Reflection Synopsis

Put simply, ‘e-learning’, is learning with the assistance and convenience of technology. Technology currently underpins our entire lives and will continue to do so for future generations’ exponential times. Education systems have remained unchanged since the industrial revolution (Smith & Knight, 2007). For this reason, it is imperative for teachers to embrace and adopt this technological evolution. However, it is important to recognise that e-Learning goes beyond merely using technology as a platform through which to present learning content (Koehler & Mishra, 2006). Technology is a vital tool that teachers can utilise to facilitate student learning, communication and creativity. Technology’s adaptive influence enhances student learning in many forms. E-learning’s significance is not more important than the traditional learning frameworks and theories that prevailed decades ago, because the aims and ideologies that teaching strives to accomplish are still identical today.  Such theories and frameworks include Vgostky’s social constructivism theory which claims students social environment is essential for students to learn (O’Donnell, 2012). Additionally, TPACK framework, which blends teacher’s technological, pedagogical, and content knowledge (Koehler & Mishra, 2006). Learning theories provide instructional designers with strategies to use. Content, technology and pedagogy are complex, although technology and content have always been related. Koehler & Mishra, (2006) advise teachers combine content knowledge, high quality pedagogy and technology to create novel and effective ways to connect the learner with the content.

 E-Learning uses software platforms that were originally designed for purposes outside of education. Creative teachers understand this and use techniques that students have previously had exposure to outside of formal education means. Knowing students will find this transition familiar, teachers can utilise relevant pedagogy to correctly engage learning. Koehler & Mishra, (2006) suggests this occurs “when the teacher interprets the subject matter and finds different ways to represent it and make it accessible to learners”.

As a future Learning Manager (LM) my role will be to guide and prepare students to be successful in the 21^st century, learning, working and living environments. Teachers cannot afford to become antiquated with regards to technology (Prensky, 2001).  This does not mean a teacher has to become an expert in every technology tool available on the market. However, teachers do need to experience and investigate technology tools that students will be using in the 21 century together with students. A Learning Manager needs to develop their own methods alongside their students demonstrating continual lifelong learning (Siemens, 2005). Before a teacher teaches anything, they must first learn and execute the topic or subject themselves before they can model this for students. Teachers content knowledge and pedagogy is critical for student learning, (Koehler & Mishra, 2006), although this is not a new strategy or technique, it is however, crucial that teachers in the 21^st century become 21^st century literate.

One additional benefit of teachers being aware and knowledgeable in using technology is that they can also help provide a higher level of student safety. Teachers are responsible for ensuring students are aware of safe practices, copyright laws using legal procedures, which aim to build a foundation of trust that students will use today's technology appropriately (Education Queensland, 2011). Unless we embrace and adopt technology we will be placing ourselves and our students, in a disadvantaged and unsafe position (Education Queensland, 2011).

During the past five weeks I have developed an enthusiasm toward adopting technology in the classroom, and discovered ways in which it can be used to help students construct knowledge. This new belief is a direct result of participating in a virtual experience using four separate groups of technologies. Outlined in the following paragraphs are some of these experiences; and an overview of how this new understanding can be applied in the classroom along with opinions and reflections of my practice. The first group outlined wiki’s, blogs and weeblys, and the factors that benefit from teaching with these. Subsequent paragraphs will depict three other effective groups of technologies in the classroom: Prezi’s, Glogsters, and PowerPoints, followed by Audio files, images and digital movies, and finally, the use of Mobile Technologies, including Smart phones, and iPads.

The wiki activity I participated in was cleverly constructed, prompting students from various locations to contribute their thoughts and ideas in a shared space. The intentional topic question was designed with a particular cohort of students in mind. During this activity I began to understand how blogs, wikis and weeblies, create thought reflecting opportunities for students to: discuss, digress, clarify, challenge, and build upon content and concepts (Global Lead Education, 2008). Depending on the LM these virtual discussions are not necessarily bound by students in the classroom. For example, virtual discussions can be had with students from other schools from anywhere in the world, therefore, many perspectives are added to the mix (Koehler & Mishra, 2006). In addition to sharing opinions and thoughts, opportunities are created for teachers and students to share their resources. Students are also able to learn from teachers in distant locations. In a classroom students may have had a discussion on a topic perhaps only once; the wiki allows time for student reflection, face to face discussions, or virtual discussions. Wikis can be edited so, therefore, the discussion and learning is not static. However, social connected learning can come at a price if not facilitated correctly, as it is essential for students to know how to conduct themselves in a respectful manner.

