This study evaluated the third design iteration of a networked teacher professional development (nTPD) implementation. In particular, the study explored the kinds of teacher technology professional learning that resulted as a consequence of nTPD participation. As part of an ongoing design-based research program, the goal of this study was to evaluate the teacher learning resulting from participation in online-delivered TPD activities. In addition the results inform an evolving model of nTPD articulating the components and elements of the online learning activities that have value in supporting and/or advancing teacher practices. The results of this study indicate that teachers who participate in nTPD find the experiential learning activities and the sharing of resources and lesson plans to be valuable for their professional practice. NTPD, delivered in a social networking site environment, results in new kinds of teacher learning opportunities. Some of these new learning opportunities include shared digital curation activities and unique cognitive-apprenticeship type activities described further as “learning over the shoulders of giants.” In theory, nTPD provides teachers with opportunities to connect with others who are teaching in similar curricular areas to identify, develop, and share resources that can support their teaching practice. In practice, the articulation of a revised nTPD model and design principles provides developers of online-networked TPD with guidelines for the development of valued learning activities, particularly for technology TPD topics. / 2013-03

Virginia Commonwealth University (VCU) is implementing a large scale exploration of digital pedagogies, including connected learning and open education, in an effort to promote digital fluency and integrative thinking among students. The purpose of this study was to develop a classroom assessment toolkit for faculty who wish to document student connectivity in course-related blogging and microblogging (“tweeting”) activities. Student use of digital annotation devices, including hyperlinks, embedded images, mentions, and hashtags, were studied in four university courses as potential indicators of student connectivity, defined as the ability to connect current thoughts and experience with other concepts and people across space and time. One thousand one hundred and eighty six (1186) hyperlinks and embedded images, 2708 mentions, and 135 hashtags were collected from 498 learner blog posts and 5343 tweets through mostly automated, digital workflows and analyzed through a combination of statistical, content, and network analysis. General criteria for “connected course” design, a model for connectivity as a form of learning, connectivity-based learning goals, and integrated, potentially scalable assessment practices are discussed. Content analysis led to the development of classification systems for the types, sources, and communicative impact of hyperlinked and embedded materials in blogging and tweeting contexts. Network analysis was adapted to visualize, document, and describe course-related social interactions and student use of web-based information sources. Real student data are used to describe annotation-focused assessment criteria, analytic assessment dashboards, rubrics, and approaches to real-time graphic visualization of student performance.

This study focuses on historical reenactment, and the informal learning that takes place within that subculture. Through observations during events, and informal semi-structured interviews I have tried to identify some of the aspects that contribute to the motivation to learn that is prominent within the historical reenactment community. Why do people choose to learn things that they do not have to? What can I learn from that, and use to improve my own teaching? The study finds that some of the key facors for the motivation to learn is: having a social context that gives feedback and encouragement, beeing able to get practical use out of the knowledge you try to obtain, feeling satisfied with your own work, and having an enthusiastic teacher who can capture your curiosity.   The study also includes photographic works that aim to show some of the informal learning that takes place within the historical reenactment community. The purpose is also to initiate thoughts and discussions concerning informal learning and learning processes in general. Along with the photographs there are sounds taken from the interviews made during the study. The people heard give their perspective on the motivation to learn. Both photographs and sound were displayed in the Vårutställning at Konstfack.   Lastly I put forward some suggestions as to how teaching might be improved in order to help students feel more motivated to learn.

This research focuses on how educators are using openly accessible sources of knowledge and open-source tools in ways that impact their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, I explore how open educational practices (OEP) are being actualized in formal higher education and impacting learning design. Specifically, I examine how educators are bringing elements of openness into their everyday teaching and learning practice using educational technologies. I draw upon Giddens (1986) structuration theory, further developed for use in technology adoption research most notably by DeSanctis and Poole (1994) and Orlikowski (2000). This approach positions technologies as being continually socially constructed, interpreted, and put into practice. In an organizational context, the use of technology is intrinsically linked with institutional properties, rules and norms, as well as individual perceptions and knowledge. The findings suggest that OEP represents an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy. Open technologies are being used to support and enable active learning experiences, presenting and sharing learners work in real-time, allowing for formative feedback, peer review, and ultimately, promoting community-engaged coursework. By designing learning in this way, faculty offer learners an opportunity to consider and practice developing themselves as public citizens and develop the knowledge and literacies for working with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity to engage with their community. Dataset available: https://doi.org/10.5683/SP2/CA77BB / Graduate

