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Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
  • ...5 more annotations...
  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
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.
anonymous

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.
  • 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.
  • If it isn’t fun, it won’t be useful. If you don’t put out, you don’t get back
  • ...1 more annotation...
  • 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.
Keith Hamon

Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 1 views

maryannreilly.blogspot.com/...part-i-learner-as-knowmad.html

Mary Ann Reilly knowmads epistemology time John Moravec #change11 MOOC elearning rhizomatic

shared by Keith Hamon on 17 Jan 12 - No Cached
  • Keith Hamon on 17 Jan 12
     
    When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
Daniel Spielmann

Rhizomatic Education : Community as Curriculum » Dave's Educational Blog - 2 views

davecormier.com/...cation-community-as-curriculum

shared by Daniel Spielmann on 26 Sep 11 - Cached
    • Daniel Spielmann
      Daniel Spielmann on 26 Sep 11
       
      True, this reminds me of the recent discussion about the role of academic publishers... http://www.guardian.co.uk/commentisfree/2011/aug/29/academic-publishers-murdoch-socialist
markuos morley

Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views

www.bloomsburyacademic.com/...-9781849666275-chapter-001.xml

martin weller digital scholarship book mooc change11

shared by markuos morley on 27 Sep 11 - No Cached
    • markuos morley
      markuos morley on 27 Sep 11
       
      What is Martin's definition of a social network here?
    • markuos morley
      markuos morley on 27 Sep 11
       
      Surely scholars could use email distribution lists and Usenet Newsgroups for such activities commonly back in the early 1990's?
    • Rob Parsons
      Rob Parsons on 07 Oct 11
       
      They could but it wasn't that common.
  • Are they central or peripheral to practice?
  • ...22 more annotations...
  • Blogs are also the epitome of the type of technology that can lead to rapid innovation. They can be free to set up, are easy to use and because they are at the user's control, they represent a liberated form for expression. There is no word limit or publication schedule for a blog
  • ‘Scholarship’ is itself a rather old-fashioned term.
  • How do we recognise quality?
  • Prior to the Internet, but particularly prior to social networks, this kind of network was limited to those with whom you interacted regularly.
  • the advent of social networks that is having an influence on scholarly practice.
  • Should bloggers use institutional systems or separate out their blogging and formal identities?
  • Dunbar's (1992) research on friends and group size suggests that it has a capacity of around 150. It necessitates keeping in touch with a lot of people, often reinforcing that contact with physical interaction.
  • for those who have taken the step to establishing an online identity, these networks are undoubtedly of significant value in their everyday practice.
  • openness
  • Tim O'Reilly (2004) calls ‘an architecture of participation’, an infrastructure and set of tools that allow anyone to contribute.
  • It is this democratisation and removal of previous filters that has characterised the tools which have formed the second wave of web popularity, such as YouTube, Wikipedia, Flickr, blogs, Facebook and Twitter.
  • Openness then refers not only to the technology but also to the practice of sharing content as a default.
    • markuos morley
      markuos morley on 27 Sep 11
       
      Significant point for me.
    • markuos morley
      markuos morley on 27 Sep 11
       
      The Philosophy is the important thing.
  • Fast – technology that is easy to learn and quick to set up. The academic does not need to attend a training course to use it or submit a request to their central IT services to set it up. This means they can experiment quickly.
  • Cheap – tools that are usually free or at least have a freemium model so the individual can fund any extension themselves. This means that it is not necessary to gain authorisation to use them from a budget holder. It also means the user doesn't need to be concerned about the size of audience or return on investment, which is liberating.
  • Out of control – these technologies are outside of formal institutional control structures, so they have a more personal element and are more flexible. They are also democratised tools, so the control of them is as much in the hands of students as it is that of the educator.
  • Overall, this tends to encourage experimentation and innovation in terms of both what people produce for content services and the uses they put technology to in education.
  • ‘the good enough revolution’
  • This reflects a move away from expensive, sophisticated software and hardware to using tools which are easy to use, lightweight and which tie in with the digital, networked, open culture.
  • there seems to be such an anxiety about being labelled a ‘technological determinist’ that many people in education seek to deny the significance of technology in any discussion. ‘Technology isn't important’, ‘pedagogy comes first’, ‘we should be talking about learning, not the technology’ are all common refrains in conferences and workshops.
  • While there is undoubtedly some truth in these, the suggestion that technology isn't playing a significant role in how people are communicating, working, constructing knowledge and socialising is to ignore a major influencing factor in a complex equation.
  • entirely unpredicted, what is often termed ‘emergent use’, which arises from a community taking a system and using it for purposes the creators never envisaged.
  • markuos morley on 27 Sep 11
     
    I've made some annotations and floating comments here. Possibly Martin would like to respond in situ?
Cris Crissman

DOVER INQUIRY COMMUNITY: YEAR 1 on Vimeo - 1 views

www.vimeo.com/25464428

DOVER INQUIRY COMMUNITY potcert11

shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    MS kids learn to use digital storytelling to change the world!
Tai Arnold

