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Musing from the bush - Why are we so slow to adopt new technologies in education? - 1 views

gwilson10.edublogs.org/...-new-technologies-in-education change11 youtube change schools #change11 adoption
shared by Allan Quartly on 20 Sep 11 - No Cached
  • Allan Quartly on 20 Sep 11
     
    It asks what needs to be done to get technology adopted by education.
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Learner Weblog | Education and Learning weblog - 2 views

suifaijohnmak.wordpress.com/#comment-1453
shared by Tai Arnold on 20 Sep 11 - No Cached
    • Tai Arnold
      Tai Arnold on 20 Sep 11
       
      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.
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CALIBRATED PEER REVIEW - 2 views

www.smc.edu/default.htm
shared by Robert Maxwell on 19 Sep 11 - No Cached
  • Robert Maxwell on 19 Sep 11
     
    Calibrated Peer Review (CPR)™ is a free Web-based program that enables frequent writing assignments even in large classes with limited instructional resources.
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Systemic Changes in Higher Education | in education - 9 views

ineducation.ca/...temic-changes-higher-education siemens higher education future
shared by Tai Arnold on 16 Sep 11 - Cached
Vanessa Vaile liked it
  • 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
      Tai Arnold on 16 Sep 11
       
      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
      Tai Arnold on 16 Sep 11
       
      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.
  • Vanessa Vaile on 16 Sep 11
     
    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
  • Robert Maxwell on 18 Sep 11
     
    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.
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Change MOOC Reflections - BioRam - 9 views

bioram-changemoocresponse.blogspot.com change11 MOOC credentials outcomes
shared by Allan Quartly on 18 Sep 11 - No Cached
  • Allan Quartly on 18 Sep 11
     
    I am following this blog because he raises some very good questions about credentialling and the learning process, and how it fits together or apart.
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Group/as - Change11 - 9 views

www.group.as/change11 Google+ MOOC #change11
shared by Jeff Merrell on 14 Sep 11 - No Cached
Vahid Masrour liked it
  • Jeff Merrell on 14 Sep 11
     
    Google+ grouping of #change11 participants who are also on Google+
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