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Microsoft's View of the Future Workplace is Brilliant, Here's Why - Forbes - 5 views

www.forbes.com/...2 design literacy #fslt12
shared by anonymous on 28 May 12 - No Cached
  • ethical leaders will rebalance the work environment to support greater collaboration, serendipitous encounters, informal knowledge flows and more profit
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Interlocutor: The Word of 2012 - 5 views

www.danpontefract.com/?p=1635 design dan pontefract #fslt12
shared by anonymous on 24 May 12 - No Cached
  • If there is only partial participation, is it only the loud that will succeed?
  • The network is the medium. And if the network is stunted or ambivalent to actively participate, we run the risk not of a digital divide but of a competence divide.
  • Let 2012 be about the interlocutor. I post, therefore I am.
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Berkeley Center for New Media - 5 views

bcnm.berkeley.edu/?p=1869 berkeley Rheingold paragogy peeragogy 'learner control'
shared by wayupnorth on 01 Dec 11 - No Cached
  • join me in a two- three week experiment in paragogy
  • wayupnorth on 01 Dec 11
     
    join me in a two- three week experiment in paragogy
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digital digs: Welcome to badge world - 5 views

www.alex-reid.net/...welcome-to-badge-world.html badges assessment credentialing #change11
shared by Tai Arnold on 19 Sep 11 - No Cached
  • Colleges are filled with students who could give a damn about learning but desperately need that credential.
  • Then it's all about the badges. My kids can just give up on ever having a single moment of joy in their lives. Even if they were going to enjoy something, how can they when they've already committed to this transactional experience instead?
  • The commodification of learning was already quite clear in the Reagan era when we stopped thinking of higher education as a social good and instead defined it as an individual's investment in his/her human capital. 
  • ...4 more annotations...
  • Anyone can open their own diploma mill, err I mean badge-selling operation? Of course not. Badges would have to be accredited by someone.
  • If you want to get a badge though, that's going to cost.
  • I think the presence of a badge could actually be a detriment to an otherwise genuine learning experience.
  • ]The whole point of education organisations adopting elearning is to cut costs. They are not doing it to improve education standards. They say it's to educate more. But we know this is a smoke screen. Bean-counters run universities and colleges just like they run commercial companies.For example, The Briish Council is planning to move into distance learning big time. 10,000s of new students. Their reasons (am I #cynic) won't be to improve educational outcomes (mostly English language teaching) but to get more qualifed teachers for for their bucks.
  • lrcruz2 on 19 Sep 11
     
    Thank you for compiling this info and posting for us all. I believe this is an interesting way to engage the learner and increase their extrinsic motivation to learn. I don't see elearning as a way to cut costs but rather a way to expand the reach of learning. Learning on line is different from face to fact and therefore it's possible that this commodification of learning is necessary as a result of these changing times.
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Workers, soldiers or nomads - what does the Gates Foundation want from our ed... - 5 views

davecormier.com/...want-from-our-education-system learning theory education teaching Deleuze Guattari
shared by Allan Quartly on 23 Nov 11 - No Cached
  • Allan Quartly on 23 Nov 11
     
    David Cormier
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Beyond Competence: It's the Journey to Mastery That Counts - 5 views

www.learningsolutionsmag.com/...journey-to-mastery-that-counts competence mastery marc j. rosenberg
shared by anonymous on 26 Jun 12 - No Cached
  • all learners, at all levels, collaborate; but how they do it, the degree to which they do it, and the relative importance of the collaboration shifts with their increasing know-how. Bottom line: as people move up the mastery ladder and their capabilities grow, predominant learning strategies change.
  • as learners become more competent and experienced, and especially as they approach master/expert levels, learning embraces much more of a “pull” strategy, where learners take what they need from the repositories of knowledge, tools, and advice available to them. How they navigate these resources is increasingly a decision they make.
  • . Putting too little structure on entry-level learners may make learning more difficult, confusing, and demoralizing for them.
  • ...1 more annotation...
  • Putting too much structure on advanced-level learners may make learning boring, frustrating, inefficient, and off-target for them.
  • anonymous on 26 Jun 12
     