Blogs although similar to the Wiki in that students can view others ideas and opinions – are static and the content cannot be edited by students; however, students can comment and contribute ideas and thoughts. Blogs create opportunities for students to express themselves share information by linking or embedding videos websites other online resources, and help to form part of their social schema (O’Donnell, 2012).

Creating a ‘Weebly’ (website) to model an environment that is more like a globally connected communications and learning center, would benefit students by replicating a real simulation of the online world. Furthermore, this would create opportunities for the LM to teach students how to collaborate and to share resources through social media as well as opinions and ideas. Weeblys can offer an inbuilt support for common or reoccurring questions as well as link to other online resources including wikis and blogs.

Creating a Prezi, Glogster, and an Interactive Powerpoint, helped me to recognise the power of using technology to teach content, as students are able to see, hear, read and trial the content for themselves (Global Lead Education, 2008). Teachers can use these multimodal ICT tools to present content and create engaging learning that allows the student to interact with the content. When guided by the teacher, students are able to link to almost endless possibilities available on the web. Even better, LM’s that create opportunities for students to produce their own presentations using these ICT tools enable students to acquire the ability to learn in context and critically discern information. Strong communications skills are gained when students participate in these types of activities. Relevant subject matter that is presented using these digital options also allows the student to perpetually pause, rewind, and think about the content. Although content and technology can be complicated, teachers essentially become designers of learning; “technology illiterate” is no longer an option for 21st Century learners. The ability to visualize, reason, plan, and make decisions leads to an independent learner (Global Lead Education, 2008).

Technology should not be used to maintain old practices, in addition with creating new learning possibilities. Audio, Images, and Digital Movies are examples of ICT tools teachers can utilise to effect student learning. Such tools enhance student learning through multimodal options as well as allowing students to start, stop, or rewind content as needed. Podcasts have the potential to provide productive ways in which students struggling with reading, can listen to themselves read, or watch themselves perform a presentation; allowing them to improve their skills. Students learn to recognise how and when to use technology efficiently during these processes.

Mobile Learning is an example of how teachers could use imagination and creativity to gain higher levels of learning and not focus on using one technology tool. Ipads can be used as a way to engage students in learning, twenty-first century students are already engaged in texting, Xbox, and other social media. Teacher knowledge and awareness of tech apps, classroom management skills and support from higher departments will influence the range of apps in the classroom. Teachers’ comfort with teaching with technology is vital practice. IPad applications are an efficient and engaging tool to design flexible learning paths with built-in support (Guthrie & McCracken, 2010). However, having numerous modes of technology available does not necessarily translate into effective use. Some may argue that mobile technology can be a disruptive force, which inhibits innovative teaching and learning. Thereby, there is a clear distinction between having technology, and using it effectively.

E-learning can be used to facilitate inquiry based learning. This type of activity demonstrates problem based learning, where students work in small groups and solve a problem with no clear pathway or solution.  Student centered inquiry based learning, helps students solve real-world problems that aim to increase student engagement and valuable learning. Authentic learning situations help students to retain new knowledge because students are co-constructors of this new knowledge (O’Donnell, 2012). When students create their own presentations, students implement their knowledge, their learning and their application of that knowledge. The potential outcome is that students obtain: the ability to problem solve, to think critically, dissect complex issues, and to work effectively as part of a team and/or independently (Kearney & Shuck, 2006).

Once the key learning goal is known, I will be able to work backwards and explore ways in which technology can modify aspects of the learning experience; and instruct students how to participate in constructing knowledge rather than just being a consumer of it. Student-centered practices that are supported by technology to affect student learning outcomes. Computers in schools do not automatically change system practice, but must be used to intentially engage in creating a process for change and innovation. Intentionally and actively implementing technology into my classroom practice, will hopefully contribute towards creating a school culture that embraces and adopts technology (Global Lead Education, 2008).

