Personal Learning Network (PLN) Assignment

Personal Learning Network (PLN)

Networked Learning Independent Study Project Design

Objective: develop and use networked learning to create a personal learning environment/network for 21st century research and design. 

Preparation

  • Each learner selects his or her topic of study, (what you know, what you want to know), and establishes a research question.
  • Acceptable/Responsible Fair Use policy is discussed.

The project is positioned within the following perspective.

What if your teachers disappeared and you had to learn on your own? Would you give up on learning? Where would you begin? Why would learning be important? You are an empowered learner. You have the power to learn anything. How much you learn is up to you. How you manage your learning is up to you. How you manage your time is up to you. A big part of your success will depend on how well you are organized. 

Introduction of Tools

Web applications are introduced one at a time to give participants the chance to master the tool within the context of the study topic. Digital literacy is integrated into these lessons as needed. The essential questions of digital literacy are presented. 

  • Where can you go for good information?
  • How do you know if you can trust what you find?
  • How will you find subject matter experts you can trust to help you learn?
  • Why is reflection important when you are learning something new?
  • Why is it important to share what you’ve learned? How will you share?

Web Application (Components of the Networked Learning Environment for Research)

Social Bookmarking (RSS) “Diigo”and/or “Pinboard”

  • Explain Really Simple Syndication (RSS) and evaluation of Websites
  • Set up the account
  • Subscribe to each others accounts
  • Bookmark, read and annotate at least 5 reliable websites per week that reflect the content of chosen topic
  • Add, annotate and read at least 3 additional sites each week.

Microblogging “Twitter”

  • Create and Account
  • Follow 10 Individuals or organizations you found during research.
  • Advanced use as interested

NOTE TAKING (INFORMATION MANAGEMENT) AND ETHNOGRAPHY “Evernote”

  • Create Evernote account
  • Begin content collection

News and Blog Alert (RSS)”Google Alert”

  • Create a Google Alert of keywords associated with selected topic
  • Read news and blogs on that topic that are delivered via email daily
  • Subscribe to appropriate blogs in reader

Personal Web Aggregator (RSS, Information Management) “iGoogle”, “Symbaloo” and “Netvibes”

  • Introduction to Google, Netvibes and Symbaloo
  • Customize choice
  • Start by creating a Homepage
  • This will build as you learn new tools

News and Blog Reader (RSS) Google Reader RSS Feeds

  • Search for blogs and newsfeeds devoted to chosen topic
  • Subscribe to blogs and newsfeeds to keep track of updates.
  • Set up gadgets in Symbaloo or Netvibes

Personal Blog(RSS)/Mobile Blog “Blogger”

  • Create a personal blog
  • Post a research reflection each day of the content found and experiences related to the use of Networked Learning Research Environment pertaining to project topics
  • Find bloggers with similar topics subscribe to blogs in reader

Internet Search (Information Management, Contacts, and Synchronous Communication)”Google Scholar”

  • Conduct searches in Google Scholar and Fogler library databases for scholarly works.
  • Bookmark appropriate sites
  • Consider making contact with expert for video conference”

Video (Research, Fun) “Vimeo”

  • Create and Account.
  • Create a Channel.

Photo Sharing “Flikr or Picassa”

  • Create and Account.
  • Upload Photos.
  • Share Photos.
  • Interest of Participants

Video Conferencing (Contacts and Synchronous Communication) “Skype”

  • Identify at least one subject matter expert to invite to Skype with you, group, family, community for your project.

Daily research, reflection, share (Ongoing during project)

Once the personal learning environment is constructed, you will continue to conduct research and navigate new content on a daily basis. Lab activities will be divided between introducing a tip or offering a research theme for the day, actual time spent conducting research will vary.

  • Craft a final synthesis of your work.

Other Networks

Covered with time remaining or interest. 

