social media, learning, space & time
DESCRIPTION
[Related blog post at http://catherinecronin.wordpress.com/2012/05/21/702] Presentation for ICT in Education Conference, Thurles. 19th May 2012 -- Video links from @TheHeadsOffice (with invitation to 100 Word Challenge) and @lindacq (with invitation to @MadhouseofIdeas)TRANSCRIPT
CC BY 2.0 linh.ngan
Social media, learning, space & time
19th May 2012
Catherine Cronin#ICTEdu
@catherinecronin
Connected Learning
“I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.” – Joichi Ito @joi
Image: CC BY-NC-SA 2.0 yobink
Where do you live?
Where do you learn?
Image CC BY-SA 2.0 See-ming Lee
http://about.me/catherinecronin
Social media tools can
enrich communication
among and between
educators and students,
enabling learning outside
class time, term time and
formal learning spaces.
I asked a few students and
past students (HE) for
permission to share these
tweets...
#100wc
@MadhouseofIdeas
#ictedu
#edchatie
@irasocol
@pammoran
“Dialogue cannot exist... in an absence of a profound love for the world and for people.”
– Paulo Freire
Image: CC BY-NC 2.0 bitzi
100 Word Challenge
a weekly creative writing challenge for
children under 16 years of age
#100wc
http://100wc.net
100 Word Challenge
http://100wc.net
Video invitation by
Julia Skinner @TheHeadsOffice …
#100wc
http://100wc.net
Madhouse of Ideasa non-profit project for
collecting stories, experiences & reflections
about Twitter
#MadhouseofIdeas
@MadhouseofIdeas
Madhouse of Ideashttp://madhouseofideas.org
Video invitation by
Linda Castañeda @lindacq
@MadhouseofIdeas …
#MadhouseofIdeas
@MadhouseofIdeas
http://www.routledge.com/books/details/9780415875431
Learners need to practice and experiment with different ways of enacting their identities, and adopt subject positions through different social technologies and media.
These opportunities can only be supported by academic staff who are themselves engaged in digital practices and questioning their own relationship with knowledge.
- Keri Facer & Neil Selwyn (2010)