    as people strive to move up the ladder they get better at their jobs. As they do, they exhibit increasing performance fluency, agility, and ability to share knowledge. Fluency refers to the smoothness with which they perform their jobs. The lack of hesitancy and the ease at which they perform tasks all improve as workers move up the mastery ladder. Agility, the ability to adapt and react to new situations, to "shift on the fly" based on new information, also increases as people go through the four phases. And as people get more expertise and experience, they become better at sharing it with others through collaboration, coaching, mentoring, and teaching.
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Authentic Learning ~ #change11 - 5 views

change.mooc.ca/501 Change11 Jan Herrington learning
shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - No Cached
  • We know that people learn best by being actively and collaboratively involved in learning but in universities, we continue to use lectures and other one-way, vessel filling, sage-on-stage, methods to tell students what they need to know
  • An authentic learning approach enables educators to design tasks and assessments that are based on the kinds of activities that are performed in the so called ‘real world’.
  • An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.
  • ...6 more annotations...
  • realistic
  • think in the same ways as professionals
  • Technology-based cognitive tools
  • the creation of real products and artefacts, and are more worthy of the investment of time and effort in higher education than decontextualised exercises and tasks.
  • The creation of genuine sharable products ensures that authentic learning is in a position to capitalize on the participatory culture afforded by social media.
  • our model to guide your design: http://web.me.com/janherrington/AuthenticLearning/
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Crap Detection 101 | City Brights: Howard Rheingold | an SFGate.com blog - 5 views

blog.sfgate.com/...crap-detection-101 crap detection literacy Harold rheingold
shared by Louise Lee on 04 Jan 12 - No Cached
  • Louise Lee on 04 Jan 12
     
    steps to take to verify a tweet,
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iPads at AES - a snapshot of iPads in school - YouTube - 4 views

www.youtube.com/watch
shared by Daniel Spielmann on 20 Oct 11 - No Cached
    • Daniel Spielmann
      Daniel Spielmann on 20 Oct 11
       
      Why would you not allow comments on this video - feels like someone is not up for open discussion... Maybe that's because some of the statements seem quite naive. So students can learn faster with apps - what about learning depth and quality - any findings about that?
    • Daniel Spielmann
      Daniel Spielmann on 20 Oct 11
       
      I think it's about time for people to stop talking about the iPad and start talking about tablet PCs instead. So the iPad is "unquestionably great" for learning and they come up with that conclusion after two months of using the device in class. Hm. Can't help but think this all sounds more like an ad for Apple than anything else.
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The CKC Scenario Card Game | ideasLAB - 4 views

www.ideaslab.edu.au/ckcgame scenario card game #change11
shared by Ashley Proud on 19 Oct 11 - No Cached
  • Ashley Proud on 19 Oct 11
     
    The CKC Scenario Game is a card game adapted by ideasLAB*  designed to encourage and provoke both divergent and convergent thinking around collective knowledge construction. Originally adapted as card game, ideasLAB has now made a Powerpoint adaption of the game which you can use and adapt in any way you choose - and you can add your own scenarios!
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Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education Change11 stanford courses MOOC
shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
  • ...5 more annotations...
  • 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
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Timmmmyboy » Where is the "Change"? - 4 views

www.timmmmyboy.com/...where-is-the-change #change11 blog post
shared by Vahid Masrour on 20 Oct 11 - No Cached
  • Vahid Masrour on 27 Oct 11
     
    A not too happy participant goes on a rant. I know i've been there before, and i have to say i've been 'aloof' of the process in the last few weeks. Not having a central place to go to seems to be hurting the process (for me and some other people, it would seem).  Too decentralized to be effective? Maybe.
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Own It: Social Media Isn't Just Something Other People Do - 4 views

www.theatlantic.com/...256212 social learning networks
shared by anonymous on 23 Apr 12 - No Cached
  • 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.
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