Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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Global Action Project | Curriculum - 0 views
Walking the Walk: Action Research | Langwitches Blog - 0 views
Talk:Richard Feynman - Wikipedia, the free encyclopedia - 0 views
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It's just one thing he did, 33 years ago. I was there. But it doesn't need to be in the lead. Dicklyon 22:48, 19 July 2007 (UTC)
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The main article states pronunciation as fɑɪnmən, but the IPA page does not list ɑɪ as a vowel combination. I believe it should be faɪnmən instead. —The preceding unsigned comment was added by Chris Purves (talk • contribs) 15:32:46, August 19, 2007 (UTC).
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Richard Feynman is a former featured article. Please see the links under Article milestones below for its original nomination page (for older articles, check the nomination archive) and why it was removed.
Elev8ed - 0 views
Fostering a Culture of Inquiry | Edutopia - 0 views
ThingLink Education - ThingLink - 0 views
Jean Lave, Etienne Wenger and communities of practice - 1 views
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Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'.
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When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
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Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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Open for Learning: The CMS and the Open Learning Network | in education - 0 views
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Light's examination of the impact of group study among students at Harvard is particularly compelling. In Making the Most of College, Light presents evidence that "students who study outside of class in small groups of four to six students, even just once a week, benefit enormously. Group meetings are organized around discussions of the homework, and as a result of their study group discussion, students are far more engaged and better prepared for class, learning significantly more" (2001, 52).
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no record left behind of the activity and learning that occurred within them. This is a pattern that repeats from semester to semester, throughout a student's learning career at a particular institution.
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blogs, and wikis
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2020 Forecast | KnowledgeWorks - 0 views
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Over the next decade, the most vibrant innovations in education will take place outside traditional institutions.
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The forecast does not predict what will happen, but rather serves as a guide to the as-yet-unwritten future. It is designed to help you see connections among things that once seemed unrelated and to help you consider the changes and challenges that you are facing today within the context of wider patterns of change.
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a critical dilemma facing these institutions: how to reconcile bottom-up developments in education with the traditional top-down hierarchy that is currently in place.
Presentation Zen Bento Box - dr. jude rathburn's posterous - 0 views
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Take an hour to show Garr's award winning Presentation Zen video (included in the bento box) so that people can see the principles in action before trying to design their own presentations.
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since viewers are not familiar with the approach, I found it is helpful to take some time to discuss each element.
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rovide risk-free (i.e. low stakes) opportunities for learners to practice various elements of the Presentation Zen approach, share the results and provide peer reviews.
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Free as in Freedom: The Power of Pull - John Seely Brown - 0 views
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The 21st century has changed the game completely. The infrastructure is driven by the continual advances in computing, storage and bandwidth. There's no stability in sight.
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In a world of increasingly rapid change, the half life of a given skill is constantly shrinking and the predictability of future needs is increasingly less certain. We're having to move from stocks to flows. This means we move from protecting knowledge assets to participating in knowledge flows. This means that our learning strategy moves to having a strong tacit component as against a hoarding mindset of stocking knowledge.
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We're creating a lot of information everyday more in every two days than we did from the dawn of man to 2003.
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The $2 Interactive Whiteboard | Action-Reaction - 0 views
Lead article: How did a couple of veteran classroom teachers end up in a space like thi... - 0 views
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With social networking and media-sharing practices rapidly assuming a central role in our professional and personal lives, teachers have a responsibility to bring these practices into the classroom.
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technology uber-fans gush over their embrace of every new gadget, technology and practice, affixing computer-driven activities onto factory-model teaching practices as shiny appendages, resulting in a ‘technology façade’
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This does not mean that traditional literacies of critical reading, thinking and communication must make way for emerging literacies of collaboration, online communication and multimedia navigation. It does mean that we have to transform our teaching to accommodate them all effectively.
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Planning for Neomillennial Learning Styles: Implications for Investments in Technology ... - 0 views
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Research indicates that each of these media, when designed for education, fosters particular types of interactions that enable—and undercut—various learning styles.
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Over the next decade, three complementary interfaces will shape how people learn
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The familiar "world to the desktop." Provides access to distant experts and archives and enables collaborations, mentoring relationships, and virtual communities of practice. This interface is evolving through initiatives such as Internet2. "Alice in Wonderland" multiuser virtual environments (MUVEs). Participants' avatars (self-created digital characters) interact with computer-based agents and digital artifacts in virtual contexts. The initial stages of studies on shared virtual environments are characterized by advances in Internet games and work in virtual reality. Ubiquitous computing. Mobile wireless devices infuse virtual resources as we move through the real world. The early stages of "augmented reality" interfaces are characterized by research on the role of "smart objects" and "intelligent contexts" in learning and doing.
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Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views
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Web 2.0 is all about responding to abundance, which is a shift of profound significance.
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Chefs simply couldn't exist in a world of universal scarcity
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When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
Innovate - Backwards into the Future: Seven Principles for Educating the Ne(x)t Generation - 0 views
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In contrast to traditional English courses, which are mostly paper-based, our reading materials can all be found on the Web, and the students present their work in the form of interactive Web pages that are accessible to everyone in the class, thereby forging a virtual learning community to parallel the physical community of the classroom.
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Teaching to the future, we contend, involves forging pathways for our students that we do not necessarily intend to travel ourselves.
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With each new iteration of Poetry off the Page, our students' expertise has driven the course design, rather than vice versa.
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Shirky: A Group Is Its Own Worst Enemy - 1 views
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April 24, 2003
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I want to talk about a pattern I've seen over and over again in social software that supports large and long-lived groups.
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definition of social software
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