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.
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YouTube - David Wiley's Keynote on Open Education - 5 views
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iterating toward openness - 2 views
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However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
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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.
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• 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.
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- 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
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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.
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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.
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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.
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Downes-Wiley.pdf (application/pdf Object) - 2 views
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Workers, soldiers or nomads - what does the Gates Foundation want from our ed... - 5 views
davecormier.com/...want-from-our-education-system
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David Wiley ~ #change11 - 2 views
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I worked on “learning objects,” which can be characterized as educational materials designed with the understanding that they will be reused in a broad variety of contexts
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– a great resource that is essentially impossible to reuse, or a really poor resource that you can easily reuse
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an interest in providing teachers real-time suggestions about the best way to use their next 10 minutes, are relatively new areas for me.
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I would like to invite students to reflect on the practical impact on people they would like to their educational technology / educational research work to have.
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Why Learning Should Be Messy | MindShift - 2 views
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“If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”
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Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning.
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School-based education has always been about telling and getting of information, rather than exploring or investigating
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the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.
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David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges
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The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 educatio
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“Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development
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At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term
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The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity.
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Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views
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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
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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.)
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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.
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For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
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With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
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Ideas from the thirteen weeks of MOOC « Not Worth Printing - 4 views
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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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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.
Openness and the Future of Education - 4 views
www.slideshare.net/...ss-and-the-future-of-education
openness education david wiley slideshare presentation
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