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gobibijou

Stephen Downes - 0 views

www.blip.tv/840097

downes elearning education web2.0

shared by gobibijou on 24 Sep 09 - Cached
  • ning 2.0 and the
    • gobibijou
      gobibijou on 24 Sep 09
       
      S. Downes: http://www.blip.tv/file/840097 2 approaches to learning - tradiotional (AI): old artifitial technology. Expert system organises. Old managnement systems. Focus on: - Goal orientated. - Competencies. - Efficency (from A to B in the most efficient). Requieres: - an expert - knowledge representation (VS. Siemens: the knowledge that we have CAN'T be represented) for expl. language -- Problem: it creates a simplification of the knowledge. - learning activities are set up by an expert. -network approach: (???IDF). Conectivism (born 40 years ago Pappert &?). Computational system is NOT set up as a representational system BUT is set up as a NETWORK (like a brain). The connectivist system: - is unnorganized - is unstructured (previously) - looks messy and unorganised - can NOT be predicted HOw Knowledge is represented in the system? DISTRIBUTED. Our concept of X is not a symbolic representation but a set up of active connections also in a neuronal level (?) Model of learning NOt based in deduction and inference BUT on ASSOCIATION based on: - concurrency. - proximity. - back propagation (economics: supply and demand market is based on that) - ???Amealing the way form networks/community in society work in THE SAME WAY that they do in a neuronal level and a personal level. Communities ARE networks that work through distributed connections. How should be the network? - DIVERSITY (wide representation of different points of views) Knowledge in a network is: EMERGENT - AUTONOMY : each individual is self-directed. Each individual works as his own guide. - CONNECTEDNESS (or interactivities). Knowledge produced by mechanism of interaction is produced by the nature/properties of the network. The way/organization of connections are formed is essential. - OPENESS (there's no inside/outside the "system"). Connection FLOWS freely. RECOGNITION of patterns (clustter). LEARNERS: Learners have different things they want to learn and the system
  • 2.0 and the impact of web 2
    • gobibijou
      gobibijou on 24 Sep 09
       
      S. Downes: http://www.blip.tv/file/840097 NOtes (need to be double checked) 2 approaches to learning 1. traditional (AI): old artifitial technology. Expert system organises. Old managnement systems. Focus on: - Goal orientated. - Competencies. - Efficency (from A to B in the most efficient). Requieres: - an expert - knowledge representation (VS. Siemens: the knowledge that we have CAN'T be represented) for expl. language -- Problem: it creates a simplification of the knowledge. - learning activities are set up by an expert. 2.-network approach: (???IDF). Conectivism (born 40 years ago Pappert &?). Computational system is NOT set up as a representational system BUT is set up as a NETWORK (like a brain). The connectivist system: - is unnorganized - is unstructured (previously) - looks messy and unorganised - can NOT be predicted HOw Knowledge is represented in the system? DISTRIBUTED. Our concept of X is not a symbolic representation but a set up of active connections also in a neuronal level (?) Model of learning NOt based in deduction and inference BUT on ASSOCIATION based on: - concurrency. - proximity. - back propagation (economics: supply and demand market is based on that) - ???Amealing the way form networks/community in society work in THE SAME WAY that they do in a neuronal level and a personal level. Communities ARE networks that work through distributed connections. How should be the network? - DIVERSITY (wide representation of different points of views) Knowledge in a network is: EMERGENT - AUTONOMY : each individual is self-directed. Each individual works as his own guide. - CONNECTEDNESS (or interactivities). Knowledge produced by mechanism of interaction is produced by the nature/properties of the network. The way/organization of connections are formed is essential. - OPENESS (there's no inside/outside the "system"). Connection FLOWS freely. RECOGNITION of patterns (clustter). LEARNERS: Learners have different thin
  • gobibijou on 24 Sep 09
     
    downes talking about approaches in education. Web 2.0, elearning...
Benjamin L. Stewart, PhD

What Connectivism Is ~ Stephen's Web ~ by Stephen Downes - 0 views

www.downes.ca/38653

shared by Benjamin L. Stewart, PhD on 03 Aug 09 - Cached
  • Connectivism is, by contrast, 'connectionist'. Knowledge is, on this theory, literally the set of connections formed by actions and experience. It may consist in part of linguistic structures, but it is not essentially based in linguistic structures, and the properties and constraints of linguistic structures are not the properties and constraints of connectivism.
  • Benjamin L. Stewart, PhD on 03 Aug 09
     
    Connectivism is, by contrast, 'connectionist'. Knowledge is, on this theory, literally the set of connections formed by actions and experience. It may consist in part of linguistic structures, but it is not essentially based in linguistic structures, and the properties and constraints of linguistic structures are not the properties and constraints of connectivism.
Ed Webb

