This is the first in a series of posts that will be reflections on my recent experience as an Adult Education graduate student. The pace of formal education is often such that you race past some interesting points in the need to keep up with the course work, yet rarely return to reflect more carefully on those points. One of the key points for me, a foundational point, is… what.
The boys and I took off north towards Williams Lake last week, in search of some good backroad driving. Although we don’t have a four-wheel-drive vehicle, our Hyundai Santa Fe has a fairly high axel height, allowing it to handle many of rougher roads around the province. We spent quite a bit of time in Saskatchewan doing this kind of exploring, and are happy to be discovering parts of BC.
I recently had the misfortune of taking a week-long training course on project management. The instructor was a friendly, experienced, and knowledgable project manager, but her teaching style consisted of reading through a company-prepared deck of over 500 powerpoint slides. For five days. Seven hours a day. There were about 50 of us sitting in rows, quietly listening as she diligently worked through the slides, interjecting a personal experience here.
I just finished watching Cammy Bean and Steve Won’s webinar “Is Your E-Learning Interactive?” and got some really valuable ideas from them — including the importance of getting students reflecting, feeling, and acting. If you have the time, it is an hour well spent. They spent a bit of time at the beginning discussing what is meant by interactivity, and warned against relying simply on a “Next” button that allows.
Last week I had the pleasure of participating in the fantastic SFU Public Square events, part of my university’s demonstrated commitment to engaging with the world. You can read more about the events here. A number of us were invited to make brief presentations on our Big Ideas for Libraries in Communities, and it proved to be an incredibly diverse and stimulating evening of ideas and discussion. It certainly made.
I put this presentation together for the final course in my Master of Adult Education degree. I started with Powerpoint slides, used Adobe Captivate to convert them into a video, record the narration, and upload it to Youtube. Bookmark on Delicious Digg this post Recommend on Facebook share via Reddit Share with Stumblers Tweet about it Subscribe to the comments on this post
Oh, I hate seeing myself on video, but here is my presentation from the Open Education 2012 conference in Utah: Bookmark on Delicious Digg this post Recommend on Facebook share via Reddit Share with Stumblers Tweet about it Subscribe to the comments on this post
In his 2005 article Connectivism: A Learning Theory for the Digital Age, Siemens outlined a new way of thinking about learning based on the recent advances in information technology. He argues that this new theory, connectivism, supersedes previous learning theories, including behaviourism, cognitivism, and contructivism. In this post, I am seeking to further my understanding of this new theory, examine its limitations, and consider its relevance to both classroom teaching.
Knowledge Management: Libraries and Librarians Taking Up the Challenge (Hobohm, 2004) is a collection of papers based on presentations made at the International Federation of Library Associations (IFLA) conferences between 1997 and 2002. The first section, “Political and Ethical Implications” provides some theoretical and philosophical foundations. The second section, “Issues and Instruments”, looks at the practical application of knowledge management in libraries as well as some of the skills required.
In their book Building the Knowledge Management Network: Best Practices, Tools, and Techniques for Putting Conversation to Work, Figallo and Rhine (2002) provide a useful analysis of knowledge management as a social process based on human interaction (sometimes facilitated via information technology, sometimes not) and offer practical advice for implementing a knowledge management strategy within an organization. Key points of the book include an examination of our understanding of knowledge,.