Course announcement: - 9 views
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Mike Nall on 24 Oct 11new
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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.
iPads at AES - a snapshot of iPads in school - YouTube - 4 views
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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?
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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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Recordings ~ #change11 - 3 views
Why publish science in peer-reviewed journals? « Genomes Unzipped - 1 views
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fascinating discussion follows this thoughtful opinion piece pitching a new vision for peer review
Open Access Week :: Athabasca University - 4 views
The CKC Scenario Card Game | ideasLAB - 4 views
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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!
Beware of giant publishers bearing gifts. « More or Less Bunk - 2 views
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"I say defend your prerogatives. Be your own learning management system." Response to Pearson's OpenClass
An Optimist's Tour of the Future: One Curious Man Sets Out to Answer "What's Next?" - 3 views
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"The future . . . it could be a Renaissance."
change11 position paper | littlebylittlejohn.com - 6 views
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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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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.
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how social technology tools can impact learning
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Is this not the point of the whole business?
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News: Freeing the LMS - Inside Higher Ed - 4 views
Opening Up Education - 3 views
Alone Together by Sherry Turkle - 1 views
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Sociological analysis of the digital life by Sherry Turkle (MIT). Does the abundance of online interactions overwhelm us and take a toll on our real-life interactions and relations?
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Interesting angle from MIT Prof Sherry Turkle about the impact of online technology on relations in society. Need to read the book to know what her conclusion is, but the question she poses is relevant."Technology promises to let us do anything from anywhere with anyone. But it also drains us as we try to do everything everywhere. We begin to feel overwhelmed and depleted by the lives technology makes possible. We may be free to work from anywhere, but we are also prone to being lonely everywhere. In a surprising twist, relentless connection leads to a new solitude. We turn to new technology to fill the void,but as technology ramps up, our emotional lives ramp down. "
YouTube - David Wiley's Keynote on Open Education - 5 views
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David Wiley 2009 Keynote on Open Education (50mins)
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Thanks marcuos. This is more good info on Wiley's approach. Well worth watching.
In Learning | Jim picks up on Gordon's (don't call him Gordo) ... - 1 views
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A video about MOOC´s - very nice
Walking the Virtuous Middle Way | iterating toward openness - 3 views
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We are learning that even what we once thought were true self-organizing systems rely heavily on “key, well-informed individuals altering their behavior according to their prior experience” to increase their efficiency.
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Self-organizing systems are tools. See connection with my reading of John Dewey: must have a purpose in mind when using the many tools on the Internet, including MOOCS and self-organizing tools, or else it will be haphazard and not that helpful for learning.
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Educational Technology - Insights: Collective Learning Explained - 4 views
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slidecast, with slides and audio included
Downes-Wiley.pdf (application/pdf Object) - 2 views
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Stephen Downes and David Wiley conversation about Open Education.
Openness and the Future of Education - 4 views
iterating toward openness - 2 views
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One of the areas ripest for innovation is alternative certification of informal learning. Hence, the recent excitement about badges. Badges have incredible potential for providing a viable alternative to the traditional system of credits most universities are tied to by accreditors. It seems to me that there is a critical need for someone to demonstrate that badges are a viable alternative to the traditional accreditation process.
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However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
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We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education.
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David Wiley's Blog
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