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in title, tags, annotations or urlWeek 6: Connectivism in a nutshell? - 11 views
Seeking Community - 2 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
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 Practice : Bloomsbury Academic - 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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