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Yukon syl

Deepening our Learning Through Storytelling: creativity, STEM and stories - 2 views

www.speedofcreativity.org/...ng-creativity-stem-and-stories

online design STEM creativity learning storytelling

shared by Yukon syl on 29 Sep 11 - No Cached
  • Yukon syl on 29 Sep 11
     
    from Moving at the Speed of Creativity - Wesley Fryer - recommended by Stephen Downes - check the wiki too - next bookmark!
Allan Quartly

News: Academic Publishing and Zombies - Inside Higher Ed - 1 views

www.insidehighered.com/..._to_outmoded_academic_journals

scholar journals peer-reviews publishing technology change11

shared by Allan Quartly on 01 Oct 11 - No Cached
  • Fitzpatrick argues that journals should throw the door open to all comers, then deputize their readers to usher sound articles to a pedestal and banish bad ones to the margins. Scholarly journals would serve their constituencies better “by allowing everything through the gate, and by designing a post-publication peer review process that focuses on how a scholarly text should be received,” she writes, “rather than whether it should be out there in the first place.”
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

David Wiley ~ #change11 - 2 views

change.mooc.ca/237

#change11 david education learning

shared by Lone Guldbrandt Tønnesen on 10 Oct 11 - No Cached
  • 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
  • humans are too “expensive
  • the “reusability paradox.
  • ...4 more annotations...
  • – a great resource that is essentially impossible to reuse, or a really poor resource that you can easily reuse
  • an interest in providing teachers real-time suggestions about the best way to use their next 10 minutes, are relatively new areas for me.
  • • Online Self-Organizing Social Systems. http://opencontent.org/docs/ososs.pdf
  • 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.
anonymous

#Change11 MOOC Session - October 31, 2011 - 2 views

www.slideshare.net/...ange11-mooc-session-october-31

design moocs change #cck12 #change11

shared by anonymous on 04 Nov 11 - No Cached
  • anonymous on 02 Feb 12
     
    Nancy White's live session
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