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anonymous

The Power of Introverts: A Manifesto for Quiet Brilliance - 3 views

  • Introverts are to extroverts what American women were to men in the 1950s -- second-class citizens with gigantic amounts of untapped talent.
anonymous

After Facebook fails - 6 views

  • Robert likes so many things that his up-thumb has no value to me.
Tai Arnold

Learner Weblog | Education and Learning weblog - 2 views

    • Tai Arnold
       
      Re Emotional Intelligence
  • 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.
Tai Arnold

Systemic Changes in Higher Education | in education - 9 views

  • 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
       
      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
       
      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.
  •  
    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
  •  
    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.
Tai Arnold

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.
    • tatiluna
       
      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
    • tatiluna
       
      The way one navigates the knowledge on the internet expertly could be a metaphor for or, perhaps, a reflection of, how the brain creates a network of knowledge  to become an expert in any environment or domain.
  • how social technology tools can impact learning
    • Tai Arnold
       
      Is this not the point of the whole business?
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  • 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).
Rob Parsons

A Pedagogy of Abundance : The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic - 0 views

  • 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.
  • 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.
  • 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.
    • Rob Parsons
       
      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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  • Any pedagogy of abundance would then, I suggest, be based on the following assumptions:
  • Jonassen (1991) describes it thus: Constructivism … claims that reality is constructed by the knower based upon mental activity. Humans are perceivers and interpreters who construct their own reality through engaging in those mental activities … What the mind produces are mental models that explain to the knower what he or she has perceived … We all conceive of the external reality somewhat differently, based on our unique set of experiences with the world.
  • Given that it has a loose definition, it is hard to pin down a constructivist approach exactly. Mayer (2004) suggests that such discovery-based approaches are less effective than guided ones, arguing that the ‘debate about discovery has been replayed many times in education but each time, the evidence has favoured a guided approach to learning’.
    • Rob Parsons
       
      Interesting, because my immediate reaction was that there's no contradiction between guided learning and constructivism. Just don't expect that your students will always go where you guide them.
  • When Kirschner, Sweller and Clark (2006) claim, with some justification, that ‘the epistemology of a discipline should not be confused with a pedagogy for teaching/learning it’ that only highlights that the epistemology of a discipline is now being constructed by all, so learning how to participate in this is as significant as learning the subject matter of the discipline itself.
  • However, the number of successful open source communities is relatively small compared with the number of unsuccessful ones, and thus the rather tenuous success factors for generating and sustaining an effective community may prove to be a barrier across all subject areas. Where they thrive, however, it offers a significant model which higher education can learn much from in terms of motivation and retention (Meiszner 2010).
  • Abundance does not apply to all aspects of learning; indeed the opposite may be true, for example, an individual's attention is not abundant and is time limited. The abundance of content puts increasing pressure on this scarce resource, and so finding effective ways of dealing with this may be the key element in any pedagogy. However, I would contend that the abundance of content and connections is as fundamental shift in education as any we are likely to encounter, and there has, to date, been little attempt to really place this at the centre of a model of teaching.
    • Rob Parsons
       
      Agreed. Great conclusion. At the moment, if I had to single out one key point Martin makes, it is this.
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