“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.”
1More
1More
The learning organization: an often-described, but seldom-observed phenomenon | Harold ... - 7 views
Experience-Performance-Reflection - 0 views
www.jarche.com/...erience-performance-reflection
harold jarche social learning design #change11 #cck12
![](/images/link.gif)
Reflections on #realwplearn chat: Breaking Down Silos - 1 views
21More
Why Learning Should Be Messy | MindShift - 2 views
-
- ...17 more annotations...
-
Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning.
-
School-based education has always been about telling and getting of information, rather than exploring or investigating
-
the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.
-
David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges
-
The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 educatio
-
“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
-
At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term
-
The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity.
2More
Own It: Social Media Isn't Just Something Other People Do - 4 views
-
We look at a generation that has grown up online, and we worry about how "they" can't put down their iPhones, how "they" can't hold a real conversation, how "they" prefer distraction to presence. How will they form relationships? How will they learn to listen, or to be heard? The real and difficult questions are not about them, but about us. How will we choose to live online? How will we sustain conversations, build relationships, and cultivate genuine connection? And for those who are experiencing the kind of angst Turkle describes, an even more challenging question: How can I change when, where and how to plug in so that I actually like my life online?
-
We can have what Turkle terms a "big gulp of real conversation" -- through a chat window that keeps us connected, all day, to a best friend on the other side of the country. We can embrace the value of solitude and self-reflection, writing a blog post that digs deeply into a personal challenge -- perhaps choosing to write anonymously in order to share a deeper level of self-revelation than we'd brave offline. We can truly listen, and truly be heard, because online affinity groups help us find or rediscover friends who are prepared to meet us as we really are. These are the tools, practices, and communities that can make online life not a flight from conversation, but a flight to it. But we will not realize these opportunities as long as we cling to a nostalgia for conversation as we remember it, describe the emergence of digital culture in generational terms, or absolve ourselves of responsibility for creating an online world in which meaningful connection is the norm rather than the exception. We are making that digital shift together -- old and young, geeky and trepidatious -- and we are only as alone as we choose to be.
1More
University 2.0 - Sebastian ... on Day 2, Track 2 - 2 views
13More
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.
- ...10 more annotations...
-
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
-
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.
28More
shared by markuos morley on 27 Sep 11
- No Cached
Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views
www.bloomsburyacademic.com/...-9781849666275-chapter-001.xml
martin weller digital scholarship book mooc change11
![](/images/link.gif)
-
-
- ...22 more annotations...
-
Blogs are also the epitome of the type of technology that can lead to rapid innovation. They can be free to set up, are easy to use and because they are at the user's control, they represent a liberated form for expression. There is no word limit or publication schedule for a blog
-
Prior to the Internet, but particularly prior to social networks, this kind of network was limited to those with whom you interacted regularly.
-
Dunbar's (1992) research on friends and group size suggests that it has a capacity of around 150. It necessitates keeping in touch with a lot of people, often reinforcing that contact with physical interaction.
-
for those who have taken the step to establishing an online identity, these networks are undoubtedly of significant value in their everyday practice.
-
Tim O'Reilly (2004) calls ‘an architecture of participation’, an infrastructure and set of tools that allow anyone to contribute.
-
It is this democratisation and removal of previous filters that has characterised the tools which have formed the second wave of web popularity, such as YouTube, Wikipedia, Flickr, blogs, Facebook and Twitter.
-
Openness then refers not only to the technology but also to the practice of sharing content as a default.
-
-
Fast – technology that is easy to learn and quick to set up. The academic does not need to attend a training course to use it or submit a request to their central IT services to set it up. This means they can experiment quickly.
-
Cheap – tools that are usually free or at least have a freemium model so the individual can fund any extension themselves. This means that it is not necessary to gain authorisation to use them from a budget holder. It also means the user doesn't need to be concerned about the size of audience or return on investment, which is liberating.
-
Out of control – these technologies are outside of formal institutional control structures, so they have a more personal element and are more flexible. They are also democratised tools, so the control of them is as much in the hands of students as it is that of the educator.
-
Overall, this tends to encourage experimentation and innovation in terms of both what people produce for content services and the uses they put technology to in education.
-
This reflects a move away from expensive, sophisticated software and hardware to using tools which are easy to use, lightweight and which tie in with the digital, networked, open culture.
-
there seems to be such an anxiety about being labelled a ‘technological determinist’ that many people in education seek to deny the significance of technology in any discussion. ‘Technology isn't important’, ‘pedagogy comes first’, ‘we should be talking about learning, not the technology’ are all common refrains in conferences and workshops.
-
While there is undoubtedly some truth in these, the suggestion that technology isn't playing a significant role in how people are communicating, working, constructing knowledge and socialising is to ignore a major influencing factor in a complex equation.
-
entirely unpredicted, what is often termed ‘emergent use’, which arises from a community taking a system and using it for purposes the creators never envisaged.
21More
Teaching in Social and Technological Networks « Connectivism - 6 views
-
How can we achieve learning targets when the educator is no longer able to control the actions of learners?
-
A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map.
- ...17 more annotations...
-
A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected.
-
Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters. The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
-
Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
-
Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did.
-
However, in order for education to work within the larger structure of integrated societal systems, clear outcomes are still needed.
-
How can we achieve clear outcomes through distributed means? How can we achieve learning targets when the educator is no longer able to control the actions of learners?
-
Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
-
Each RT amplifies the message much like an electronic amplifier increases the amplitude of audio or video transmitters.
-
A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected.
-
In CCK08/09, Stephen and I produced a daily newsletter where we highlighted discussions, concepts, and resources that we felt were important. As the course progressed, many students stated they found this to be a valuable resource -a centering point of sorts.
-
Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
-
Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
-
After all, why should we do the heavy cognitive work when technology is uniquely suited to analyzing and generating patterns?
-
I’d like a learning system that functions along the lines of RescueTime – actively monitoring what I’m doing – but then offers suggestions of what I should (or could) be doing additionally. Or a system that is aware of my email exchanges over the last several years and can provide relevant information based on the development of my thinking and work. With the rise of social media, and with it the attention organizations pay to how their brand is being represented, monitoring services such as Viral Heat are promising. Imagine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before. This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search. Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
-
Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
-
By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters. The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
-
Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
Change MOOC Reflections: Knowledge and Intellectual Skills: Two Sides of Education - 5 views
7More
change11 position paper | littlebylittlejohn.com - 6 views
-
we don’t have a good understanding of the ‘binding force’ that connects people while they are learning and building knowledge.
-
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
-
how social technology tools can impact learning
- ...1 more annotation...
-
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).
8More
David Wiley ~ #change11 - 2 views
-
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
- ...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.
-
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.