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Authentic Learning ~ #change11 - 5 views

change.mooc.ca/501

Change11 Jan Herrington learning

shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - No Cached

We know that people learn best by being actively and collaboratively involved in learning but in universities, we continue to use lectures and other one-way, vessel filling, sage-on-stage, methods to tell students what they need to know
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An authentic learning approach enables educators to design tasks and assessments that are based on the kinds of activities that are performed in the so called ‘real world’.
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An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.
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realistic
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think in the same ways as professionals
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Technology-based cognitive tools
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the creation of real products and artefacts, and are more worthy of the investment of time and effort in higher education than decontextualised exercises and tasks.
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The creation of genuine sharable products ensures that authentic learning is in a position to capitalize on the participatory culture afforded by social media.
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our model to guide your design: http://web.me.com/janherrington/AuthenticLearning/
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Authentic learning Resources and ideas about authentic learning and authentic e-learning - 4 views

web.me.com/...Home.html

Jan Herrington Change11 learning Authentic

shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - No Cached

"Authentic e-learning in higher education: Design principles for authen" by J. Herrington - 6 views

ro.uow.edu.au/29

Jan Herrington Authentic Change11

shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - Cached

A Matrix of (Authentic learning - 6 views

web.me.com/...Matrix.html

Jan Herrington Authentic Change11

shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - No Cached

Twitter Literacy - 9 views

blog.sfgate.com/...make-up-a-twittery-name-for-it

howard rheingold literacy Twitter

shared by anonymous on 21 Aug 12 - No Cached

You are responsible for whoever else’s babble you are going to direct into your awareness.
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successful use of Twitter means knowing how to tune the network of people you follow, and how to feed the network of people who follow you.
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If it isn’t fun, it won’t be useful. If you don’t put out, you don’t get back
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It’s about knowing how and knowing who and knowing who knows who knows what. Whatever you call this blend of craft and community, one of the most important challenges posed by the real-time, ubiquitous, wireless, always-on, often alienating interwebs are the skills required for the use of media to be productive and to foster authentic interpersonal connection, rather than waste of time and attention on phony, banal, alienated pseudo-communication. Know-how is where the difference lies.
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Learnlets » The 7 c's of natural learning - 2 views

blog.learnlets.com/?p=1203

Clark Quinn learning #change11

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - Cached

Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
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Choose: we are self-service learners.  We follow what interests us, what is meaningful to us, what we know is important. Commit: we take ownership for the outcomes.  We work until we’ve gotten out of it what we need. Crash: our commitment means we make mistakes, and learn from them. Create: we design, we build, we are active in our learning. Copy: we mimic others, looking to their performances for guidance. Converse: we talk with others. We ask questions, offer opinions, debate positions. Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
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With this list of things we do, we need to find ways to support them, across both formal and informal learning. 
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In formal learning, we should be presenting meaningful and authentic tasks, and asking learners to solve them, ideally collaboratively.
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While individual is better than none, collaborative allows opportunity for meaning negotiation.  We need to allow failure, and support learning from it. We need to be able to ask questions, and make decisions and see the consequences.
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I think there are 8 elements!! I miss Collate, this is not the same as Choose, it is about organising anbd structuring what we learn, (constructing our emergent uderstanding) as opposed to the selection of a direction.
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However, real learning involves research, design, problem-solving, creativity, innovation, experimentation, etc
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the intersection of 1) self-organized learning and 2) online collaboration is what I consider should be a primary focus of organizational learning professionals
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Common web 2.0 practice is to link back to what has been copied, a form of collaboration or perhaps cooperation.
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in informal learning, we need to create ways for people to develop their understandings, work together, to put out opinions and get feedback, ask for help, and find people to use as models.  By using tools like blogs for recording and sharing personal learning and information updates, wikis to collaborate, discussion forums to converse, and blogs and microblogs to track what others think are important, we provide ways to naturally learn together.
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informal learning is NOT, by definition, manageable
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just trying to raise awareness that what we typically do formally is not well aligned with how people really learn, and that supporting some of these activities is the key to unlocking organizational innovation.
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but instead to provide a conducive environment and encourage them
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Ideas from the thirteen weeks of MOOC « Not Worth Printing - 4 views

notworthprinting.wordpress.com/...rom-the-thirteen-weeks-of-mooc

Change11 weeks overview

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached

Search: Not Worth Printing open source, elearning trends, ethics in technology and education About
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In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes
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Martin Weller points to the importance of academic institutes recognizing digital scholarship, moving away from the inefficient and costly publishing model and moving towards online publications that better promotes interdisciplinary endeavours
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David Wiley and Rory McGreal urge universities to open their content; Wiley further envisions the future of education consisting of learner-generated materials;
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Building rhizome-like learning networks can foster an environment more conducive to continuous knowledge acquisition and constructio
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This does not match the way our brain process information, as we are better at learning incremental chunks of knowledge in a meaningful and authentic context.
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Dave Cormie
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Clark Quinn’s idea of slow learning
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Here Jon Dron reminds us that tools themselves are not technology
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Dron’s definitions of hard vs soft technologies relevant to both formal and informal learning, further help us to undertand that soft technologies are perhaps more useful in building learning and support communities and equipping learners with the ability to  navigate information in networks, thereby promoting lifelong learning.
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The learners will end up leading the way, as they should.
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