Schools need to integrate technology into the classroom. Today’s educational process starts with a teacher’s belief and philosophy, that access to technology is vital. As a future LM, I need to develop and adopt an approach which embraces, trains, and promotes technological applications at every opportunity. I need to adopt this evolution and integrate learning with the assistance of technology into my classroom. Subsequent to my five week virtual learning with technology experience, I now define myself first as a learner, which is invested in improving instructional design.

References

Education Queensland (2011). Keeping Queensland schools safe. Queensland Schools alliance against violence. Retrieved December 5, 2012, Retrieved from http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/keep-school-safe.pdf

Guthrie, K. L., & McCracken, H. (2010, July). Reflective Pedagogy: Making Meaning in Experiential Based Online Courses. The JEO. Retrieved from http://www.thejeo.com/Archives/Volume7Number2/GuthriePaper.pdf

Kearney, M. & Shuck, S. (2006). Spotlight on authentic learning: Student developed digital      video projects. Australian Journal of Educational Technology, 22 (2), 189-208. Retrieved from CQUniversity Course Resources Online (FAHE11001). 

Koehler. M.J., & Mishra, P. (2006).Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017-1054. Retrieved from CQUniversity Course Resources Online (FAHE11001). http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

Mergel, B. (1998, May). Instructional Design & Learning Theory. Saskatchewan: University of Saskatchewan.

Prensky. M. (2001). Digital Natives, Digital Immigrants.vol.9no5, on the horizon MCB, university press

O’Donnell, A., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., Smith, J.K. (2012). Education Psychology. Milton, QLD: John Wiley and Sons Australian Limited.

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved fromhttp://www.elearnspace.org/Articles/connectivism.htm

The New Media Consortium. (2005). A global imperative: The report of the 21st century literacy summit. Retrieved from CQUniversity Course Resources Online (FAHE11001).

Mobile Learning

Mobile Technology – Smart phones and ipads in the classroom.

Mobile technology uses software platforms that were originally designed for purposes outside of education. Creative teachers who understand that using ipads and smartphones the student will find this transition familiar and if implemented correctly, engaging. This is the 21^st century students are already engaged in texting, xbox and social media. Therefore technology rich environments will engage them (Prensky, 2005).

Using an ipad in a classroom enables students to connect with the learning kinaesthetically, visually, auditory and verbally. Ipad apps provide a unique instant way to teach which are intuitive to today’s students. 

Ipads are affordable options using eBooks alone and many subscription offer free updates to subjects of interest. E-Books offer many attributes over conventional books especially when searching specific content and creating annotations. The most endearing thing about E-books is that the hardware can store thousands of books that would otherwise fill countless book shelves and for this reason alone makes this attribute a permanent option for the future learners over the previous iteration of paper based products.

Ipad core ideology is based around interactive applications or commonly referred to as apps. Instead of having large complex softwares the ipad breaks these monolithic entities into smaller applets that tend to focus on just a few core functions. For this reason the author (teacher) and the user (student) are not lumbered with steep learning curves trying to navigate user interface and features that are not relevant to the process or the task you are trying to accomplish.

Ipads can operate as a portable smartboard. One particular app which I am extremely fond of is a whiteboard app called ‘sadun’s whiteboard app’.  http://www.youtube.com/watch?v=4mRah8BBvyg This whiteboard app can connect with other ipad whiteboards using wifi. The users of this app can write on the whiteboard and then save and export content which can be reviewed and interacted with later. The information becomes digitised permanently, this information which would have been lost using a traditional whiteboard.This would be extremely useful in a math class where authentic equations are frequently written on the white board.

Students could use Google Docs to create a group presentation to show math vocabulary. The presentation task could include students showing a video, an image, and a definition.

Ipads may demonstrate an engaging lesson in mathematics however the Learning Manager should go beyond the present authoring software and embrace later versions that reflect a change in animated transitions that may be occurring in other softwares outside of the education system.