Learning with 'e's: Blogging about - 5 views

steve-wheeler.blogspot.com/...blogging-about.html

openness learning blogging

shared by Tai Arnold on 03 Oct 11 - No Cached
  • I know, academic publishing has never really been about how many people read your work, it's usually more to do with the kudos gained from publishing in an elite journal. And that's exactly what is so badly wrong with the current academic publishing system.
  • Blogging is an ideal popularist method for making ideas and research accessible for all.
  • Many a valuable debate has already been had on blogs, with a simple post as the stimulus for valuable dialogue across a community of practice.
  • ...1 more annotation...
  • Finally, anyone can start a blog, share their ideas and build a community of interest around their subject. It takes a little time, effort and commitment, but the rewards can be extraordinary.
Rob Parsons

A Pedagogy of Abundance : The Digital Scholar: How Technology Is Transforming Scholarly... - 0 views

www.bloomsburyacademic.com/...-9781849666275-chapter-008.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • If we use this perspective to examine education we can consider how education may shift as a result of abundance. Traditionally in education expertise is analogous to talent in the music industry – it is the core element of scarcity in the model. In any one subject there are relatively few experts (compared with the level of knowledge in the general population). Learners represent the ‘demand’ in this model, so when access to the experts is via physical interaction, for example, by means of a lecture, then the model of supply and demand necessitates that the learners come to the place where the experts are located. It also makes sense to group these experts together, around other costly resources such as books and laboratories. The modern university is in this sense a solution to the economics of scarcity.
  • As a result, a ‘pedagogy of scarcity’ developed, which is based around a one-to- many model to make the best use of the scarce resource (the expert). This is embodied in the lecture, which despite its detractors is still a very efficient means of conveying certain types of learning content. An instructivist pedagogy then can be seen as a direct consequence of the demands of scarcity.
  • It may be that we do not require new pedagogies to accommodate these assumptions as Conole (2008) points out: Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning. What is striking is that a mapping to the technologies shows that recent trends in the use of technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very much emphasise the collective and the network.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Though i think it is true that students learn collaboratively, and always have done, they don't act as if they do (any more than teachers act as if they do, and quite often less). Perhaps our students still come from experiences that value authority and, whatever is said, do not value constructivism and collaboration.
  • ...6 more annotations...
  • Any pedagogy of abundance would then, I suggest, be based on the following assumptions:
  • Jonassen (1991) describes it thus: Constructivism … claims that reality is constructed by the knower based upon mental activity. Humans are perceivers and interpreters who construct their own reality through engaging in those mental activities … What the mind produces are mental models that explain to the knower what he or she has perceived … We all conceive of the external reality somewhat differently, based on our unique set of experiences with the world.
  • Given that it has a loose definition, it is hard to pin down a constructivist approach exactly. Mayer (2004) suggests that such discovery-based approaches are less effective than guided ones, arguing that the ‘debate about discovery has been replayed many times in education but each time, the evidence has favoured a guided approach to learning’.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Interesting, because my immediate reaction was that there's no contradiction between guided learning and constructivism. Just don't expect that your students will always go where you guide them.
  • When Kirschner, Sweller and Clark (2006) claim, with some justification, that ‘the epistemology of a discipline should not be confused with a pedagogy for teaching/learning it’ that only highlights that the epistemology of a discipline is now being constructed by all, so learning how to participate in this is as significant as learning the subject matter of the discipline itself.
  • However, the number of successful open source communities is relatively small compared with the number of unsuccessful ones, and thus the rather tenuous success factors for generating and sustaining an effective community may prove to be a barrier across all subject areas. Where they thrive, however, it offers a significant model which higher education can learn much from in terms of motivation and retention (Meiszner 2010).
  • Abundance does not apply to all aspects of learning; indeed the opposite may be true, for example, an individual's attention is not abundant and is time limited. The abundance of content puts increasing pressure on this scarce resource, and so finding effective ways of dealing with this may be the key element in any pedagogy. However, I would contend that the abundance of content and connections is as fundamental shift in education as any we are likely to encounter, and there has, to date, been little attempt to really place this at the centre of a model of teaching.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Agreed. Great conclusion. At the moment, if I had to single out one key point Martin makes, it is this.
anonymous

