YouTube - 21st century pedagogy - 0 views
YouTube - Networked Student - 0 views
SpeEdChange: Mad Men, Life on Mars, and Dickens for this Century - 0 views
Changes At Glogster… Great Info and Links For All Levels Of Users « 21 st Cen... - 0 views
Part 1… The Google Advanced Search.. Basic Student Skills And Learning « 21 s... - 0 views
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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Information overload, the early years - The Boston Globe - 0 views
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The larger printed books became, the more they needed to offer guidance through their own texts. The tables of contents and alphabetical indexes developed by printers and authors to accompany them are still recognizable today.
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More effective to modern eyes, though not as widespread, were tables of contents that outlined layers of subdivisions with successive indentations, as a PowerPoint slide might today (but without the bullet points).
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These slips were cut from a full page and soon glued onto a new sheet, but in the mid-17th century for the first time one scholar advocated using the slips themselves as an information-storage system.
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Information overload, the early years - The Boston Globe - 0 views
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In many ways, our key methods of coping with overload haven’t changed since the 16th century: We still need to select, summarize, and sort, and ultimately need human judgment and attention to guide the process.
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Early modern compilers were driven by this enthusiasm, even beyond their hopes for acquiring reputation or financial gain. Today, we see the same impulse in the proliferation of cooperative information sharing on the Internet, such as the many designers and programmers sharing new ways to visualize and efficiently use huge quantities of data. In democratizing our ability to contribute to a universal encyclopedia of experience and information, the Internet has shown just how widespread that long-running ambition remains today.
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Overload has long been fueled by our own enthusiasm — the enthusiasm for accumulating and sharing knowledge and information, and also for experimenting with new forms of organizing and presenting it.
YouTube - The 21st Century Learner - 1 views
Modeling Social Media in Groups, Communities, and Networks - 0 views
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the evolution of what was initially a group into a community of practice is illustrated, as well as how social media enables one CoP to interact with others to become part of a distributed learning network. Participants in the networked communities continually leverage each other’s professional development, and what is modeled and practiced in transactions there is applied later in their teaching practices
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Teachers can be shown how to use social media, but unless they use it themselves they are unlikely to change their practices. There is evidence that teachers trained in programs where their instructors used social media (modeled it) are more comfortable with technology than if their instructors did not themselves use these tools. This article suggests how teachers can interact with numerous communities of practice and distributed learning networks where other participants are modeling to and learning from one another optimal ways of using social media in teaching. This strongly suggests that teachers must be trained not only in the use of social media, but through its use.
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“To teach is to model and demonstrate. To learn is to practice and reflect.”
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Thinking Machine wiki / Think Mobile Phones for Learning - 0 views
Future_Scenarios_home | EDUCAUSE CONNECT - 0 views
I'm So Totally, Digitally Close to You - Clive Thompson - NYTimes.com - 0 views
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“It’s just like living in a village, where it’s actually hard to lie because everybody knows the truth already,” Tufekci said. “The current generation is never unconnected. They’re never losing touch with their friends. So we’re going back to a more normal place, historically. If you look at human history, the idea that you would drift through life, going from new relation to new relation, that’s very new. It’s just the 20th century.”
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“If anything, it’s identity-constraining now,” Tufekci told me. “You can’t play with your identity if your audience is always checking up on you.
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Or, as Leisa Reichelt, a consultant in London who writes regularly about ambient tools, put it to me: “Can you imagine a Facebook for children in kindergarten, and they never lose touch with those kids for the rest of their lives? What’s that going to do to them?” Young people today are already developing an attitude toward their privacy that is simultaneously vigilant and laissez-faire. They curate their online personas as carefully as possible, knowing that everyone is watching — but they have also learned to shrug and accept the limits of what they can control.
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I'm So Totally, Digitally Close to You - Clive Thompson - NYTimes.com - 0 views
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unless you visited each friend’s page every day, it might be days or weeks before you noticed the news, or you might miss it entirely.
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He developed something he called News Feed, a built-in service that would actively broadcast changes in a user’s page to every one of his or her friends.
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Instead, they would just log into Facebook, and News Feed would appear: a single page that — like a social gazette from the 18th century — delivered a long list of up-to-the-minute gossip about their friends, around the clock, all in one place. “A stream of everything that’s going on in their lives,” as Zuckerberg put it.
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The Cape Town Open Education Declaration - 0 views
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hey are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.
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It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint.
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They contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need
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