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anonymous

The Power of Introverts: A Manifesto for Quiet Brilliance - 3 views

www.scientificamerican.com/article.cfm

design introverts creativity susan cain collaboration networks

shared by anonymous on 01 Mar 12 - No Cached
  • Introverts are to extroverts what American women were to men in the 1950s -- second-class citizens with gigantic amounts of untapped talent.
Tai Arnold

Systemic Changes in Higher Education | in education - 9 views

ineducation.ca/...temic-changes-higher-education

siemens higher education future

shared by Tai Arnold on 16 Sep 11 - Cached
Vanessa Vaile liked it
  • When control over information shifts from organizations to individuals, considerations of new models in universities is required, as evidenced by historical transitions of information-based institutions. As an industry fundamentally concerned with “creating and communicating information” (Carey, 2009,
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      This is probably the most important element; control=power and the other changes are expanding individual control of content
  • Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      Yes!!!
  • Many of the assumptions that inform higher education today – such as classrooms, textbooks, physical space, co-location of educators and learners, pairing of research and teaching, bounded curriculum – are called into question by emerging learning theories and technologies.
  • ...6 more annotations...
  • However as education in the developed world moves in new directions, we must be cognizant of how this move impacts the learners in the developing world. How will learners in these areas access, explore and contribute to the creation of knowledge? Will social networking technologies, and the emergence of next generation technologies further exclude the greatest number of undergraduate learners. Will this new reality result in too few voices connecting and validating knowledge? How can non-Eurocentric voices be heard? One must ensure that there is some democracy in this new model.
  • Educators and leaders in academia are confronted with important questions. How should institutions of learning be designed to serve the needs participative, social, and global information cycle? What assumptions about the system of higher education need to be abandoned due to technological advancements? How can the vital roles of research and teaching and learning be addressed through distributed means? How can accreditation be broadened to include the full spectrum of formal and informal learning activities?
  • Failure to recognize the pivotal role of digital technologies will result in institutions at odds with the world in which they operate.
  • The American Faculty: The Restructuring of Academic Work and Careers (Schuster & Finkelstein, 2006) propose that universities are experiencing a revolution—with tremendous consequences. They write, Everything is in play, as nearly every aspect of academic life is being driven by a host of inter-related developments: dazzling technological advances, globalization that permeates academic boundaries, rapid increase of tertiary students worldwide, expansion of proprietary higher education, a blurring of (the) public/private distinction, and entrepreneurial initiatives on and off campus. (p. xvii)
  • Technological innovations in bandwidth, storage, processing speed, and software directly impact education (Downes, 2009), creating new opportunities for learner-learner/educator and learner-information interactions.
  • ome researchers have turned to complexity theory to advance education, suggesting that emphasis be placed on the whole system rather than reductionist views often found in "mainstream science" (Mason, 2008). Increased collaboration in a model of "interlocking partnerships among researchers, among universities, and across international borders” (McFadden Allen, 2007, p. 3) promises a new model of not only what it means to be an academic, but also what it means to be an academic institution.
  • Vanessa Vaile on 16 Sep 11
     
    a very important article - as someone commented (either about this article of another of George's), those who most need to read it probably won't. I'm going to see what I can do about changing that
  • Robert Maxwell on 18 Sep 11
     
    Education, as knowledge presentation, assessment and learning is not the only concern about the modern university system. We must also concern our selves with helping student acheive their goals, or as mentors, helping them to discover what they want to contribute to society. While part of this is job placement, a great deal of it is helping the learning see the possibilities out there and providing them with the tools to acheive those possibilities (such as knowing what types of credentials, certificates, degrees, etc.. they may need). It is also about helping them develop their abilities to filter material, think of material in new or different ways. One problem is the rigid, ego centric hold provided by discipline specific education.
Lone Guldbrandt Tønnesen

#change11 or what is a MOOC? « Cathy Anderson - 2 views

www.cathyandersonblog.com/?p=393

shared by Lone Guldbrandt Tønnesen on 21 Sep 11 - No Cached
  • MOOCs are boundaryless and test our capacity to learn and absorb informatio
  • Mobile technology is changing not only how we learn but where and whe
  • This new territory has no history upon which to draw from experience to make decisions..we have only the present and we can only speculate about the future and impact upon humans, our knowledge and new technologie
  • ...1 more annotation...
  • This course will allow us the opportunity to collaborate together and experience first hand this new way to learn. In addition to this we can evaluate whether or not this is an effective way to learn
  • Lone Guldbrandt Tønnesen on 21 Sep 11
     
    Blog about MOOC´s
Rob Parsons

Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views

www.bloomsburyacademic.com/...-9781849666275-chapter-009.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
  • From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
  • Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
  • ...6 more annotations...
  • citation levels of articles that are published online versus those that are in closed access journals. Hajjem, Harnad and Gingras (2005) compared 1,307,038 articles across a range of disciplines and found that open access articles have a higher citation impact of between 36 and 172 per cent. So publishing in an online, open manner aids in the traditional measures of citation.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Openness as a working method, and openness as a movement, with a definable set of values.
  • This section will look at the most concrete realisation of the open education movement, namely that of open education resources. In particular I want to revisit the notion of granularity and how changes in this, afforded by new technologies, are changing scholarly behaviour.
  • Zittrain (2008) terms ‘generativity’, which he defines as ‘a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences’. Little OERs are high in generativity because they can easily be used in different contexts, whereas the context is embedded within big OERs, which in turn means they are better at meeting a specific learning aim.
  • Big OER projects have a variety of models of funding, and Wiley highlights three of these demonstrating a range of centralisation: a centralised team funded by donors and grants (such as MIT), linking it into teaching responsibilities (as practised at Utah State University) and a decentralised collaborative authoring approach (e.g. Rice Connexions, http://cnx.org).
  • The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the ‘content provided on the site was of high quality and so discouraged alteration’.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I wonder how much of a barrier the final integration of the material is - in a well structured object internal integration is high so the cost rises of extracting part or repurposing even the whole.
anonymous

Modelling, not shaping - 4 views

www.jarche.com/...modelling-not-shaping

harold jarche modelling collaboration communities of practice networks

shared by anonymous on 10 Sep 12 - No Cached
  • There is strong evidence that we need to integrate learning into our work in order to deal with the increasing complexity of knowledge work. The valued work in the enterprise is increasing in variety and decreasing in standardization. I have suggested that communities of practice are the bridge between work teams and open social networks, with narration of work an enabler of knowledge-sharing, and of course, modelling behaviour.
  • Communities are more like dance halls than factories. Platforms that have too much control will not be adopted on a community level. As a consultant, I would like to be able to recommend a variety of these platforms, that can inter-operate on some level, so that enterprise communities can choose the most suitable ones for their stage of development.
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