Personal Learning Networks/Environments

Personal learning environments (PLEs) are environments where the learner can access and share a range of tools and services in an integrated way for supporting their own needs.

A personal learning network (PLNs) is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment (Utecht, 2008). In a PLN, a person makes a connection with another person with the specific intent that some type of learning will occur because of that connection.

Source: Personal Learning Nework

In my interpretation, the system of networking is similar to a river. A river flows out from its source and may branch out in several directions and create its own unique pattern. No two rivers are alike, in the same way that no two PLNs are exactly alike.

Examples of PLN's

• Digital: Facebook groups, Linkedin Connections, Google+...
• Non-digital: Learning Communities, Book Club, Community Groups such as NMIVA, NMITF...

Examples of PLE's

• Digital: Twitter Feeds, Google Accounts, Youtube...
• Non-digital: Schools, Professional Development, Library

For teachers, personal learning networks are a great way to connect with career opportunities such as accessing professional development resources, and building camaraderie with others in the field of education from all around the world.

For students, personal learning environments can encourage authentic and independent learning by including constructive feedback into the  activities. It also allows the students to take charge of their own learning process.

Advanced Computer Applications: Web 2.0 Assignment

a. Part 1: Web 2.0 Reflection

As the name suggests, Web 2.0 describes a set of next-generation Internet technologies. These protocols and tools make it easier to create online applications that behave dynamically, much like traditional PC-based software. They're also highly social, encouraging users to manipulate and interact with content in new ways.

In general, the key characteristics of Web 2.0 are:

• Web-based applications can be accessed from anywhere
• Simple applications solve specific problems
• Value lies in content, not the software used to display content
• Data can be readily shared
• Distribution is bottom-up, not top-down
• Employees and customers can access and use tools on their own
• Social tools encourage people to create, collaborate, edit, categorize, exchange, and promote information
• Network effects are encouraged; the more people who contribute, the better the content gets

Source: http://www.cbsnews.com/

b. Part 2: The Power and Peril of Web 3.0

Ed tech professor emeritus Jason Ohler explains the theory behind the Semantic Web and how it can help educators manage the ever-expanding information overload by putting the onus of organization back where it belongs—on the computers.

c. Web 2.0 Tool (Overview)

Comic Life gives students the opportunity to not just add an illustration, but to use sequential images and text to tell a story or relate their understanding of learned materials in the past has been difficult. As a fundamentally visual medium comics provide scaffolding for students, bringing together visual and text based learning. Students can create a one page comic illustrating a concept or a more complex multipage storyline in Comic Life. Incorporating photos and drawings to their narratives is a fun way for students to cement narrative arcs, demonstrate understanding and be creative!

Comic Life’s easy-to-use interface means kids can “try on” words, language, or stories, see how they work, and then easily change or fine tune them. Like “sandboxing” in the computer world, it means kids can experiment without setting anything in stone, see results in real time, and then improve what they’ve created immediately. Once students have a final version of their comic it is easy to share using our export options: PDF, images, printing and much more!

The process for creating a comic as a whole class can be fun as well as an excellent experience for students to polish their interpersonal communication skills. The process, however, is likely to be very different from any other kind of writing and will require students and the teacher to quickly change roles.

Students can make comics individually, of course, and may much prefer it to collaboration. How much is text and how much is graphics will vary from student to student, project to project. Comic Life can be used to produce work which is mostly text and fewer images as well as graphic dominated comics. Students may use Comic Life for a variety of different writings.

The comic format can be very enriching raised from other areas of knowledge. For example, the creation of a comic based on an historical era. This type of project would require research on dress, architecture, arts, culture and everyday life, similar to the needed for an essay about the same subject.

A Reflection on Information and Media Literacy

“It’s almost like safe sex,” said Graber. “You teach them how to be safe before they go out there, so that hopefully they’ll understand what can happen with private information if you’re not careful”

The article, “Students Learn Cyber Skills At a No-Tech School" by Francesca Duffy, stresses the importance of teaching students about safe and proper online behavior. At the Journey School in Viejo, California, technology takes a back seat to hands-on and art-based activities. The K-8 charter school had acknowledged the need for students to use technology for the good and for their learning. The Cyber Civics program includes but is not limited to digital citizenship in the 6^th grade, information and research literacy in the 7^th grade, and media literacy in the 8^th grade.

Diana Graber, a cyber civics teacher, shares how the exercises they implement in class are meant to challenge students to fully consider the information they post on the web.