Danny Sullivan: Search Wars -- With Bing, Twitter and Facebook, There's More to Searchi... - 0 views

www.huffingtonpost.com/...ars----with-bing_b_292373.html

google search twitter facebook crowdsourcing

shared by Ed Webb on 23 Sep 09 - Cached
  • In fact, Google's not just a habit. It's a virtual best friend for many people. In the past, we depended on friends, family and professionals for advice. These days, we turn to search engines for a range of issues, from deeply personal questions to trivia answers. Google is the leading search engine. Like a best friend, Google always there for us, listening and offering help. Google challengers like Bing are the equivalent of someone you don't know walking up and saying they want to be your new best friend. Thanks, but I'm covered.
  • Well, lots of those tweets are actually searches. Many people tweet questions out to their friends, families and others they follow on Twitter. Plenty get back answers, quickly, and from trusted sources. Twitter's not just a new best friend. It's access to hundreds of best friends, for advice.
  • Outside of tweeting, there's also Twitter Search itself. Was that an earthquake? Is your cable down? Twitter can tell you answers to such "real time" events even faster than Google.
Ed Webb

Jimmy Wales: What the MSM Gets Wrong About Wikipedia -- and Why - 0 views

www.huffingtonpost.com/...msm-gets-wrong-a_b_292809.html

wikipedia opinion analysis huffpo

shared by Ed Webb on 21 Sep 09 - Cached
  • I believe that the underlying facts about the Wikipedia phenomenon -- that the general public is actually intelligent, interested in sharing knowledge, interested in getting the facts straight -- are so shocking to most old media people that it is literally impossible for them to report on Wikipedia without following a storyline that goes something like this: "Yeah, this was a crazy thing that worked for awhile, but eventually they will see the light and realize that top-down control is the only thing that works."
Ed Webb

The Dirty Little Secret About the "Wisdom of the Crowds" - There is No Crowd - 0 views

www.readwriteweb.com/...t_the_wisdom_of_the_crowds.php

crowdsourcing connectivism opinion

shared by Ed Webb on 22 Sep 09 - Cached
  • Wikipedia isn't written and edited by the "crowd" at all. In fact, 1% of Wikipedia users are responsible for half of the site's edits. Even Wikipedia's founder, Jimmy Wales, has been quoted as saying that the site is really written by a community, "a dedicated group of a few hundred volunteers."
  • I think your headline is misleading and Vassilis Kostakos should read the book before poking holes. Surowiecki is very clear about the conditions necessary for a wise crowd to prevail and those conditions are: 1. Diversity of opinion 2. Independence 3. Decentralization 4. Aggregation If your crowd possesses those qualities then it is wise and then it will be better at making decisions under Surowiecki's paradigm. The crowds used in the research (and the crowd in general) doesn't possess those qualities and therefore is an unfit data set. We should be trying to create the ideal crowd before we can obtain superlative results and not try to get good results from any random crowd.
  • Limitations in predictions market are well documented (and include Muhammad's points above), and constrain their practical application to a well-defined number of situation. Crowdsourcing suffers from the same limitations, which is not a problem, as long as you limit its application correspondingly. The problem occur when you stretch it outside the required constraints and yet present the results as "scientific", i.e. as a good proxy for what the crowd thinks. That's what professor Vassilis Kostakos's theory ultimately comes down to (or should - I don't know, I haven't read his report). Apps like Digg or Amazon's review are not scientific applications of crowdsourcing, and thus their results should not be seen as precise representation of our collective thinking.
  • ...3 more annotations...
  • Wisdom of Crowds is a crypto-fascist idea; there is no objective truth, there are no facts, truth is what "the crowd" decides it is. You get these unhealthy echo chambers of "activists" setting the agenda. This article said it best, over three years ago: DIGITAL MAOISM The Hazards of the New Online Collectivism By Jaron Lanier
  • What I'd like to see is non-fakeable metrics on ecommerce sites: return rates or reorder rates (as appropriate), for example. Or for apps, how many times users open the app per day/week or whatever.
  • the research is interesting if linked to ideas of unrepresentative or illiberal democracy, as posited by Fareed Zakaria that suggests small interest groups can hijack democratic systems.
Ed Webb

M.I.T. Lets Student Bloggers Post Without Censoring - NYTimes.com - 2 views

www.nytimes.com/...02blogs.html

bloggers blogging education MIT admissions

shared by Ed Webb on 02 Oct 09 - Cached
  • M.I.T.’s bloggers, who are paid $10 an hour for up to four hours a week, offer thoughts on anything that might interest a prospective student.
  • “High school students read the blogs, and they come in and say ‘I can’t believe Haverford students get to do such interesting things with their summers,’ ” he said. “There’s no better way for students to learn about a college than from other students.”
  • “We saw very quickly that prospective students were engaging with each other and building their own community,”
  • ...3 more annotations...
  • annual “Meet the Bloggers” session at Campus Preview Weekend.
  • “The annual blogger selection is like the admissions office’s own running of the bulls,”
  • Ms. Kim once wrote about how the resident advising system was making it impossible for her to move out of her housing — expressing enough irritation that the housing office requested that the admissions office take her post down. Officials refused, instead having the housing office post a rebuttal of her accusations; eventually, the system was changed.
Ed Webb

