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anonymous

Synthetron - 0 views

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    Tool for group consultation and brainstorming, decisions, consensus.
Rob Parsons

Is the Revolution Justified? : The Digital Scholar: How Technology Is Transforming Scho... - 9 views

  • And Oblinger and Oblinger (2005) claim as one of the defining characteristics of the net generation that ‘they want parameters, rules, priorities, and procedures … they think of the world as scheduled and someone must have the agenda. As a result, they like to know what it will take to achieve a goal. Their preference is for structure rather than ambiguity’. This rather begs the question, ‘was there evidence that previous generations had a stated preference for ambiguity and chaos in their learning?’
  • It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today's students are no longer the people our educational system was designed to teach. (Prensky 2001)
    • tatiluna
       
      I think this statement is anachronistic. In fact, the "new students" today who do not fit into the traditional educational system are in many cases people who were raised in the system, and then either rejected it or were rejected by it in some way.  Our educational system is designed to train conformist drones, who do not know how to learn without school.  There are many who are also able to live in both of these worlds, the traditional and the new, but I think they can bring new insights to the traditional school environment.
    • Rob Parsons
       
      I think this is a red herring as far as technology is concerned. it's much more to do with a pervasive social issue about inclusion and exclusion, probably worldwide, but much more marked in the UK due to the enthusiastic implementation of Thatcherism by her and subsequent governments. Many students know or suspect that there is no point for them in school and schools exclude like everyone else does those pupils who are likely to be expensive. Cost has truly overtaken value as the main point of reference
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    • Rob Parsons
       
      That's interesting. I doubt that the older generation were inherently more moral. I suspect that they regarded plagiarism more seriously because it's easier to hold censorious views about a crime that's difficult to commit. When the crime becomes easy to commit fewer people stand out against it. There is also the issue that plagiarism falls into the category of wrong doing that doesn't obviously hurt anybody - like speeding or smoking cannabis.
  • Brown (2009) reports, Recently, the Nielsen Norman Group study of teenagers using the web noted: ‘We measured a success rate of only 55 percent for the teenage users in this study, which is substantially lower than the 66 percent success rate we found for adult users’. The report added: ‘Teens’ poor performance is caused by three factors: insufficient reading skills, less sophisticated research strategies, and a dramatically lower patience level’.
    • Rob Parsons
       
      Summary: discussions about net gen are not significant. There is not evidence of significant difference between net gen and previous gens. Also there is evidence of significant variation within today's younger generation. Issue also lacks significance because we still need to cater for very large number of other gen learners.
  • A new generation is behaving fundamentally differently – there seems little real evidence beyond the rhetoric that the net generation is in some way different from its predecessors as a result of having been exposed to digital technologies. There is some moderate evidence that they may have different attitudes. There is a general change in society which has relevance for learning – certainly the overall context is an ICT-rich one, and people are using the Internet for a variety of learning-related activities. People are learning in different ways – although firm evidence of informal learning is difficult to gather, there is much by the way of proxy activity that indicates this is the case. There is growing dissatisfaction with current practice in higher education – there seems little strong evidence for this. Probably more significant to the culture of education has been the shift to perceiving the student as a customer. There is certainly little evidence that the dissatisfaction is greater than it used to be, but what may be significant is that there are now viable alternatives for learners. Universities have lost their monopoly on learning, which reinforces the next point.
  • Higher education will undergo similar change to that in other sectors – there are some similarities between higher education and other sectors, such as the newspaper and music industries, but the differences are probably more significant. However, the blurring of boundaries between sectors and the viability of self-directed, community-based learning means that the competition is now more complex.
  • The first is that there is lag between society's acceptance of a technology and then its adoption in higher education. Brown (2009) suggests that in society the stages of technology diffusion can be defined as critical mass (ownership by 20–30 per cent of the population), ubiquity (30–70 per cent) and finally invisibility (more than 70 per cent). If higher education were to wait for the invisibility stage to be reached before it engaged with a technology, then given the time it takes to implement policies and technology, it really will look outdated. For example, in 2007, those using social networks might have been in the minority; now they will be in the majority. This is the problem with waiting for data to determine decisions – if you made a decision based on 2007 data that social networks were largely unused, it would look out of date in 2010. What is significant is the direction of travel, not the absolute percentages at any given time.
    • Rob Parsons
       
      I'm not entirely sure what the argument is here; or what the evidence is. What sort of lag and how much is actually evident? And which bits of society is HE lagging behind - there are lots that haven't caught up with the interwebs at all, and others that are racing ahead.
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    The Digital Scholar - Martin Weller
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    I haven't read any of this book yet, but this quote is running along the lines of my own thinking for my own interaction with the web and all its tools and structures. I'm beginning to feel that many of the new tools used for organization, aggregation, and note taking are too regimented for what I want right now, too task-oriented. I'm figuring out how I learn best, and the most important part of that process that has been missing for me in the past is connection to creativity. Of course, the internet is a place where so much creation is going on and I can certainly find inspiration from it. But in terms of working out my projects using solely these new tools, I keep running against a wall. I'm not exactly sure if that's what Oblinger and Oblinger are talking about, but that's what I thought of.
onewheeljoe

http://www.mpiweb.org/CMS/uploadedFiles/Article%20for%20Marketing%20-%20Mary%20Boone.pdf - 3 views

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    Harvard Business Review article on Cynefin Framework.
anonymous

This Is Not Your Parents' Software Training - 1 views

  • 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
anonymous

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

  • 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.
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  • Putting too much structure on advanced-level learners may make learning boring, frustrating, inefficient, and off-target for them.
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    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.
Lone Guldbrandt Tønnesen

Learnlets » The 7 c's of natural learning - 2 views

  • Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the intersection of 1) self-organized learning and 2) online collaboration is what I consider should be a primary focus of organizational learning professionals
  • Common web 2.0 practice is to link back to what has been copied, a form of collaboration or perhaps cooperation.
  • However, real learning involves research, design, problem-solving, creativity, innovation, experimentation, etc
  • informal learning is NOT, by definition, manageable
  • 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.
  • but instead to provide a conducive environment and encourage them
Tai Arnold

What the Connections Acquisition Means | Getting Smart - 2 views

  • For Pearson, this transaction signals a more rapid move into school management that was anticipated.  Historically, the line between supporting and operating schools has been one they did not want to cross given the special venom for private enterprise when it takes outcome responsibility.  I suspect when they considered accelerating rate (see my forecast) of adoption of learning online, it made the decision easy.
  • One consistent message here at Getting Smart is that the shift to personal digital learning is happening faster than most observers suggest–we’re riding an exponential curve not a straight line.  Pearson gets that and has been very thoughtful about managing the Innovator’s Dilemma. 
Lone Guldbrandt Tønnesen

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

  • 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
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  • 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
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    Blog about MOOC´s
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