There are countless learning games that the Ipad offer, one of my favourites is ‘scribblenauts’.

http://www.youtube.com/watch?v=2WY56ST3EX0

Clever Teacher

Just wanted to share this youtube that I stumbled upon. In my opinion two minutes I don't wish to get back http://www.youtube.com/watch?v=4cn4RTbNE0M

Prezi, Glogster and Powerpoint

PowerPoint, Prezi and Glogster

Wow I never realised power point could do so much. Maybe I have been living under a rock. This week my favourite tool for exploring has been power point. This is my website of the week: http://www.pptmagic.com/downloads.htm

Mathematics is one of those subjects, which students either love or hate. Developing skills to integrate and combine content with technology could assist students to learn and understand mathematic concepts in an accessible and relevant way. I can see how this would benefit students in my classroom immensely. Hopefully, I will be able to help students learn content AND, influence pre-existing negative perceptions, so that maths becomes fun.

This week I have focused on PowerPoint. Click here to see my first Power Point embeded into my wiki http://staceyselearning.cquniversityschoolofeducation.wikispaces.net/weebly+and+blog+links or here to see my Power Point uploaded to Slide Share http://www.slideshare.net/staceyelearning/math-is-fun-power-point-upload
I love the fact that you can add sounds, links, movies, and games. PowerPoints that include interactive features would work well in a maths classroom as students would be able to actively engage with the content. One example would be a PowerPoint in which students click on one picture, that leads them to a corresponding link containing relevant information.

Another example of creating an interactive PowerPoint would be to construct the PowerPoint into a game. Minecraft is an example of this type of learning where students are required to build and learn at the same time.

Students today are constantly occupied by digital gadgets it is part of their every day world. For this reason, and as suggested by Prensky (2005), it is unfair to expect students to be seated and be passive participants in learning. The TPACK Framework is essential, in that, we create learning environments and activities for students in ways that are familiar as well as engaging. When teachers have the adequate skills to be able to combine pedagogy, content and technology (TPACK), the benefits to learner are immeasurable. Though creating games would be challenging as suggested by Shulmen, and pedagogy and content are messy, it’s still worth the effort.  Creating games that appeal to certain students will not necessarily appeal to others. However, this is already a challenge faced by teachers in teaching students within the classroom without technology.

I have been fortunate enough to have had a mentor teacher that let me explore the Oneschool website, where I have already been exposed to different math games and sites recommended by Education Queensland.

 I am enthusiastic toward the concept of Prezi, which is capable of bringing new life to the familiar PowerPoint style of presentation. Visualising the presentation as a whole on one canvas, and then being able to zoom in and focus on one particular area of the subject was an absolute highlight in my exploration. Creating a Prezi presentation could be more appealing to students than the traditional power point. However, this would require the students to become familiar with Prezi with guidance from competent Prezi user. One of the disadvantages would be too many zoom-ins could create motion sickness. Prezi’s layout and concept is foreign to my instinctual navigating process, and will require further investigating and exploring on my part. Another issue is that its online only access, making it inconvenient at times; however, this can also an advantage. Prezi has easy to follow templates which would assist students in creating their own Prezi.
Click here to see my Prezi http://prezi.com/zxzpybo2dxta/5-meals-all-teenagers-should-learn-to-cook/?kw=view-zxzpybo2dxta&rc=ref-25188227

Glogster is a remarkable idea, enabling students to create their own learning interactive poster; I can see students creating their own Glogsters to consolidate learning. Having students creating their own Gloster, is more beneficial than being presented a Glogster, causing them to learn as they create. However, I have struggled to adapt to Glogster, after spending two hours uploading and mucking about, I have just one thing to say:  ALWAYS SAVE YOUR WORK!
Click here to see my Glogster

http://misssh.edu.glogster.com/tips-for-teenagers-using-social-media

Audio Files, Images and Digital Movies

My PodOmatic Audio

21^st Century Literacy

Audio, Images and Video are now a standard form of communication today. These forms of communication are multimodal and can deliver information to give meaning that was not achievable using traditional forms of communication.

Images – A picture says a thousand words! As a dominant visual learner I love the idea of using images for learning. I personally understand so clearly when I can seen an idea through  images that may otherwise be quite a challenge to convey if someone was trying to explain the concept through poorly draft sketches and mind maps.

