Audio recording: http://audio.edtechlive.com/foe/longtail.mp3
Chat record (open in word processor): http://audio.edtechlive.com/foe/longtail.rtf
Ruth Reynard has been involved in teaching and the teaching of teachers since she began her professional career 19 years ago. In Canada, Ruth developed classes for adult immigrants to Canada in English as a Second Language (ESL) and settlement. She also worked as a consultant and workshop coordinator for schools for the Halton Multicultural Council and as a coordinator of a language correspondence course for adults for the Halton Adult Learning Center. Following this, Ruth worked for the Center for Education and Training (CET), funded by Citizenship and Immigration and Human Resources and Development, Canada. As a program manager, Ruth designed and delivered the first Internet-based distance language learning course for adults in Canada and developed a process-based language curriculum for the workplace. Additionally, Ruth worked with the University of Toronto, Faculty of Pharmacy, the School of Pharmacy, HRDC Canada, and the CET to develop and pilot an Internet-based bridge course for foreign-trained pharmacists seeking professional accreditation in Ontario. As a program manager, Ruth trained language teachers and worked with assessors and technicians to improve programs for adult learners.
Her graduate degrees were completed at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT) where she concentrated on instructional design, multi- media and Internet-mediated learning environments, multicultural and non-biased curriculum design, ESL methods, and distance learning. Ruth’s research addressed dynamic learning environments using the Internet as an instructional tool. Prior to coming to Career Education Corporation (CEC) in January ’07, Ruth worked for 7 ½ years as the first director of instructional development at Trevecca Nazarene University, Nashville, TN, where she established and grew the Center for Instructional Technology and provided training for faculty in the application of technology in instruction. Additionally, Ruth served as chair of the faculty development committee through which a program of faculty development was designed and implemented for faculty from all academic disciplines. Ruth was associate professor of education and taught graduate students in the M.Ed. and Ed.D. programs of study and advised doctoral candidates in their research projects. Additionally, Ruth worked with a project team from Vanderbilt University on the development and implementation of an Internet-based resource and training center for faculty. Ruth has been published in various journals in the area of applied technology and faculty development.
Since coming to CEC, Ruth has worked with various campuses and faculty development coaches to develop numerous resources for faculty in teaching, professional development, and the use of technology for instruction. Additionally, Ruth continues to teach as an online adjunct professor for Olivet Nazarene University and is a regular contributor to the Campus Technology online newsletter addressing instructional technology uses in both K-12 and higher education contexts of learning. Additionally, Ruth has established an internal teaching publication and is publishing the first online peer-reviewed educational journal for CEC faculty.
Karen Greenwood Henke specializes in building consensus between stakeholders and articulating complex ideas in clear, concise language. She is currently researching a book about how technology personalizes the learning process and will transform our k-12 education system.
In 1999, she founded Nimble Press, a strategic communications consulting firm located in San Francisco, California, to help technology companies, national nonprofits, and trade associations create compelling Web content, white papers, presentations, and contests to convey their messages in effective and persuasive ways. She specializes in networking, security and computing technology with an emphasis on Web 2.0 applications. She also founded Grant Wrangler, a free online grant listing service, and My Grant Wrangler. You can find her online at www.longtaillearners.com, or follow her on Twitter at nimblepress.
James Beeghley is an IT Policy Specialist for the Commonwealth of Pennsylvania Department of Education. In addition to his position at PDE, James is an adjunct professor in the Graduate Education department for Waynesburg University. He is recently completed his doctoral dissertation in Instructional Technology at Duquesne University where he is examined how Pennsylvania teachers are using technology to teach the American Civil War. He is also the author of the Teaching the Civil War with Technology Blog. James has presented on numerous topics including technology planning, copyright, network security, technology audits, and most recently uses of technology to teach the Civil War.
Sarah Beeghley is a 6th grade student at St. Joseph School in Mechanicsburg, Pa. She has presented with her father at numerous conferences including the Civil War Preservation Trust Teacher's Institute and the Pennsylvania Educational Technology Expo and Conference. She is the creator of the Civil War Sallie project that is traveling around the country learning about the Civil War.…
Presenter's Name Shaun Wilden, IH Global
Area of the World from Which You Will Present: Athens, Greece, Oxford, UK
Language in Which You Will Present: English
Target Audience(s): Open to all, especially those new to Social Networking for PD
Short Session Description (one line):
Teachers taking control of their own professional development through social networking
Recently, there’s been an amazing growth in professional development opportunities available via social networking. It’s never been easier for teachers to personalize their own PD, while simply sitting at home. In this talk we’ll explore the wealth of opportunities available to teachers, discussing how best they can get involved, get connected and how to evaluate what’s out there.
Full Session Description (as long as you would like):
The talk begins by exploring the importance of continuous professional development (CPD) for the language teacher and looks at the traditional cycle of the CPD taken by a teacher post initial qualification - from mentoring through to attending workshops It looks at these things from a pre-web 2 0 standpoint examining the benefits and disadvantages such as time cost and availability.
