Week 2 My Personal PKM Stage: Seek Process/Skill: Explore and locate Assistive Tool: Feedly – OPML file sending course and participant feeds into one place; Supplement with course Discussion forum; Course blog; readings; videos; notes; Library database; Google; Academia.com notifications in email Stage: Sense Process/Skill: Absorb/analyse/evaluate Assistive Tool: My personal course blog; Evernote (organise notes and ideas before posting on blogs; commenting and contributing on other students’ blogs; contributing to networked forums Stage: Share Process/Skill: Discuss/contribute/create Assistive Tool: My blog posts and contributing to other students’ blog posts; Discussion forums outside course; Diigo. How I came to this…. This plan is a very early PKM, created after exploring this week’s readings. I followed my usual pattern for learning anything new. Firstly, a search and locate phase, finding out as much as possible from any different sources. In the next phase, I normally, note-take on the topic or problem. In this context, I thought Evernote maybe an effective way of organising my thoughts rather than simply recording in a word document. This tool also has some collaborative capability. In the third phase, the main way of sharing for the course will be the Blog posts; Diigo is included as it is a tool that I have only heard about in this course, but appears to offer organisational value in what seems to be a complex and potentially confusing area. Read this very practical guide to creating a personal PKM toolkit
www.kmworld.com/Articles/Editorial/Features/Personal-toolkit-A-framework-for-personal-knowledge-management-tools-9416.aspx References Evernote. (2016. Remember everything. Retrieved from https://evernote.com/?var=1 Kmworld. (2003). Personal toolkit: A framework for personal knowledge management tools. Retrieved from www.kmworld.com/Articles/Editorial/Features/Personal-toolkit-A- framework-for-personal-knowledge-management-tools-9416.aspx
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Week 1 (updated)
What would you like to learn? Why? I would like to learn more about Collaborate Ultra. I need to learn more about it in my role at work. Learning more about it will make my job easier and more fulfilling. I have located my first NGL for Collaborate Ultra: https://community.blackboard.com/news How suited do you think it will be to learning via NGL? I think it will be well suited as a learning topic via NGL because it is an online learning tool; there seems to be many online forums and platforms for learning about new technology - surprise, surprise! What will be the benefits and the barriers? The benefits will be that I can fulfil a dual purpose by using my learning experience to benefit my professional life. If the NGL is a positive experience, I will be more likely to keep using it as a learning and teaching tool. Barriers will include my resistance to learning complicated new things, and my ability to apply the newly acquired knowledge. What is learning? Learning is the process of absorbing knowledge, manipulating it, adapting it, interacting with it, until it can by made sense of and used to understand something. References Blackboard. (2016). Community. Retrieved from https://community.blackboard.com/news My response to Bell and Parchoma (2010) ... This article focussed on a study of a UK-based community college. The aim of the study was to ascertain whether higher education students benefit from the use of discussion forums as a learning activity in courses. The participants in the study had never used a discussion forum in this way. They were interviewed regarding their participation, and the responses were categorised under the following areas: Grappling with participation; Familiarisation with learning in a networked learning environment; Learning a new “Text as Talk” medium; and Coping Strategies –returning to the familiar. Findings
Grappling with participation
Familiarisation with learning in a networked learning environment
Learning a new “Text as Talk” medium
Coping Strategies –returning to the familiar
My response I feel that as a learner, networked learning is certainly an activity that I choose to participate in when given the opportunity. I enjoy using it as part of a range of activities. This study struck an immediate chord with me, and raised some important points. I can see that discussion in a discussion forum could be limited by the written language proficiency of a participant, or at least, the perceived language proficiency of the participant. It is a very public forum, and statements have a permanency that the spoken does not. There is also the issue of time delays, and the frustration of waiting for a response. I’m an advocate for guidelines around Discussion Forums, such as ensuring questions are answered within a specified timeframe, establishing “peak” and “off-peak” hours, and informing participants about these guidelines before the forum begins. It seems though that the benefits of online discussion forums make it a tool that students should embrace to enhance their learning. Dominant personalities in the classroom can be neutralised to a certain extent online, as the forum inherently provides equity of access. This, along with the more considered responses given to a written response, eliminate some of the unproductive dynamics of a traditional classroom. Even when students do revert to face-to-face interaction, this can be viewed as a positive outcome of discussion board, as it recognises that this type of learning activity may not suit everyone; however, an independent learner will seek out alternative strategies that suit them better. References Bell, A., Zenios, M., & Parchoma, G. (2010). Undergraduate experiences of coping with networked learning: Difficulties now, possibilities for the future. In L. Dirckinck‐ Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), 7th International Conference on Networked Learning 2010 (pp. 904–911). |
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