Manipulating images comes naturally to me as I am extremely comfortable using photoshop. The key to image manipulation is understanding resolution and what is the files final usage or destination will determine what process or programs you use. I used the program mobaphoto recommended in the learning material this week to resize the image, and found it quite easy to use, however there was some initial confusion in the download section but once I found the workaround I found the installation quite easy. One of the features of this program I particularly enjoyed was being able manipulate an entire folder of images similar to the photoshops’ tool set however mobaphoto is far more intuitive in this area and I can see why novice image manipulators would prefer this option over photoshop.

Audio

I thoroughly enjoyed using audacity it was a lot of fun recording our voices which fell in the category of when learning is fun throughout the entire process. Both myself and study buddy Deb Jacobson found the recording tasks quite jovial not unlike when you are placed on the spot when video-taped at a party and hearing your voice recorded is always a novel experience. Whether its video editing or audio both Deb and I found the process not very intuitive and a few hours of tutorials were required to progress especially in the creation of URL’s which until that point was a mystery for the both of us. ITunes however is still somewhat of a challenge to me. I was able to find interesting podcasts but struggled to work out how to upload them. This only adds to the theory that I am a digital immigrant. My teenage children play with these tools with ease.

Audio in the classroom has a number of key uses especially as a narrative with images or video to explain information. Students could record songs or pneumonic to remember facts of information. Audio books or recording class content are additional ways audio could be used for learning. If I had to include a negative would be they could become a distraction from the learning that is meant to be done and the process is time consuming when compared with other digital learning tools.

Video

Using movie maker is relative easy to do as this also is familiar to me from previous projects but I am still struggling to navigate my way around blogger because URL’s, links and the methodology of linking multiple elements is quite complex and it will require further study and investigation.

Drawing on white boards and taking snapshots of their class learning and displaying the images in a classroom or online context would be an interactive and useful way to build meaning relevant to the student.

Books are a traditional method of recording and mass producing information. Using Audio, images and video to record the information and content is set. This is a benefit for the learner as the message is not as likely to become lost is translation where this may be the case when a teacher articulates content, over and over. It is important and time consuming to update and maintain content and information recorded using audio, images and video. These modern recording tools are essential for today’s student and teacher because mass production of learning tools are one of the avenues that teachers can cover the needs of an ever increasing subject matter and population. Although creating authentic learning environments is essential, customised content is no longer a practical option in a society where instant gratification of learning is the new standard.

References

Kearney, M. & Shuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australian Journal of Educational Technology, 22 (2), 189-208. Retrieved from CQUniversity Course Resources Online (FAHE11001). 

The New Media Consortium. (2005). A global imperative: The report of the 21st century literacy summit. Retrieved from CQUniversity Course Resources Online (FAHE11001).

Audio Files and Blogs Don't Mix

Voki

music

a

Blogs, Wikis, and Websites

Blogs

P	M	I
·         Remote and mobile access ·         Vast information shared all in one central location. ·         Creates a platform to practice and improve written communication skills ·         Freedom of expression that enhance their general communication skills. ·         Alternate viewpoints and methods	·         Students need guidelines as they develop the maturity needed to be honest and respectful between peers interaction. ·         Countless links and information. ·         If Information is not organised may create confusion and misinterpretation ·         Takes time and commitment ·         Comments made could dent the authors confidence	·         Can later be used as part of a resume. ·         Create practice for jobs of the future such as social media management.

Blogs in the classroom

 http://staceyselearning.blogspot.com.au/http://staceyselearning.blogspot.com.au/

Blogs provide the user with their own personal space to express their thoughts opinions and experiences. The personal space also allows the user (student) the opportunity to create, design and organise their thoughts in way that suits and expresses their individual identities. In a classroom, context blogs are useful tools for students to share the content they discover from the infinite amounts of information available. Blogs create opportunities for, and links to, valuable information. Students who are open to constructive feedback gain valuable insight and are able to measure, and identify, their weaknesses and strengths.

Blogging communication is a current reality of the technological age, one that today’s students live in. Therefore, blogging forms part of students ‘social schema’. Blogs provide an opportunity to take advantage of this schema and teach students social etiquette and strategies.

