 40,000 copies of the 2007 Horizon Report were distributed in print and electronically last year."
six selected areas for 2008—grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems
six selected areas for 2008—grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems
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