Beginners Guide to RSS, Web2.0 and Networked Learning

You may be interested in an elluminate session I did for people new to the concepts of web2.0 RSS and networked learning, who just want to know where to get started.

'From a beginner's perspective this presentation will explain what RSS is, how it works , and provide practical examples of how RSS can be used in your working and personal life, providing context for setting up your own online identity and networking with others.'

It also provides context on some starter tools and tips when setting up your Personal Learning Environment (PLE)...

Click here for Elluminate presentation. (59 mins)

Note: may take several mins to load, also you might have problems with firewall, if this is the case suggest trying from home :-)

Powerpoint.

It was part of the lead in sessions for the http://flexiblelearning.net.au event: Tapping into Resources for E-learning
6 - 8 September 2006

Note: I Don't go into detail in presentation on 'tagging' but suggest looking at 'help' for web2.0 tools in general, for example del.icio.us and ww.flickr.com have some good info on tagging.

http://del.icio.us/help/tags
http://del.icio.us/help
http://www.flickr.com/help/tags/#37

Also recommend checking out
http://clcommunity.wikispaces.com
http://talo.wikispaces.com
http://teacherconnect.wikispaces.com
http://blendedlearning.wikispaces.com

What other resources would you recommend for beginners?

The students are up to something...

We are moving into an era whereby we will facilitate students using technology to create and share their own resources, achieve learning outcomes and attain knowledge at any given point off time as part of a learning network.

'Students Creating, Sharing, Consuming Adapting, Networking, Building knowledge across networks, open (and closed)…

I came across this video 'Day of the Long Tail' and want to tie it to the above assertions and a great post from Caroyl Oliver discussing the use of free and open web 2.0 technologies.

'With more and more free programmes, software and resources it is now much easier for an individual teacher to find something that works with a particular group of students and 'just do it'. The way in which this works within an Institute then depends on the corporate culture and the management of the relevant departments.'

'the reality is that if we are to inter-act with our
students in any meaningful way we must at least talk in their language.'

Caroyl Oliver

The future is open

Interesting video (Mohammed Ali makes an appearance) on a kid learning in an open environment... advertising... won't spoil ending.

Networked Learning Rights

The networkedlearnigrights group has been a hot topic of conversation amongst many of my colleagues over the past week at the Learnscope and ICVET events I attended.

From this I started to think how can one facilitate not only the shared knowledge, but also the shared thoughts, views and expressions with each other online to reach a wider audience.

• How do you encourage participants (students teachers) at all levels to want to participate and express themselves within an open network?
  
• How do you quickly seek resolution and overcome differences of opinion elevating a conversation to have meaning focus and relevance?
• How do you quickly generate agreed solutions to specific questions/problems?
• How when and why should you moderate contributions to a group?
  

Feedback
For me gaining understanding of the answers to these questions is tied to guidelines on moderation and particpant's rights and responsibilites within a network In this context I would like to know have you formed facilitated or are a member of an education network :

• What charter, manifesto, guidelines does the network refer to?
• How important is it for an individual to formally agree and adhere to the group standards before participating in group?
• What moderation strategies do you employ?
• When where and why would the network be moderated?
• Who has the right to moderate? What are their responsibilites?
• What are the moderation steps?
  
• What is the groups collective responsibility to individual members?
• What communication strategies are most effective for facilitating generation of knowledge and understanding?
• Does a networked learning environment always need to be open?

Answers to these questions form the basis for the success or failure of implemementing a networked learning model within public education.

You might like to do a blog post or share with the networkedlearnigrights group. You also might like to ask other questions of the group. Looking forward to gaining the collective insight.

Applause
Originally uploaded by fuzzz.

PS. In this context, you may be interested in the life based learning paper published at the icvet powerhouse conference on Friday. A fantastic direction for VTE don't you think?...
http://www.icvet.tafensw.edu.au/resources/life_based_learning.htm