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
Open Access to Scholarly Publications at Princeton | Freedom to Tinker - 0 views
Tim O'Reilly on Piracy, Tinkering, and the Future of the Book - Jon Bruner - Datanaut -... - 0 views
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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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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Bill Ferriter | Teacher Leaders Network - 0 views
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Doesn’t Pink talk about this in A Whole New Mind? Here’s a quote: “While detailed knowledge of a single area once guaranteed success, today the top rewards go to those who can operate with equal aplomb in starkly different realms. I call these people “boundary crossers.” They develop expertise in multiple spheres, they speak in different languages, and they find joy in the rich variety of human experience. They live multi lives—because that’s more interesting, and nowadays more effective.” (Kindle Location 1692)
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Recently, I've tinkered with a system to assess my students' participation in Voicethread conversations. Essentially mirroring the reflective aspects of Konrad's blogging handouts, I've decided to ask my students the following four questions while we're working with a new Voicethread: Highlight a comment from our Voicethread conversation that closely matches your own thinking. Why does this comment resonate---or make sense to---you? Highlight a comment from our Voicethread conversation that you respectfully disagree with. If you were to engage in a conversation with the commenter, what evidence/argument would you use to persuade them to change their point of view? Highlight a comment from our Voicethread conversation that challenged your thinking in a good way and/or made you rethink one of your original ideas. What about the new comment was challenging? What are you going to do now that your original belief was challenged? Will you change yoru mind? Will you do more researching/thinking/talking with others?
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The cool part about assessing Voicethread presentations this way is that each question essenitally forces my students to interact with our conversation in a really meaningful way. To craft careful answers, they must truly consider the comments of others---an essential skill for promoting collaborative versus competitive dialogue---and compare those comments against their own beliefs and preconceived notions. That's metacognition at its best! What's even better is that when students know that these questions form the basis of our Voicethread assessment from the beginning of a conversation, participation level rise remarkably. While students are looking for project reflection comments, they often end up highly motivated to share their thinking with peers.
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