The main part of the talk turns it attention to the growth of the Internet as a professional development tool outlining the 21st century model of education, the 4 C’s (creativity collaboration critical thinking communication) drawing parallels between this and the growing online global community of teachers.
The talk will introduce the audience to
• Online CPD schemes and free online workshops via the EU or other organizations
• Social Networks as the hub of online connections and conversations about CPD • Daily fix of CPD websites and networks
• Webinars & and online conference opportunities in our field
In the final part, we’ll consider how teachers can make the most of this range of CPD opportunities. How they go about evaluating what’s out there and deciding how they can involve themselves. A teacher-as-researcher model will be explored with information about how to trial report and evaluate classroom practices engaging the wider ELT community as opposed to a local group of colleagues – often not available.
The talk concludes by going back to the title and making the point that these days Autonomous Professional Development begins at home.
Websites / URLs Associated with Your Session:
A framework for 21st century learning What are quality circles
Twitter hashtags mentioned:
Read this intro if you don’t know how to follow hashtags on Twitter
ELTchat facebook page
aPLaNet Ning (look for a mentor)
International Teacher Development Institute (iTDi)
#ELTchat blog (read bundle of supporter bloggers and follow their blogs too)
Marisa Constantinides – TEFL Matters
Shaun Wilden’s Blog
Autonomous professional development begins at home from Marisa Constantinides
o bring higher education within reach of millions of people, at a minimal cost.
With such opportunities, however, there are also challenges to overcome. Further debate and understanding is necessary to maximize the benefits of free digital education and bring it to the most underserved parts of the world. It is with this goal in mind that University of the People (UoPeople) has formed a partnership with the Information Society Project at Yale Law School (Yale ISP).
Overseen by UoPeople Founder and President Shai Reshef, with the support of Professor Jack Balkin, Director of the Information Society Project, Knight Professor of Constitutional Law and the First Amendment at Yale Law School and member of the University of the People Advisory Committee, the partnership’s goals are multifold:1. Digital Education Research ProjectDesigned to investigate potential legal barriers to innovative models for online education, the Digital Education Research Project will be conducted in collaboration with students and faculty of the Access to Knowledge course at Yale Law School.
In this course, students will have the opportunity to apply their studies to the UoPeople model, researching and critically examining the laws and policies that shape and enhance access to information and education. With the direction of a Yale ISP fellow and consultation of Yale ISP faculty directors, students will discover the strengths and weakness of UoPeople, as well as the exceptions and limitations to copyright in digital education.
Resulting analyses and recommendations will be reported to academic and policy conferences, journals and international forums such as the World Intellectual Property Organization, the Internet Governance Forum and the Organization for Economic Co-operation and Development.
2. Edited Volume on Digital Education FreedomYale ISP members Laura DeNardis and Michael Zimmer, along with other coeditors, will launch the MIT Press Information Society Series, including a volume on the opportunities and challenges of digital education. This volume will be authored by Reshef and feature a chapter on UoPeople.
3. Digital Education Events at Yale Law School within the Yale ISP Speaker SeriesThe Yale ISP Speaker Series, a popular lecture series and important channel for promoting new trends in technology, society and laws among the Yale community and beyond, will feature one speaker per semester who addresses the issues UoPeople faces: digital education and its potential to reach the world’s poorest and most underserved regions. On February 12-13, 2010, Reshef will speak at the Conference on Access to Knowledge and Human Rights.
4. Global Network BuildingThe Yale ISP has an investment in international research and close ties with a global network of partners that share similar missions. By leveraging these relationships and recognizing each partners’ area of expertise, Yale ISP will help UoPeople realize its goal of becoming a truly global service. This network will help identify unique opportunities and challenges in each country UoPeople reaches, encourage the involvement of individuals around the world and establish strategic public-private partnerships.
5. Student InternshipsInternship and mentorship programs will be an integral component of this partnership. Students of Yale Law School will be given the opportunity to intern as Yale ISP research fellows at the University of the People, and will also be paired with students of UoPeople to learn from one another.
UoPeople’s goal is ambitious but, with the support of Yale ISP and other great minds, it is within reach.
mber this year. For those who are interested in the range of opinions people have expressed these past few months, here's a good place to start: http://www.scoop.it/t/badges-for-lifelong-learning
Even if you don't plan to apply, we value (and read!) every opinion we find online, and want to know what you think. If you do plan to apply, or just want to catch up with all this talk about badges, I've pasted a short version of the call for proposals below. (We are also hosting an informational webinar today, Tuesday, October 25 at 3pm EST.)
Tell us what you think about badges and learning, either here or over on the Badges group on HASTAC.org. We're listening!
