I have found that in both my traditional physical classrooms and online environments, the chances of successful outcomes are multiplied when every person in the group makes a commitment to active participation in helping others learn.
Learning Reimagined: Participatory, Peer, Global, Online | DMLcentral - 1 views
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When a sufficient number of people jump in and start contributing and building on one another's contributions, it becomes clear to all that it's not just about the teacher's performance and the student's ability to complete assignments. It's about our joint effort to make the whole of our encounter more valuable than just the sum of our individual learning.
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I type roles on the whiteboard and show how to use the whiteboard tools to enter, format and move around elements. Roles include searchers, chat summarizers, session summarizers, mindmap leaders, session bloggers. I ask co-learners to write their own names on the whiteboard next to the roles they want to take, show them how to create break-out rooms to coordinate their collaborations, and ask the summarizers to feed their output to the bloggers, who take responsibility for posting a reflective summary of the session later
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Can Higher Education Be Fixed? The Innovative University - Forbes - 0 views
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Harvard has invested heavily in a system of residential housing and high-quality tutoring. This means that even students who pay the tuition sticker price aren’t covering the full cost of their education. Thus, growing the size of its “customer” base, which is how businesses achieve scale economies and greater profitability, is financially problematic for Harvard and for other universities with similar operating models.
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What is the purpose of a university as depicted in this book? Is it: A. A university is an institution that provides a degree, which is a credential or screening device for the economy and for society? Or B. A university is an institution in which people acquire the knowledge they need for a particular job? Or C. A university is an institution in which people acquire the knowledge they need to be a citizen? Or D. A university is an experience where you acquire a capacity to be a lifelong learner (because most of the knowledge you acquire will be obsolete within a few years and the jobs of tomorrow will not be the jobs of today)? Or E. Something else?
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One of the best ways to learn to learn is to be an active learner and a teacher of one’s fellow students in college. This instructional philosophy isn’t yet widespread, but its effectiveness has been proven, and it doesn’t require additional financial investment, only a change in the attitudes of faculty members and students. Broader adoption seems likely, with time.
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O'Reilly Network: What Is Web 2.0 - 0 views
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"folksonomy" (in contrast to taxonomy), a style of collaborative categorization of sites using freely chosen keywords, often referred to as tags. Tagging allows for the kind of multiple, overlapping associations that the brain itself uses, rather than rigid categories. In the canonical example, a Flickr photo of a puppy might be tagged both "puppy" and "cute"--allowing for retrieval along natural axes generated user activity.
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peer-production
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RSS allows someone to link not just to a page, but to subscribe to it, with notification every time that page changes.
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One Year or Less: Electronic Books « 2011 Horizon Report - 0 views
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The content of electronic books and the social activities they enable, rather than the device used to access them, are the keys to their popularity;
Critical Challenges « 2011 Horizon Report - 0 views
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reconciling new forms of scholarly activity with old standards continues to be difficult, creating tension and raising questions as to where faculty energy is best directed.
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Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university
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There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us.
a brief philosophy of "anti-teaching" | Savage Minds - 0 views
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But while the sheer numbers of students are a burden in one sense, there is also tremendous potential. Think of the knowledge and life experience that is in that single room, if only I could find a way to harness it! I wanted the students to be fully engaged, talking to one another, grappling with interesting questions, and exploring any and all resources to find answers (and more questions). I wanted them to really get a strong sense of the importance of what we discuss in cultural anthropology. I wanted them to expand their empathy, to actually try to experience the life-worlds of others. Above all, I wanted them to recognize their own importance in helping to shape an increasingly globally interconnected world society.
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World Simulation. Students are asked to imagine the world in the classroom. We create a map that mimics the geographical, environmental, and biological diversity of our real world. The map is laid onto a map of the classroom, and students are asked to imagine themselves living in the environment that maps onto them. The class is divided into 15-20 groups of about 12-20 students in each group. Each group is challenged to create their own cultures to survive in their own unique environments.
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The creativity of the students in creating their cultures subverts any simple monocausal determinism (just as human creativity does in the real world). Environmental determinism is just one theory on the table as students try to create a reasonably realistic culture that could exist within their given environment. To add realism, students are required to provide comparisons to real life cultures at every step along the way, justifying why they have chosen to construct their culture in one way rather than another (sometimes creating elaborate histories to explain some unique characteristic). Three weeks before the end of the semester, all groups have completed their culture and submit a final ethnography to me. I read these over, and begin planning the main event: the world simulation.
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Online Learning is so last year… | 21st Century Collaborative - 0 views
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are people confusing talking to people online with deep, connected learning? Does being part of a social networking site or a NING community mean you are going deep- growing in your ability to co-construct or deconstruct knowledge? Does it mean you are collaborating if you post, reply to a post, Tweet, or engage in a #edchat conversation? Are we moving toward an acceptance of superficiality as a replacement for deep learning? Has our multiple choice culture trained our brains to believe that innovation is the holy grail?
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If all I do is network I do not shift or grow because I am missing the opportunity to go deep and actually learn by doing. It takes both: Networks and Community. Online, global communities of practice and f2f learning communities in my local context.
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Imagine the deep learning that can be produced when we come together in learning communities and do some of the following (below).
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Fishing and Ironing « Plugging the unplugged - 0 views
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