Since the internet has been the preferred medium of information, I feel that Digital Citizenship and Media Literacy are necessary in the education system. As teachers, it is our responsibility to produce critical thinkers who have the skills to interpret and make wise choices about what is seen and heard.

Discussion Questions:

1. What are some of the Core Principles of Media Literacy Education in the United States?
2. What can be done to further media literacy in our education system?
3. In the CNMI, what standards and benchmarks are available for teachers in media literacy?

Teachers Gone Digital

In the next couple of weeks, a little over a hundred educators from the CNMI would've signed up for a blog. Why now when its the end of the blog era, you may ask? Teachers are ceaseless learners, we continue to search for best practices and find opportunities to better ourselves. Blogging might just be one of them. 

So as part of our year long instructional tech course, here is my two cents about the topic on blogging.

A blog is a way of communicating or exchanging information on the web. It is a portmanteau that combines the word web+log. 

According to blogbasics, blogs had morphed from being a place for rants against your boss or gripes about the coffee shop down the road into informative zones that attract steady streams of dedicated followers. It stated that an average blog with a moderate following can actually generate a steady income for the blogger.

As an educator, I had shared best practices and collaborated with others in the same field through blogs. In the past, I had also used this as a tool to communicate with parents and students.

I think that the benefits and drawbacks of a blog is how readily available it is. It gives us an opportunity to collaborate with other educators on new research, emerging technology tools for the classroom, curriculum resources, and more. On the other hand, anyone can set up a blog and start spouting whatever comes to mind, including garbage. You have to plow through masses of blogs to find something worthwhile.

See you next Sunday?

When most of the world is curled up in bed, thanking the heavens it's Sunday, I get up to run with my friend, Thu. Let me tell you, most days, I HATE IT! I hate that I sneak out, before the sun's up, so my kids won't be screaming “Mommy! I wanna go Mommy!” I hate that I can't lumber and stumble around like a zombie the way everyone should on a weekend. But I hate it more when I miss a run.

Once I get over my initial grunting, I leash my dogs and head out to our usual trail. My dogs never complain, by the way. In fact, I often wish I possess an ounce of their excitement.  From a distance, I see my running buddy, who feels just as miserable about getting up early. Regardless, we start running. The consistent pounding of our feet feeds us the energy we need to complete the task. We discuss anything and everything as we maneuver through mud, dirt and potholes. Occasionally dodging fallen trees or hanging leaves. Before we know it, we're taking the final hill. In our silent ascend, you can almost hear the slope taunting us, questioning our ability to reach the top. Some days, we give in. Some days, we run our hardest.

Breathing heavily, we cool down, wrap up our conversation and go our separate ways. I walk the final quarter mile home, feeling accomplished. Feeling like I could do a bang-up job at whatever the week throws my way. Eventually, Saturday comes around and I get a message that says “run tomorrow?”.  

I sigh, possibly whine, but I respond and get up anyway.

Meet the Hellions

Keoni Ryu Ruszala aka: Keoni Bear

Current Age: 3 years and 4 months

Outstanding Qualities:

• Tech Savvy: this kid was able to enter my password at a year and a half old. He could now operate the PS3 and sign in to Netflix with very little guidance.
• Impressive Memory: could repeat Curious George, books or movies word for word, even before the page or part comes up.
• When incomprehensible, he repeats the same phrase as many times possible until understanding is achieved. His face also moves closer to the speaker the more times the phrase is repeated.
• Cautious and observant. Waits for someone to get hurt before he makes the decision to try it himself.

Heart Stopping Moments:

• Finger stitches
• Drank the remains or Childrens Advil
• Stood on the toilet, slipped, and missed the edge of the tub

Leilani Deborah Ruszala aka: Baby Girl or Butt

Current Age: 22 months

Outstanding Qualities:

• Incredible Voice Range: has the ability to hit the high notes on  songs such as Wrecking Ball, Let it Go, and What does the Fox Say. 
• Future Fashion Guru: can name all the colors and (mis)match her choice of clothing (eg: red polkadot dress with purple rain boots).
• Big beautiful brown eyes. has perfected the side-way eye roll (for a lack of a better description) when asked to apologize or do things she deems irrelevant.
• Can turn on the waterworks at a drop of a dime, pouty lips included.
• Adventurous. Jumps into pools without warning.

Heart Stopping Moments:

I stand firm in my belief that the reason why I cant seem to list one is because she is a natural daredevil. It's almost expected of her to climb high unstable shelves and walk up to pet stray animals (which she both does). It might also be because she is the second child and we base our heart stopping moments on previous experiences.