-----Timeline for the HASTAC/MacArthur Foundation Badges for Lifelong Learning Competition has been extended. Stage One deadline is now November 14th at 5pm PST----
Full information at: http://www.dmlcompetition.netThe Fourth HASTAC/MacArthur Foundation Digital Media and Learning Competition is now accepting Stage One applications from institutions/organizations with compelling learning content for which a badge or set of badges would be useful for recognizing and making visible learning that takes place in a particular area or topic. Stage One applications are now due November 14th, see information below. This year’s Competition, held in collaboration with the Mozilla Foundation, focuses on badges for lifelong learning and explores digital badges as a means to inspire learning, confirm accomplishment, and/or validate the acquisition of knowledge or skills.
If you are planning on submitting an application and have questions, please join us October 25th at 3pm EST for Digital Media and Learning Competition:Application and Process webinar during which we will be taking questions from applicants. You can register at https://www3.gotomeeting.com/register/416674326.Awards will be made in two separate, but related competitions:
Badges Competition (three stages) (http://dmlcompetition.net/Competition/4/badges-competition-cfp.php)
Awards: $10,000 to $200,000
The Badges Competition is designed to encourage the creation of digital badges and badge systems that support, identify, recognize, measure, and account for new skills, competencies, knowledge, and achievements for 21st century learners wherever and whenever learning takes place. It is comprised of three stages, with finalists being chosen in Stages One and Two, and ultimately forming a collaborative team in Stage Three. It is this collaborative Stage Three proposal that is subject to award. Institutional/organizational applicants from outside of the United States are welcome to apply in any stage.
Stage One: Identify Badge Learning Content and Programs (http://dmlcompetition.net/Competition/4/badges-stage-1.php)
Deadline: November 14, 2011
Who should apply: Institutions/organizations/legal entities from any sector and of any size--from a small non-profit to a large corporation--with compelling learning content, activities, or programs for which a badge or set of badges would be useful for recognizing and making visible learning that takes place in a particular area or topic.
Stage Two: Badge Design and Technical Proposals (http://dmlcompetition.net/Competition/4/badges-stage-2.php)
Deadline: January 12, 2012
Who should apply: Organizations, teams, or individuals skilled in the design of badge systems and implementation of badge technology. These applicants will focus their designs on the content and programs proposed by either Stage One applicants or Digital Media and Learning Competition collaborators.
Stage Three: Match-making and Finals (http://dmlcompetition.net/Competition/4/badges-stage-3.php)
Stage 3 Meeting: February 28, 2012
No application needed--finalists from Stages One and Two will be selected to advance. Stage Three pairs Stage Two finalists with Stage One finalists and/or collaborators, to form comprehensive teams who will work together to finalize collaborative badge proposals.
Badges, Trophies, and Achievements:
Recognition and Accreditation for Informal and Interest-Driven Learning
5 awards, $5,000-80,000
Research Grant: $60,000; Workshop/Working Group funding, in addition: $20,000Doctoral Student Grants (2): $20,000Student Prize: $5,000Faculty Prize: $5,000
Deadline: November 28, 2011
Online networks, digital resources, and gaming environments provide rich opportunities for learning that is demand-driven and learner-centered. More and more people are turning to networked knowledge communities, online tutorials, and other digital resources for wide ranging learning needs. While learning is migrating to these more informal and non-institutionalized kinds of contexts, we still have little research that examines how people assess, recognize, and display the learning that happens in these settings. What are the emerging techniques and practices for managing reputation and recognizing learning? What are the broad historical and structural understandings of how accreditation operates in our changing social and cultural environment? What systems exist for recognizing learning outside of formal degree and training programs? How do credentials and other displays of achievement operate in the digital and networked world? What kinds of skills and experiences have not been well captured by existing credentialing and recognition systems? How is the landscape of credentialing changing (or not) with the shift to digital and networked society?
We seek empirical and theoretical research focusing on these questions. Studies should focus on areas such as:
Ranking, badging, and achievement systems in games, clubs, competitions, and other forms of interest-driven activities.
Accreditation and certificates outside of formal degree programs, including areas such as work skills training, language, writing and critical capabilities, arts, crafts, and other trades.
The role of credentials, badges, and other recognitions of achievement in career and reputation development.
Empirical, theoretical, and critical studies of how companies, groups, institutions, and individuals produce, utilize, and exploit various credentialing and reputation systems.
Informational WebinarsWe invite you to learn more about open badges and this Competition during a series of interactive webinars hosted by the Mozilla Foundation and the HASTAC/MacArthur Foundation Digital Media & Learning Competition.
For full webinar schedule visit http://www.dmlcompetition.net/Blog/2011/10/webinarinformational-sessions-sched...--------------------Additional Resourceshttp://hastac.org/groups/badges-lifelong-learninghttp://hastac.org/forums/have-questions-about-badgeshttp://openbadges.org/http://planet.openbadges.org/http://www.scoop.it/t/badges-for-lifelong-learning
Connect with the Digital Media and Learning Competition
Web: www.dmlcompetition.netTwitter: www.twitter.com/dmlCompFacebook: https://www.facebook.com/DMLcompLinkedIn: http://www.linkedin.com/groups/Digital-Media-Learning-Competition-3935137