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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.

It raises the question: Whose certification matters, for what purposes?

For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.

it can be difficult to assess skills without being able to administer project-based assignments

With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education

We see that we learn by being engaged in meaningful activity, and working with others.

I like Collins, Brown, & Holum’s Cognitive Apprenticeship as a model for thinking more richly about learning.  Other learning models are not static

I’m really arguing for the need to come up with a broader perspective on learning

I’m looking to start matching our technology more closely to our brains

meaningfulness, activation and reactivation, not separate but wrapped around our lives

I think this framework will need to start with considering the experience design, what is the flow of information and activity that will help develop the learner

I don’t need or want an LMS and I often don’t need a ‘teacher’ in the traditional sense, though I welcome the wisdom of coaches and mentors.

In self regulated learning, evaluation is a metacognitive event

. Much of what my students discussed is similar to my ideal. Briefly, here are some elements, organized under the four categories of appreciative inquiry: 1) Discovery-the best of what we have previously experienced: sense of accomplishment, respect, sharing ideas, supportive atmosphere to enable taking risks. 2) Dream-best of what might be: have real life application, synergy and energy, flexible and fun, open discussions, clear direction, ideas flying around, taking on complex ideas, confidentiality in that “what happens in Vegas, stays in Vegas”. After these discussions, we went on to 3) Design-what it might truly look like and 4) Delivery-what will we commit to, an individual ranking of items central to creating a best learning experience.

The majority of us cannot live on the farm or in the bush; but can we design learning experiences along a similar model where learners contribute something of value to the community?

bite-sized pieces

Programming is the new literacy

real-life meetups

a Q&A feature within its web product to let people talk to each other

skills are the most important factor

Michael Bloomberg

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.

arrange the curriculum around big ideas, questions, and conundrums

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.

first phase of the arc is called exploration

The second phase is expression

take the ideas to completion — within the deadline

The final phase is called exposition, where the public gets to view what the kids have done.

“The point is to see the topic in as many ways as you possibly can,” says Tulley.

“T-shaped” students

depth in a particular field of study but also breadth across multiple disciplines.

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

Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning

“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.

 We have pieces of the puzzle ( smaller chunks, content models) and we have the tools (individualized delivery, semantics), but putting them together really hasn’t been done yet.

 We still have to figure out what our design process would look like,

 It’s really trying to build a system that is more mentor like than instructor like.

The point is to take the fact that technology is no longer the limit, our imaginations are.

You have more small chunks of content, and more distributed performance model.

: "Are you trying to teach information or skills? Okay – a skill. Well, that will require practice.

that calling it “slow learning” gives the opposite impression of what it actually is

and one could argue that what you are describing could actually be FAST learning

“spaced learning”

The work on the Open Badge Infrastructure is only slightly encouraging with regard to this challenge.

However, we can’t credential (responsibly) without assessments, and in the midst of all the excitement about badges I’ve yet to hear of any novel (or even uninteresting) work on the underlying assessments themselves

Given the OAR acronym, users of OER are literally up a creek without a paddle. And will be until we start making some progress on the OAR issue.