Over-sharing and Location Awareness - 1 views
13 Reasons Teachers Should Use Diigo - 6 views
The Power of Introverts: A Manifesto for Quiet Brilliance - 3 views
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Introverts are to extroverts what American women were to men in the 1950s -- second-class citizens with gigantic amounts of untapped talent.
Week 6: Connectivism in a nutshell? - 11 views
Seeking Community - 2 views
One of the Coolest Community-Building Projects Ever - 4 views
When Employees aren't Happy, then the Company Isn't Happy - 0 views
Managing in an age of complexity - 4 views
Learning Without Training - 1 views
After Facebook fails - 6 views
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Robert likes so many things that his up-thumb has no value to me.
Learner Weblog | Education and Learning weblog - 2 views
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I am also unsure whether the affective domains are addressed in the theory, or included in George proposed principles of Connectivism or Stephen’s proposed properties of networks.
Systemic Changes in Higher Education | in education - 9 views
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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,
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Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
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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.
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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
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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.
change11 position paper | littlebylittlejohn.com - 6 views
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we don’t have a good understanding of the ‘binding force’ that connects people while they are learning and building knowledge.
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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.
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Becoming competent could be viewed as the ability to perceive the links between these loosely related knowledge fragments
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how social technology tools can impact learning
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A Pedagogy of Abundance : The Digital Scholar: How Technology Is Transforming Scholarly... - 0 views
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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.
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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.
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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.
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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.
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