Own It: Social Media Isn't Just Something Other People Do - 4 views

www.theatlantic.com/...256212

social learning networks

shared by anonymous on 23 Apr 12 - No Cached
  • We look at a generation that has grown up online, and we worry about how "they" can't put down their iPhones, how "they" can't hold a real conversation, how "they" prefer distraction to presence. How will they form relationships? How will they learn to listen, or to be heard? The real and difficult questions are not about them, but about us. How will we choose to live online? How will we sustain conversations, build relationships, and cultivate genuine connection? And for those who are experiencing the kind of angst Turkle describes, an even more challenging question: How can I change when, where and how to plug in so that I actually like my life online?
  • We can have what Turkle terms a "big gulp of real conversation" -- through a chat window that keeps us connected, all day, to a best friend on the other side of the country. We can embrace the value of solitude and self-reflection, writing a blog post that digs deeply into a personal challenge -- perhaps choosing to write anonymously in order to share a deeper level of self-revelation than we'd brave offline. We can truly listen, and truly be heard, because online affinity groups help us find or rediscover friends who are prepared to meet us as we really are. These are the tools, practices, and communities that can make online life not a flight from conversation, but a flight to it. But we will not realize these opportunities as long as we cling to a nostalgia for conversation as we remember it, describe the emergence of digital culture in generational terms, or absolve ourselves of responsibility for creating an online world in which meaningful connection is the norm rather than the exception. We are making that digital shift together -- old and young, geeky and trepidatious -- and we are only as alone as we choose to be.
anonymous

This Is Not Your Parents' Software Training - 1 views

blog.yammer.com/...parents-software-training.html

design information management

shared by anonymous on 22 May 12 - No Cached
  • learning by doing is really key
  • Millenials, as good as they are at social technology, still do need training. The training they will need is different from what late adopters need. They don’t need to be sold on importance of conversation or possibilities of viral content and serendipitous discovery. What they do need is to understand is how Yammer is different from Facebook — from differences in content and audience, to the techniques, such as using groups to get work done.
  • “You need to help your users create a what / when / where decision chart,” she advised. Oftentimes people don’t know what message should be posted to what medium and they end up getting nervous and not posting, or wreaking havoc on the natural “flow” of the community
Lone Guldbrandt Tønnesen

Learnlets » Slow Learning - #change11 - 0 views

blog.learnlets.com/?p=2332

Clark Quinn learning #change11

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • Our limitations are no longer the technology, but our imaginations
  • “work is learning and learning is work”,
  • how would you construct an optimal performance environment for yourself?
  • ...10 more annotations...
  • We see that we learn by being engaged in meaningful activity, and working with others.
  • I like Collins, Brown, & Holum’s Cognitive Apprenticeship as a model for thinking more richly about learning.  Other learning models are not static
  • I’m really arguing for the need to come up with a broader perspective on learning
  • I’m looking to start matching our technology more closely to our brains
  • meaningfulness, activation and reactivation, not separate but wrapped around our lives
  • I think this framework will need to start with considering the experience design, what is the flow of information and activity that will help develop the learner
  • I don’t need or want an LMS and I often don’t need a ‘teacher’ in the traditional sense, though I welcome the wisdom of coaches and mentors.
  • In self regulated learning, evaluation is a metacognitive event
  • . Much of what my students discussed is similar to my ideal. Briefly, here are some elements, organized under the four categories of appreciative inquiry: 1) Discovery-the best of what we have previously experienced: sense of accomplishment, respect, sharing ideas, supportive atmosphere to enable taking risks. 2) Dream-best of what might be: have real life application, synergy and energy, flexible and fun, open discussions, clear direction, ideas flying around, taking on complex ideas, confidentiality in that “what happens in Vegas, stays in Vegas”. After these discussions, we went on to 3) Design-what it might truly look like and 4) Delivery-what will we commit to, an individual ranking of items central to creating a best learning experience.
  • The majority of us cannot live on the farm or in the bush; but can we design learning experiences along a similar model where learners contribute something of value to the community?
Allan Quartly

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views

www.irrodl.org/...2025

pedagogy abundance change11 e-learning technology

shared by Allan Quartly on 29 Nov 11 - No Cached
  • Teaching presence is much harder to facilitate as learners do not necessarily have contact with the educator, but it is the teaching presence that heightens cognitive presence (Annand, 2011).
  • This research showed the importance of making connections between learners and fellow-learners and between learners and facilitators. Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
  • The type of support structure that would engage learners in critical learning on an open network should be based on the creation of a place or community where people feel comfortable, trusted, and valued, and where people can access and interact with resources and each other.
  • ...3 more annotations...
  • The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
  • The facilitator also needs to be dynamic and change throughout the course.
  • Novices can best be supported through a series of activities that are structured on connectivist learning principles with a goal to enhance autonomy and the building of personal learning networks.
Lone Guldbrandt Tønnesen

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
  • In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes
  • 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
  • ...8 more annotations...
  • David Wiley and Rory McGreal urge universities to open their content; Wiley further envisions the future of education consisting of learner-generated materials;
  • Building rhizome-like learning networks can foster an environment more conducive to continuous knowledge acquisition and constructio
  • 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.
  • Dave Cormie
  • Clark Quinn’s idea of slow learning
  • Here Jon Dron reminds us that tools themselves are not technology
  • 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.
  • The learners will end up leading the way, as they should.
markuos morley

PLoS | Leading a transformation in research communication - 0 views

www.plos.org

science library research openaccess plos publiclibraryofscience

shared by markuos morley on 14 Feb 12 - Cached
  • markuos morley on 14 Feb 12
     
    Public Library of Science, PLoS (US) Open Acces
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