Free Online Courses, at a Very High Price - Technology - The Chronicle of Higher Education - 3 views

chronicle.com/...48777

open open-ed OCR openaccess distance onlineeducation MIT Yale future Chronice

shared by Ed Webb on 12 Oct 09 - Cached
  • A success for college-made free online courses—except that Mr. Ziegler, who works for a restaurant-equipment company in Pennsylvania, is on the verge of losing his job. And those classes failed to provide what his résumé real ly needs: a college credential.
  • the recession and disappearing grant money are forcing colleges to confront a difficult question: What business model can support the high cost of giving away your "free" content?
  • David Wiley, open education's Everywhere Man
  • ...16 more annotations...
  • The education oracle offers another prophecy for open courseware. "Every OCW initiative at a university that does not offer distance courses for credit," he has blogged, "will be dead by the end of calendar 2012."
  • ventures around the country are seriously exploring new business strategies. For some, it's fund raising à la National Public Radio; for others, hooking open content to core operations by dangling it as a gateway to paid courses.
  • "Given that exclusivity has come to be seen by some as a question of how many students a university can turn away, I don't see what's going to make the selective universities increase their appetite for risking their brands by offering credits for online versions of core undergraduate courses,"
  • the unbundling of higher education.
  • MIT, where students pay about $50,000 a year for a tightly knit package of course content, learning experiences, certification, and social life. MIT OpenCourseWare has lopped off the content and dumped it in cyberspace. Eventually, according to Mr. Carson's take on the unbundling story, online learning experiences will emerge that go beyond just content. Consider Carnegie Mellon University's Open Learning Initiative, another darling of the movement, whose multimedia courses track students' progress and teach them with built-in tutors—no professor required.
  • "Social life we'll just forget about because there's Facebook," Mr. Wiley says. "Nobody believes that people have to go to university to have a social life anymore."
  • Peer 2 Peer University
  • University of the People
  • Western Governors University—a nonprofit, accredited online institution that typically charges $2,890 per six-month term—where students advance by showing what they've learned, not how much time they've spent in class. It's called competency-based education. It means you can fast-forward your degree by testing out of stuff you've already mastered. Some see a marriage of open content and competency-based learning as a model for the small-pieces-loosely-joined chain of cheaper, fragmented education.
  • much open courseware is "lousy,"
  • "There's a pretty significant fraction of the population that learns better with instructor-led kinds of activities than purely self-paced activities,"
  • "It doesn't shift what's happening in some of the very stable traditional institutions of higher education. But there are huge numbers of others who aren't being served. And it's with those that I think we'll begin to see new forms."
  • The model boils down to six words: Do you like this? Enroll now!
  • a Korean university where students competed to produce open lecture notes. The prize was an iPod and lunch with the university president.
  • Carnegie Mellon is trying a different model. When its courses are good enough, with other colleges assigning them as e-textbooks, it asks students to pay a fee as low as $15, says Joel M. Smith, vice provost. "That would be a very, very, very cheap textbook," he says. "If it were used by a large number of colleges and universities, it could sustain the project."
  • the free courses taught him one thing, something important when you've been out of school so long: He can do it. He can follow a Yale class. He has nothing to fear.
Ed Webb

Web 2.0 Expo: Harshtags, Twecklers and the Silence of the Death Star | BatchBlue: Blog - 4 views

blog.batchblue.com/-the-silence-of-the-death-star

conferences web socialmedia web2.0

shared by Ed Webb on 30 Nov 09 - Cached
  • something seems to be changing in the conference world. In the past, they’ve been great places not only to learn from the leaders in your industry but to make connections, spark new friendships and form potential new partnerships. That sense of the hallway conversations being as important as the sessions themselves seems to be receding, largely because the conversations…aren’t really happening.
  • I’m all for the back-channel and having a spirited conversation about a presentation, but I can tell you that as a presenter, to have it broadcasted while you are presenting sucks, especially once the spammers and the trolls join in. There’s even a term now, “harshtag”, which is when people start tagging their related tweets with something insulting in order to get it to trend.
  • There’s something seriously wrong about a thousand people who won’t talk to each other in the hallways bonding together to silently mock presenters, who have taken time, energy and in many cases personal expense to come speak.
  • ...4 more annotations...
  • Choose your venue carefully
  • Don’t post the back-channel or moderate it if you do
  • Attendees, find a more constructive way to voice dissent
  • Put down your devices
  • Ed Webb on 30 Nov 09
     
    When connections don't happen...
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