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Barbara Lindsey

eLearn: Feature Article - E-learning 2.0 - 0 views

  • In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content.
  • there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
Barbara Lindsey

createthefuture - The Future of Learning 10 Years On - 0 views

  • The purpose of educational institutions, therefore, is not merely to create and distribute learning opportunities and resources, but also to facilitate a student’s participation in a learning environment…
  • The purpose of educational institutions, therefore, is not merely to create and distribute learning opportunities and resources, but also to facilitate a student’s participation in a learning environment – a game, a community, a profession – through the provision of the materials that will assist him or her to, in a sense, see the world in the same way as an accomplished expert; and this is accomplished not merely by presenting learning materials to the learner, but by facilitating the engagement of the learner in conversations with members of that community of experts.
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities.
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  • … it is important to understand that place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
  • Current online learning efforts are based on the idea that learning will occur in a certain online place – a learning management system, say – or will be conducted using certain software tools.
  • … a field trip to a local stream or forest would be seen as a once-a-semester activity, because it would otherwise consume too much class time, it could now become (for some students) a once-a-day activity, with what used to be classroom activities designed around the field trips.
  • as Wenger says, “... the school is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system. The class is not the primary learning event. It is life itself that is the main learning event.”
  • education is fundamentally a process of communication; learning, by contrast, is fundamentally a process of growth
  • Traditional learning composed of classes and cohorts operates more as a group than as a network … Classes are closed; there is a clear barrier between members and non-members.

    In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives.
  • In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement.
    (NOTE: See Frank Smith's The Book of Learning and Forgetting)
  • Despite the efforts of educators and individuals to create (often lavish and complex) learning environments for students, this will in the long run not be necessary. Learners will create their own communities, their own environments. At most, the educator needs to ensure that the tools are there for students to use, and that the channels of communication, from student to student, from community to community, are open.
  • … it is probably inevitable that the domains of ‘learning’ and ‘testing’ will separate. In the future it may even be thought of as quaint that those responsible for the fostering of learning were also those responsible for evaluating whether or not learning actually happened.

    People who are in some way able to demonstrate their ability – through a portfolio system, for example, are able to circumvent the need for testing altogether.
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