Podcasts (RSS) “iTunesU” “Academic Earth”

  • Search iTunesU or Academic Earth for podcasts related to topic
  • Listen or view to at least 4-10 podcasts or lectures

References|Attribution 

  • Steele-Maley, T (2010). Networked Project Design
  • Drexler, W. (2008). YouTube – Networked Student. YouTube – Broadcast Yourself. Retrieved February 24, 2011, from http://www.youtube.com/watch?v=XwM4ieFOotA

Design Based Research Plan 1 Web 2.0 Foundations

Elaborated Design Plan for Web 2.0 Foundations

Informed Exploration

Educational Focus

Web 2.0 Foundations is a semester long secondary school course focused on participatory co-learning in multisited contexts with the goal of elevating the understanding of ones potential for creating positive learning outcomes in blended learning contexts. Focused on building a personal learning network for networked research the course Web 2.0 Foundations is situated within the middle grounds of formal and non-formal learning environments and relies on connectivist and constructivist pedegogy.  This intervention has been designed to better understand how a learning community in a traditional rural school setting responds and contributes to the conversation on adapted (Blended/Connected learning environments) while also achieving pertinent school based and national standards.

Research framework:

Needs Analysis and Survey of Literature

The controlled curricular structures of the “school” are not adequate to meet the challenges faced by the worlds young people in the twenty-first century. Further, the one hundred year absence of systemic change in education provides an environment that is ripe for what Zuboff (2010) has called a “Mutation”: modes of learning “that create value by offering [learners] individualized learning that express a convergence of technological capabilities and the values associated with individual self-determination”. Zuboff’s argument is cogent in education as only now, in 2010 do we see some meaningful consensus on educational change beginning to solidify, for instance around the need for computers in learning to address the 21st century skills of finding leveraging, synthesizing, collaborating and problem solving with information (Hayes Jacobs ed. 2010, Bonk, 2009, Davidson and Goldberg, 2009). This new and still growing consensus occurs while the bulk of school and curricular policy remains static (Apple, 2010, Darling Hammond, 2010).  The realization that educational systems are unresponsive to needed change raises the importance of new learning environments when considering that our world systems are in decline (Burns et.al). Our interdependent world calls for a deliberative, culturally conscious, and collaborative generation. With this in mind the future role of education as a change agent has never been more important.  Bold initiatives  grounded in the seminal work of critical educators such as(James Beane, 1995,1996; Michael Apple, 1990,1996, 2009, 2010, Boulding,1988), eLearning mavericks (George Siemens, Steven Downes, Alec Couros, and Dave Cormier) As the world realizes both systemic global crisis (UN millennium Development Goals, 2010; ICISS, 2001), and the exponential growth in global connectivity, education can and must help catalyze a new global civic culture through the restructuring of how we provide learning to our world.

Systemic Social, Cultural and Organizational Influences and Constraints on Design.

This design exists within a traditional school system setting atypical to Committee of Ten Standardization yet within the current environment of standardization and standards based reform (RISC and MCCL).  This environment is both exciting and intimidating to the researcher.  The learners involved in this study are primarily rural western European Americans at or around the poverty line to middle and upper middle class.  The learning environment numbers from 150-200 young people across a 60 mile district.  ALL 2012-2013 participants are local to one high school and number at 75.  Strong small rural community ideologies exist with conservative, pragmatic and progressive manifestations creating an environment of uncertainty for students.

Theory development

The Design work for Web 2.0 Foundations elevates, connectivist, constructivist, and open learning theory. The course’s mission is to connect individuals to the world through place based and international studies that are applied to an individuals interests, passions and quest for serving their local and world communities. Web 2.0 Foundations is made up of young people who co-develop their own program with a Teacher/Mentor Networked Learning Mentors (Via Twitter, Google +),and other local and international community members. At every stage of research, design, Web 2.0 Foundations supports individual learners while also connecting those individuals face to face and virtual project based learning cohorts that have can have a mission to solve local, regional, and global problems that effect our interdependent world.

Audience Characterization

The intended audience for this design research are both young and old existing within the academy and in informal and formal learning environments outside of the academy.  The research is meant to have impact on the theory, design and implementation of new learning environments at the middle level and secondary level in private, public and quasi public/private institutions. It is my hope that young people find this research accessible so they may take a greater role in the design of education.

Enactment

Field Methods

Task analysis will be used to better understand daily patterns of learning, Contextual Analysis will be used to situate the study in local and global educational contexts, Audience and Expert Review will be used for internal and external reflection and iteration and Ethnographic methods (specifically ethnographic fieldnotes) will be used for recording the learning process. Participatory design will be used to support learner motivation and participation.

