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anonymous

Beyond Competence: It's the Journey to Mastery That Counts - 5 views

www.learningsolutionsmag.com/...journey-to-mastery-that-counts

competence mastery marc j. rosenberg

shared by anonymous on 26 Jun 12 - No Cached
  • all learners, at all levels, collaborate; but how they do it, the degree to which they do it, and the relative importance of the collaboration shifts with their increasing know-how. Bottom line: as people move up the mastery ladder and their capabilities grow, predominant learning strategies change.
  • as learners become more competent and experienced, and especially as they approach master/expert levels, learning embraces much more of a “pull” strategy, where learners take what they need from the repositories of knowledge, tools, and advice available to them. How they navigate these resources is increasingly a decision they make.
  • . Putting too little structure on entry-level learners may make learning more difficult, confusing, and demoralizing for them.
  • ...1 more annotation...
  • Putting too much structure on advanced-level learners may make learning boring, frustrating, inefficient, and off-target for them.
  • anonymous on 26 Jun 12
     
    as people strive to move up the ladder they get better at their jobs. As they do, they exhibit increasing performance fluency, agility, and ability to share knowledge. Fluency refers to the smoothness with which they perform their jobs. The lack of hesitancy and the ease at which they perform tasks all improve as workers move up the mastery ladder. Agility, the ability to adapt and react to new situations, to "shift on the fly" based on new information, also increases as people go through the four phases. And as people get more expertise and experience, they become better at sharing it with others through collaboration, coaching, mentoring, and teaching.
anonymous

Interlocutor: The Word of 2012 - 5 views

www.danpontefract.com/?p=1635

design dan pontefract #fslt12

shared by anonymous on 24 May 12 - No Cached
  • If there is only partial participation, is it only the loud that will succeed?
  • The network is the medium. And if the network is stunted or ambivalent to actively participate, we run the risk not of a digital divide but of a competence divide.
  • Let 2012 be about the interlocutor. I post, therefore I am.
Lone Guldbrandt Tønnesen

mooc - rheingold - 3 views

mooc.wikispaces.com/rheingold

change11 rheingold

shared by Lone Guldbrandt Tønnesen on 04 Jan 12 - No Cached
  • It isn’t possible or practical to try to control the quality of content and conversation that people publish online -- if it had been possible, there would be no web, no YouTube, no Wikipedia today -- but I contend that it is possible to increase the proportion of the population who know something about what they are doing when they consume or create digital culture.
  • Although the word “literacy” traditionally refers to the skill of encoding and decoding messages or programs in some medium, the kind of literacy required in a world of mass collaboration necessarily involves a social element as well as a personal skill
  • Social media literacies combine the skills of coding and decoding digital media with the social skills necessarily to use online tools in concert with others
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  • We will look at facets of each of these five literacies and engage in learning activities that can both increase our own competencies and provide public useful public goods
markuos morley

iterating toward openness - 2 views

opencontent.org/blog

David_wiley blog opensource iterating learning education david wiley

shared by markuos morley on 26 Sep 11 - Cached
  • One of the areas ripest for innovation is alternative certification of informal learning. Hence, the recent excitement about badges. Badges have incredible potential for providing a viable alternative to the traditional system of credits most universities are tied to by accreditors. It seems to me that there is a critical need for someone to demonstrate that badges are a viable alternative to the traditional accreditation process.
  • However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
  • We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education.
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  • The bolded items above really represent one version (and certainly not the only one) of the complete package – open content, open learning support, and open badges that help you demonstrate competence to an employer.
  • • Combine these and other business models to generate enough revenue so that (1) the marking service can be free in addition to all the badge related materials being openly licensed and (2) employers will respect and recognize the badges resulting from the process.
  • - An initial list of OER (e.g., OLI courses) and Q/A services (e.g., StackOverflow.com or OpenStudy) which will help individuals develop the skills necessary to obtain the badges
  • If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
  • The efficacy ideal is not realizable in practice. Intuitively we would want the ideal OER to support the educational goals of every user, and some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder. A resource considered very high quality by an English speaking undergraduate might be very low quality for an English speaking primary school student or a Spanish speaking undergraduate.
  • While everyone wants the OER they use to be high quality for them, it is meaningless to talk about OER being “high quality” without simultaneous reference to the user.
  • markuos morley on 10 Oct 11
     
    David Wiley's Blog
Tai Arnold

change11 position paper | littlebylittlejohn.com - 6 views

littlebylittlejohn.com/change11-position-paper

collective learing #change11 Littlejohn

shared by Tai Arnold on 06 Oct 11 - No Cached
  • we don’t have a good understanding of the ‘binding force’ that connects people while they are learning and building knowledge.
    • tatiluna
      tatiluna on 06 Oct 11
       
      Why would this "binding force" be that different from what binds people together in different kinds of relationships outside of collective learning?  Everyone has their own personal reasons for learning from and sharing with the collective, and these reasons are pretty similar to the reasons people learn and share in "real world" or more traditional situations.
  • Becoming competent could be viewed as the ability to perceive the links between these loosely related knowledge fragments
    • tatiluna
      tatiluna on 06 Oct 11
       
      The way one navigates the knowledge on the internet expertly could be a metaphor for or, perhaps, a reflection of, how the brain creates a network of knowledge  to become an expert in any environment or domain.
  • how social technology tools can impact learning
    • Tai Arnold
      Tai Arnold on 15 Oct 11
       
      Is this not the point of the whole business?
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  • Perhaps more importantly, if learning is to become more self-regulated, rather than teacher-regulated, what sorts of mindsets do learners require to take control and self regulate their own learning (Zimmermann & Schunk, 2001).
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