Group items tagged

There is no question that historical eras favor certain personalities and types, and the age of the collaborator is here or coming, depending on where you sit. The era of trusted authority (Time magazine, for instance, when I was young) is giving way to an era of transparent and collaborative scholarship (Wikipedia). The expert is giving way to the collaborator, since 1 + 1 truly equals 3 in this realm.

The combination of 1) an increased ability to work on specialized topics by gathering teams from around the globe, and 2) the diversity of those collaborators, should bring with it an incredible amount of innovation.

That anyone, anywhere in the world, can study using over the material from over 1800 open courses at MIT is astounding, and it's only the start.

I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press

a study that showed that one of the strongest determinants of success in higher education is the ability to form or participate in study groups. In the video of his lecture he makes the point that study groups using electronic methods have almost the exact same results as physical study groups. The conclusion is somewhat stunning--electronic collaborative study technologies = success? Maybe not that simple, but the real-life conclusions here may dramatically alter how we view the structure of our educational institutions. JSB says that we move from thinking of knowledge as a "substance" that we transfer from student to teacher, to a social view of learning. Not "I think, therefore I am," but "We participate, therefore we are." From "access to information" to "access to people" (I find this stunning). From "learning about" to "learning to be." His discussions of the "apprenticeship" model of learning and how it's naturally being manifested on the front lines of the Internet (Open Source Software) are not to be missed.

"differentiated instruction" a reality that both parents and students will demand.

sites that combined several Web 2.0 tools together created the phenomenon of "social networking."

From consuming to producing * From authority to transparency * From the expert to the facilitator * From the lecture to the hallway * From "access to information" to "access to people" * From "learning about" to "learning to be" * From passive to passionate learning * From presentation to participation * From publication to conversation * From formal schooling to lifelong learning * From supply-push to demand-pull

The Answer to Information Overload Is to Produce More Information.

Participate

Learn About Web 2.0. I

* Lurk.

Teach Content Production.

* Make Education a Public Discussion.

* Help Build the New Playbook.

We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content. They may be "digital natives," but their knowledge is surface level, and they desperately need training in real thinking skills. More than any other generation, they live lives that are largely separated from the adults around them, talking and texting on cell phones, and connecting online.

Those of you with suggestions of other resources, please post comments linking to them

Perhaps most important, what is our primary interest as educators: facilitating student learning or commercializing what we know? If our primary interest is facilitating student learning, then education is our field. If commercializing what we know is our primary interest, then we shouldn't be educators.

From my perspective, the only legitimate role for new media and technology in education is to increase our capacity to be generous with one another. Because the more open we are, the better education will be.