Systems Design

Participants who engage in Web 2.0 Foundations are introduced to  an integrated project based learning process’s that leverages internet based learning systems, Mobile Learning and collaborative project based learning.  Learning modalities are face to face and blended with synchronous and asynchronous learning over a four month period.

Learning Targets

The project is situated amidst multiple learning targets both institutional and informal. Local and international institutional learning targets make up the institutional learning targets and  include NETS-S, Local 21st Century Benchmarks, and adapted common core requirements.  Wider learning targets include effective connectivism and networked learning practice.

Design Strategies and Principles

  • Context evaluation, content sequencing, fostering interaction with an additional emphasis on addressing knowledge as existing in networks and learning as developing and forming diverse, multi‐faceted networks (Siemens 2008)
  • Generate Value for Learners
  • Curate a Gathering of human experiences and Artifacts that are synthetically processed
  • Use of Empathy
  • Agile communication of findings during design process “data as narrative”
  • Contribute solutions to a broad learning community

References

Apple, M., Au, W., and Gandin, A.L., eds.(2009). Routledge International Handbook of Critical Education. New York, Routledge

Apple, M., ed.(2010). Global Crises, Social Justice, and Education. New York, Routledge.

Bannan-Ritland, B. (2003) The Role of Design in Research: The Integrative Learning Design Framework. Educational Researcher, 32(1), 21-24.

Bonk, Curtis J. (2009). The world is open: How web technology is revolutionizing education. San Francisco: Jossey-Bass.

Darling-Hammond, L. (2010). The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future.New York: Teachers College: Columbia Press.

Downes, S. (2005, December 22). An introduction to connective knowledge. Stephen’s Webhttp://www.downes.ca/cgi-bin/page.cgi?post=33034

Downes, S. (2006, October 16). Learning networks and connective knowledge. Instructional Technology Forum: Paper 92. http://it.coe.uga.edu/itforum/paper92/paper92.html

Davidson, C.N., Goldberg, D.T. ( 2009) The Future of Learning Institutions in the Digital Age. Cambridge: MIT Press. http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11841

Emerson, R. M., Fretz, R.I., Shaw, L.L. (1995) Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press.

Hayes Jacobs, H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria: ASCD.

Siemens, G. (2008a). About: Description of connectivism. Connectivism: A learning theory for today’s learner, website.  http://www.connectivism.ca/about.html

Siemens. G. (2006a). Knowing knowledge. KnowingKnowledge.com Electronic book. www.knowingknowledge.com

Siemens, G. (2005, August 10). Connectivism: Learning as Network Creation. e-Learning Space.org website. http://www.elearnspace.org/Articles/networks.htm

References informing overall design stage.

Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243-253.

Blomberg, Jeannette, et. al. (1993). Ethnographic Field Methods And Their Relation To

Design, In Participatory Design: Principles And Practices, Schuler, Douglas, Ed. Lawrence Erlbaum Associates, New Jersey, 123-155.

Brown, A. L., & Campione, J. C. (1998). Designing a community of young learners: Theoretical and practical lessons. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 153-186). Washington, DC: American Psychological Association.

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9-13.

Cole, M. (1996). Creating model activity systems,Cultural psychology: A once and future discipline (pp. 257-285). Cambridge, MA: Belknap Press. Cole, M. (2001, January 19-20). Sustaining Model Systems of Educational Activity: Designing for the Long haul. Paper Presented at Symposium

Honoring the Work of Ann Brown, Berkeley, California. (Accessed online on 15 November 2001 at http://lchc.ucsd.edu/People/MCole/ann.html). Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design Research: Theoretical and Methodological Issues. The Journal of the Learning Sciences,13(1), 15-42.

Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.

diSessa, A., & Cobb, P. (2009). Ontological innovation and the role of theory in design experiments. The Journal of the Learning Sciences, 13:1, 77—103.

Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process. In K.Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (1st ed.) (pp. 489-504). Cambridge: Cambridge University Press.

Richey, R.C., Klein, J.D.,(2007). Design and Development Research. New Jersey: Lawrence Erlbaum Associates.

Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the science of education design studies. Educational researcher, 32(1), 25-28.

 

Toward a Networked Introduction to Projects

“So the coin of the realm is not memorizing the facts and figures their going to need for the rest of their lives; the coin of the realm will be, do you know how to find, validate and
leverage information; do you know how to analyze and synthesize that
information; and can you problem solve, collaborate and communicate with
it….”
– Ken Kay [1]

Web 2.0 Foundations: A Course in Participatory Technology

An Opening Vignette:

Technology is a word we often confused with computers, programs, and myriad gadgets only.  If you dig deeper I think you would agree that humans have utilized technology in very innovative ways since the Middle Paleolithic (or for those numbers folks out there c. 200,000 years ago+-).  Be it friction fire, basket-making, agriculture, irrigation, warfare, in-door plumbing, radio’s or iPads there has always been a human driving the social use of these tools.  Elders, leaders, young people, wise people…. have always enabled and proliferated technology at the core of cultures.  We need to never loose site that you, the young people before us are entering a radically different world than the one we (the olders in your lives) came from.  Though pockets of traditional life ways exist (and may proliferate in terms of localization of food and economies), the connections young people have to the world and what the world needs are fundamentally shifting the narrative of our shared futures. We need a learning design that helps young people prepare for a world without borders.   So how are we (educators) responding? In 2008, Pearson put together this short video to make a few suggestions:

“We have to develop a narrative that sustains 21st century learning.”

The 21st century imperatives for learning deal with connection and connected learning.  Do schools enable you to find, validate, leverage, analyze, synthesize , problem solve and collaborate with information on a regular basis?  What does this look like?

Web 2.0 Foundations is designed to be a participatory venture between you our school, learners, teachers, the community and world that enables and moves you into spaces of dynamic individualized learning with new technologies.  This learning creates spaces (mental, physical and online) that enable  21st century literacies.

Over the semester I will post my design field notes for Web 2.0 Foundations and iLab Projects with a focus on networked learning, designs for extensive networked research, mLearning (Mobile Learning), project based learning and more. It is my hope that these fieldnotes give a record to your learning process and ultimately help the process of learning change so prevalently taking place in the world and right here in Midcoast Maine.

Your part in this design has begun and I am so happy to be in a network with you all.

Welcome

A note on our distributed web.

We will tag everything we create with the following:

web20found (Social Bookmarking, this blog , student blogs (Called Lables))

#web20found (Twitter Hashtag)

web20foundtools (for specific tech tools used in the experience)

web20foundreading (for specific readings and research findings we like)

I will tag these posts with

fieldnotes

#fieldnotes (Twitter Hashtag)

 

Here are seven attributes that should have or need to develop for successful online learning


Here are seven attributes that should have or need to develop for
successful online learning:

  1. You have to have a sense of self.
  2. Successful learners online
    have an awareness of metacognition — self-motivation, self-starting, and
    ownership of one’s actions. In other words, they reflect on how they learn as
    well as what they learn.

  1. You need to be able to manage your time wisely.
  2. They
    must be able to lay out their tasks with a critical eye, plan them accordingly,
    and follow them through to fruition — many times without someone looking
    over their shoulder.

  1. You have GOT to know how to collaborate.
  2. This is a
    biggie. More than an understanding of technology, more than a perfection
    of writing skills, the ability to collaborate is one that must be used
    comfortably online.

  1. You need to be able to set goals for yourself.
  2. Being able to
    see the target and backwards plan towards that target is vital.

  1. You need to communicate well in writing.
  2. The entire
    online community is based on the language of words and how to
    communicate them effectively. One cannot use texting language and expect
    to be heard. A student needs to use their best level of writing.

  1. You must follow the community norms.
  2. Just like a
    classroom has a set of rules, so does an online class. A student must
    function within the norms and rules of netiquette set up by the instructor (or,
    better yet, agreed upon by the class itself).

  1. You must be your own advocate.
  2. As slam poet Taylor Mali
    once wrote when asked if they would be tested on the material, “If not you,
    then who?” So does it go with being one’s own advocate. If you won’t ask
    the questions, take control, and make sure your voice is heard in a positive
    way…then who will? 

Via Heather Wolpert-Gawron at Edutopia

Web 2.0 Foundations:

Comment here on what Netiquette points are important to you for our learning community.

Been a Crazy Week

So this week has been long but we have gathered a lot of helpful information. To start the week out we held an exhibition and four different raters were there to give us feedback and to give us questions to see if we could answer them. Our whole presentation itself went pretty well I feel.  I do think that  we missed the big question however. Do we know how to set up a web server. That’s what our main focus is for the next two weeks. We will be setting up a simple HTML page just to make sure the servers are running well. More updates will be to come in the week.

Google Docs: Tips

Great Google Docs Tips for Students

  1. Access your documents from anywhere:
    Whether you’re in your dorm room or the school library, you can access
    your Google Docs. Take advantage of this to make it easy to do your work
    on-the-go.
  2. Use Docs reference tools:
    Take advantage of the Define option to use Docs’ built in dictionary,
    as well as a thesaurus and an encyclopedia available for use right in
    your document.
  3. Go mobile: Google Docs is available on most smart phones, and has a number of capabilities available on the go.
  4. Save to different file types: You can easily save your documents and spreadsheets to commonly used file types like DOC, XLS, CSV, and HTML.
  5. Use keyboard shortcuts: With keyboard shortcuts, you can speed through all of your tasks in Google Docs.
  6. Use templates: Google Docs has a template gallery for just about anything you can imagine, from an apartment bills organizer to a doc for organizing college visits.
  7. Convert PDFs to images and text: Use Google Docs to make PDFs easily editable.
  8. Create forms: Gather research information, ask for opinions, and more by creating Forms in Google Docs.
  9. Search EVERYTHING: Search through pretty much everything you’ve got by searching Docs and Gmail together, thanks to Gmail Labs settings.
  10. Autodetect links: Simply add links in Google Docs by having them automatically detected, instead of having to input full URLs.
  11. Adding video: You can embed video in documents, slides, and more to dress up your presentation.
  12. Insert photos with drag and drop:
    Instead of going through the process of attaching, you can just drag
    and drop files from your hard drive into the document, then wrap text
    around the photo.
  13. Create graphs:
    Visuals are great tools for getting your point across. Using charts in
    Google Spreadsheets, you can create your very own information-sharing
    graphs.
  14. Look up live finance data: In Google Spreadsheet, you can use special formulas to pull live information from Google’s finance service.
  15. Self-update spreadsheets:
    In addition to inserting live finance data, you can create a live link
    to that data for a document that constantly updates itself as accurate.
  16. Draw in Docs: Using Polyline, snap to guides, and other drawing features, you can easily create the images your documents need.
  17. Insert facts:
    Using Google Spreadsheet, it’s easy to insert facts, like the
    population for a city, which is simply pulled through the Google search
    engine.
  18. Simply add equations:
    Google Docs has found a way to make it easy for students to take notes
    in class, offering an Equations editor for adding equations onto your
    pages.
  19. Embed Docs anywhere: Get a link to your document or spreadsheet, and you can embed or publish it anywhere, including Facebook or a class blog.
  20. Just share: Get the ball rolling on collaboration through Google Docs by sharing your document through email links.
  21. Turn it into a webpage: Download your document in HTML, and you can share it as a webpage with a minimal amount of hassle.
  22. Chat away: In Google Docs, you can see anyone who is currently editing the document, and if needed, send a message to chat with them.
  23. Team up with anyone: Using Google Docs, you can collaborate on a document with friends, classmates, and professors.
  24. Share an entire folder: If you’ve got a collection of documents to work on together, just open up a shared folder that everyone can access.
  25. Work on documents all at the same time:
    Google Docs allows users to simultaneously work on a single master
    document, so you can come together with other team members and
    professors to work on a document at the same time.
  26. Allow editing without signing in: If you’re sharing a document with classmates who don’t have a Google login, just make it available to edit without signing in.

  1. Track visits: Using Google Analytics, you can track how much traffic a published document is receiving.
  2. Set notification rules: Find out about the changes made by your collaborators on any given document by setting up notification rules.
  3. Use Docs instead of emailing attachments:
    Rather than emailing revised versions of documents over and over again,
    you can just use Google docs and see revision histories.
  4. Kick slackers off of a project: Simply remove collaborators doing more harm than good by clicking None next to their name.
  5. Freeze to stop editing: If you’ve perfected certain rows and columns in your spreadsheet, just freeze them so they’re not accidentally edited.
  6. Revert back to old versions:
    If your group doesn’t like a certain set of changes made, it’s very
    simple just to revert back to automatically saved previous versions in
    the revision history.
  7. Save brainstorm notes for group projects: Get everyone’s ideas all together in one place by using Google Docs for brainstorming.
  8. Use data validation: Make sure that your collaborators aren’t adding a mess to your spreadsheet by using data validation on shared documents.
  9. Use color coding: You can change text colors based on rules, like setting green for one classmate, blue for another, and red for yourself.
  10. Clean up your main Google Docs page: Move items to individual folders, and you can make your landing page a lot cleaner and easy to navigate.
  11. Insert a bookmark: Make it easy to access other parts of your document, like a table of contents, by inserting bookmarks throughout.
  12. Create subfolders: For an extra step of organization, create folders within folders.
  13. Get color coded: Color code the names of your folders for quick and easy identification.
  14. Get synched: Using tools like Syncplicity, you can get all of your Google Docs synched up with documents from Microsoft Office.
  15. Create your own shortcuts: Put together shortcuts to launch Google Docs, create a new document, and even access frequently used documents in a flash.
  16. Print multiple Docs at once: If you need to speed through printing several documents at one time, just download and open them as a zip file.
  17. Quick View PDFs: When you see PDF files in search results, you can just Quick View them to open them up in Google Docs.
  18. Check your translation work:
    Google Docs has added a translation tool, which can easily be used to
    double check your work when writing a foreign language essay.
  19. Get a grade before you turn assignments in:
    Using Flubaroo on Google Docs, you can get quick feedback on your
    assignment, giving you a chance for improvement before you need to turn
    it in.
  20. Write in full screen mode: Make your toolbar, menus, and other tempting distractions disappear by displaying your Google Docs in full screen.
  21. Automatically correct your common mistakes:
    If you have words that you just can’t spell to save your life, set up a
    preference to automatically find and replace your mistakes with
    correctly spelled words.
  22. Customize your styles:
    If you like a consistent look for your documents, set up a customized
    style so you don’t have to go back and fix it with every new document.
  23. Work offline: Use the offline feature of Google Docs to work on the bus, plane, or anywhere you plan to go without an internet connection.
  24. Save web pages to your Google Docs account: Turn any web page into a PDF for viewing later by using the send to Google Docs extension for Chrome.
  25. Back it all up:
    Google Docs itself offers a great way to back up your documents, but it
    never hurts to save elsewhere, right? Back up and download all of your
    Google Documents and save them to a hard drive for safekeeping.
  26. Use Google Docs for everyday stuff, too: You can use Google Docs to track expenses, maintain your calendar, and more.

Via Open Colleges

Prerequisites

This week we all collaboratively worked on making a presentation for the public to see what we were up to. We couldn’t just simply describe it to people that at least knew a little of what we were talking about, we needed to be able to describe to anybody even if they were 100% clueless. We went through the documentation on sites like:

PostgreSQL: http://www.postgresql.org/docs/9.2/static/intro-whatis.html

GitHub: https://github.com/instructure/canvas-lms/wiki/Production-Start

Passenger: http://www.modrails.com/

As we went through we couldn’t just transfer words over in our own meanings we actually had to figure out what the documentation meant. Presentation link is listed below:

https://docs.google.com/a/svrsu-whs.org/presentation/d/1QEnmjSPdqilc8EGlKnzU-7_AP47w2Q80n-eE33VW3zQ/edit#slide=id.p

Running Linux with Mac

I’ve been reading around and it seems that Ubuntu is one of the most stable and reliable versions of Linux. It only takes up about 5 GB of space, and requires a very low amount of ram. Its compatibility seems to have never been an issue, in any circumstance, which leads me to believe that it would be the safest choice as far as having the computer run smoothly after installation.