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Made available in DSpace on 2016-04-26T18:12:34Z (GMT). No. of bitstreams: 1 Izabel Cristina Goudart da Silva.pdf: 9981516 bytes, checksum: 9ad947efb9cffaccce8ceba473dce36a (MD5) Previous issue date: 2012-12-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Over the last three decades, we have witnessed a growing and evolving process of multiplication, hybridization, production and dissemination of signs and languages enabled by digitalization. New cognitive, communicative and cultural objects emerge as a media ecology, configuring a new communication ecosystem, which becomes as important as natural ecosystems. Perceptual and cognitive mutations related to the impact of modern digital technologies are achieving greater visibility via processes of knowledge diffusion and decentralization around youth sensibilities and their countercultures. These cultural mutations challenge modern systems of educational broadcast centered around the school and the book, and emphasize what might be understood as a generational gap or role reversal, wherein youth - by virtue of their greater empathy and neuronal plasticity - assume ownership of digital technologies and therefore become the main driving force in this process. A cognitive ecology that expresses itself in the dynamics of networked learning emerges as an expression of connected minds, minds that remain supported by a digital ecology. Bodies and spaces become marked by their interconnection, communicative flow capacity, against the background of Hacker ethics and free culture. The digital commons becomes a shared ground for the possibilities of open participation, sharing and collaboration, and the implementation of a multimedia, multimodal network. In order to map these new digital features of youth subjectivity, a study about Visualizar'11 was conducted. Visualizar'11 is a Medialab Prado program designed as an open research project, participatory and collaborative, which addresses theories, tools and strategies for data visualization. Theoretically and methodologically based upon Actor-Network Theory, this research studied Visualizar'11 as a case of inquiry, mapping the development of a learning network by following its traces within a cognitive and digital ecosystem of communication, and reconstructing the associations between human and nonhuman actants, which act as mediators weaving a web of connections. The inseparability of communicative, cognitive and digital ecosystems is evidenced within a system-integrated environment that fosters the emergence of a collective mind as a shared property. These relationships were used as references for theoretical reflections based on an ecosystemic, semiotic approach which identified patterns present in the appropriation and mediation of hypermedia language in dynamic cognitive networks. These new standards enhance and foster the emergence of cooperative learning environments, which arise from interactive reciprocity, in recognition of the interdependence between thought processes, knowledge building and the environment; and are oriented toward an education which belongs to the relational era, one that does not separate the individual from her relationships and the world / Nas últimas três décadas, presenciamos um crescente e evolutivo processo de multiplicação, hibridização, produção e disseminação de signos e linguagens propiciados pela digitalização. Novos ambientes cognitivos, comunicacionais e culturais surgem como frutos de uma ecologia midiática e, assim, configuram um ecossistema comunicacional, que ganha importância tal qual o ecossistema verde. Mutações perceptivas e cognitivas, relacionadas ao impacto da tecnologia moderna e das tecnologias digitais, ganham maior visibilidade por meio das sensibilidades juvenis e da des-ordem cultural provocada pela difusão e pela descentralização do saber. Mudanças que problematizam os sistemas de transmissões educativas da modernidade, centralizados em torno da escola e do livro, acentuam uma espécie de fosso geracional e uma inversão de papéis, em que a juventude, por sua maior empatia, plasticidade neuronal e apropriação das tecnologias digitais, assume a condução desse processo. A hipótese proposta por Margaret Mead de uma cultura pré-figurativa ganha força no surgimento de subjetividades juvenis que transitam por outros ambientes e por dinâmicas cognitivas mediados pela linguagem hipermídia e por softwares culturais. Uma ecologia cognitiva, expressa nas dinâmicas próprias da aprendizagem em rede, desponta como uma expressão de mentes conectadas, mentes que permanecem sustentadas por uma ecologia digital. Corpos e espaços, caracterizados por sua capacidade de interconexão e de trocas, produzem fluxos comunicativos e têm, na ética hacker, na cultura livre e nos commons digitais, um fundamento no qual ancoram as possibilidades abertas para a participação, para a partilha e para a colaboração e, assim, realizam uma comunicação multimídia e multimodal em rede. Objetivando mapear essas novas condições da subjetividade dos jovens, foi realizado o estudo de caso do Visualizar' 11, programa concebido pelo Medialab Prado como um projeto de pesquisa aberto, participativo e colaborativo, que aborda as teorias, as ferramentas e as estratégias de visualização de dados. Fundamentado teoricamente e metodologicamente pela Teoria Ator-Rede, o estudo de caso do Visualizar 11 possibilitou elaborar uma cartografia de dinâmicas da aprendizagem em rede e rastrear sua indissociável relação com um ecossistema comunicacional, cognitivo e digital, por meio da reconstrução das associações entre actantes humanos e não humanos, que agem como mediadores tecendo uma rede de conexões. Dessas relações, foram extraídas as bases para uma reflexão que utiliza uma abordagem ecossistêmica-semiótica para identificar padrões presentes na apropriação e na mediação da linguagem hipermídia na construção de dinâmicas cognitivas realizadas em rede. Novos padrões, que potencializam e propiciam o surgimento de ambientes de aprendizagem cooperativos, surgem a partir da reciprocidade interativa, no reconhecimento da interdependência entre os processos de pensamento e de construção de conhecimento e o ambiente geral, voltados para uma educação para a era relacional, que não separe o indivíduo do mundo em que vive e de seus relacionamentos

The thesis presents a model, suitable for the design of any type of qualification in integrative eGovernment education. The integrative approach combines education of adult learners and students and promotes international cooperation.

The thesis presents a model, suitable for the design of any type of qualification in integrative eGovernment education. The integrative approach combines education of adult learners and students and promotes international cooperation.