ethical leaders will rebalance the work environment to support greater
collaboration, serendipitous encounters, informal knowledge flows and more
profit
Interlocutor: The Word of 2012 - 5 views
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If there is only partial participation, is it only the loud that will succeed?
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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.
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Let 2012 be about the interlocutor. I post, therefore I am.
Berkeley Center for New Media - 5 views
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join me in a two- three week experiment in paragogy
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join me in a two- three week experiment in paragogy
digital digs: Welcome to badge world - 5 views
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Colleges are filled with students who could give a damn about learning but desperately need that credential.
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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?
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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.
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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.
Workers, soldiers or nomads - what does the Gates Foundation want from our ed... - 5 views
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David Cormier
12 reasons not to engage in a MOOC #change11 « connectiv - 7 views
Beyond Competence: It's the Journey to Mastery That Counts - 5 views
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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.
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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.
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. Putting too little structure on entry-level learners may make learning more difficult, confusing, and demoralizing for them.
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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.
Junct Blog: A New Definition of Literacy in an Age of Abundance #change11 - 7 views
Authentic Learning ~ #change11 - 5 views
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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
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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’.
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An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.
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Crap Detection 101 | City Brights: Howard Rheingold | an SFGate.com blog - 5 views
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steps to take to verify a tweet,
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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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!
Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views
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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
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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.)
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MOOCs question the value of teaching as an economic value point.”
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Timmmmyboy » Where is the "Change"? - 4 views
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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.
Own It: Social Media Isn't Just Something Other People Do - 4 views
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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?
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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.
13 Reasons Teachers Should Use Diigo - 6 views
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