Students are able to put their point across effectively, as they have time to think about it before they express their opinions and experiences. Extended time for contemplation further reduces the pressure for students with introverted tendencies, and at the same time creates a platform for extroverted students to share with a mass audience. Therefore, students learn collaboratively as they are able to comment and support each other’s blogs. However, students need guidelines as they develop the maturity needed for peer interaction. Blogs in the classroom can also be used as an opportunity to guide and teach students, social etiquette such as how to leave honest but respectful comments. I cannot help but agree with Guthrie & McCracken (2010) who insist that ‘…the process of stepping back from an experience to ponder, carefully and persistently, its meaning to the self through the development of inferences’ noting that engaging such processes forms the foundation for future decision making and behaviours.

Wikis

P	M	I
·         Thought provoking environment ·         Vast information shared all in one central location. ·         Creates a platform to practice and improve written communication skills ·         Freedom of expression that enhances comprehension of a particular subject ·         Alternate viewpoints ·         Different methods can be obtained to get the same answer	·         Students may be reluctant to be vulnerable and express real thoughts and opinions ·         Requires willingness to  commit ·         Information is not always credible ·         Can only edit one at a time	·         Clarified learning ·         Practiced communication skills ·         Collaborative blackboard ·         Interactive learning

Wikis in the classroom            

http://staceyselearning.cquniversityschoolofeducation.wikispaces.net/http://staceyselearning.cquniversityschoolofeducation.wikispaces.net/

Wikis are like one giant butchers paper, where the collection of student knowledge and opinions on any given subject are composed and shared in one central and open learning space. Therefore, wikis used in the classroom create a thought provoking environment for students to express, expand and compare their knowledge of a subject. Students are able to reflect this discourse which enables opportunities for comparison, contrast and analysis which reinforces learning. However, to generate student contribution and commitment to a wiki, strategies and careful organisation are required. For example, students milling around in a wiki learning environment need the’ know-how’ of interactive communication in order to interact and benefit from such. Once students know how to participate and are organised into groups and networks, they then have the ability participate in the wiki. Teachers’ require pedagogical knowledge to construct this environment; therefore, it is paramount that teachers continue their development in ‘digital pedagogy’.

This reflective pedagogy is enabled as students have extended time to write and reflect on a subject then would be in a traditional learning environment. Learning is enforced as students are obliged to participate in a group setting. Students are able to clarify their understanding by comparing opinions and information that differ to their own. Additionally, students may read discourse that has been expressed in an accessible and relatable manner, thereby giving the student a better understanding of the subject. Nevertheless, this could also lead to inaccurate understanding of topics, as some of the shared discourse may be unreliable.

Websites

P	M	I
·         One central location to find information ·         Access of information outside of school hours ·         Additional study ·         Customised for individual learning ·         Announcements online	·         Not personalised ·         Requires self discipline ·         Dependent upon the skills of the teacher ·         Students don’t always have access ·         Children need protection ·         Takes time to create and maintain ·         One view point –condensed information	·         Integrating technology with curriculum

Websites in the classroom
 http://staceyselearning.weebly.com/
http://staceyselearning.weebly.com/

Websites are an ideal method of integrating curriculum with technology. Depending on the type being used for students learning, websites are informative and can be created with a particular cohort of students in mind, producing an authentic learning environment tailored to the student learning needs. Websites can present information that caters and integrates a wide range of learning styles. I have discovered that it is essential for students’ learning to combine two environments; a combination of classroom interaction and web-based resources. In other words, students’ cannot be shown a website and told start learning alone, but must be instructed and mentored inside the classroom and beyond. Students need skills to operate and understand the learning environment. Because websites are a static learning environment, alternate viewpoints, methods and arguments are not present, unless the website creates links for this type of learning to occur (Siemens). Teachers need to consider solutions to problems ahead of time, for example, not assume that all students have access to the website outside of school.

According to Shea (2006):  

... distant students report a strong sense of learning in those online classes that provide open environments for discussion, mediation and resolution of difficult dialogues that ultimately reinforce complex understanding. Learning technologies provide a particularly important link between on-site learning experiences and classroom activities; such media become even more significant when the primary mode of instructional delivery occurs via the Internet.

References

Guthrie, K. L., & McCracken, H. (2010, July). Reflective Pedagogy: Making Meaning in Experiential Based Online Courses. The JEO. Retrieved from http://www.thejeo.com/Archives/Volume7Number2/GuthriePaper.pdf

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm