Skip to main content

Home/ Groups/ change11
Allan Quartly

educational-origami - home - 10 views

  •  
    Wiki covering Bloom's Digital Taxonomy.
  •  
    You might also like this Bloom's Digital Taxonomy and Web Tools Poster: http://dl.dropbox.com/u/12784871/Bloom%27s%20Digital%20Taxonomy%20and%20Web%202%20Tools%20Poster.pdf It is important to me that we ensure the 'crete' level is not a tiny triangle, but a large box. Creation is an important part of 21stC Skill aquisition.
Rob Parsons

Is the Revolution Justified? : The Digital Scholar: How Technology Is Transforming Scho... - 9 views

  • And Oblinger and Oblinger (2005) claim as one of the defining characteristics of the net generation that ‘they want parameters, rules, priorities, and procedures … they think of the world as scheduled and someone must have the agenda. As a result, they like to know what it will take to achieve a goal. Their preference is for structure rather than ambiguity’. This rather begs the question, ‘was there evidence that previous generations had a stated preference for ambiguity and chaos in their learning?’
  • It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today's students are no longer the people our educational system was designed to teach. (Prensky 2001)
    • tatiluna
       
      I think this statement is anachronistic. In fact, the "new students" today who do not fit into the traditional educational system are in many cases people who were raised in the system, and then either rejected it or were rejected by it in some way.  Our educational system is designed to train conformist drones, who do not know how to learn without school.  There are many who are also able to live in both of these worlds, the traditional and the new, but I think they can bring new insights to the traditional school environment.
    • Rob Parsons
       
      I think this is a red herring as far as technology is concerned. it's much more to do with a pervasive social issue about inclusion and exclusion, probably worldwide, but much more marked in the UK due to the enthusiastic implementation of Thatcherism by her and subsequent governments. Many students know or suspect that there is no point for them in school and schools exclude like everyone else does those pupils who are likely to be expensive. Cost has truly overtaken value as the main point of reference
  • ...6 more annotations...
    • Rob Parsons
       
      That's interesting. I doubt that the older generation were inherently more moral. I suspect that they regarded plagiarism more seriously because it's easier to hold censorious views about a crime that's difficult to commit. When the crime becomes easy to commit fewer people stand out against it. There is also the issue that plagiarism falls into the category of wrong doing that doesn't obviously hurt anybody - like speeding or smoking cannabis.
  • Brown (2009) reports, Recently, the Nielsen Norman Group study of teenagers using the web noted: ‘We measured a success rate of only 55 percent for the teenage users in this study, which is substantially lower than the 66 percent success rate we found for adult users’. The report added: ‘Teens’ poor performance is caused by three factors: insufficient reading skills, less sophisticated research strategies, and a dramatically lower patience level’.
    • Rob Parsons
       
      Summary: discussions about net gen are not significant. There is not evidence of significant difference between net gen and previous gens. Also there is evidence of significant variation within today's younger generation. Issue also lacks significance because we still need to cater for very large number of other gen learners.
  • A new generation is behaving fundamentally differently – there seems little real evidence beyond the rhetoric that the net generation is in some way different from its predecessors as a result of having been exposed to digital technologies. There is some moderate evidence that they may have different attitudes. There is a general change in society which has relevance for learning – certainly the overall context is an ICT-rich one, and people are using the Internet for a variety of learning-related activities. People are learning in different ways – although firm evidence of informal learning is difficult to gather, there is much by the way of proxy activity that indicates this is the case. There is growing dissatisfaction with current practice in higher education – there seems little strong evidence for this. Probably more significant to the culture of education has been the shift to perceiving the student as a customer. There is certainly little evidence that the dissatisfaction is greater than it used to be, but what may be significant is that there are now viable alternatives for learners. Universities have lost their monopoly on learning, which reinforces the next point.
  • Higher education will undergo similar change to that in other sectors – there are some similarities between higher education and other sectors, such as the newspaper and music industries, but the differences are probably more significant. However, the blurring of boundaries between sectors and the viability of self-directed, community-based learning means that the competition is now more complex.
  • The first is that there is lag between society's acceptance of a technology and then its adoption in higher education. Brown (2009) suggests that in society the stages of technology diffusion can be defined as critical mass (ownership by 20–30 per cent of the population), ubiquity (30–70 per cent) and finally invisibility (more than 70 per cent). If higher education were to wait for the invisibility stage to be reached before it engaged with a technology, then given the time it takes to implement policies and technology, it really will look outdated. For example, in 2007, those using social networks might have been in the minority; now they will be in the majority. This is the problem with waiting for data to determine decisions – if you made a decision based on 2007 data that social networks were largely unused, it would look out of date in 2010. What is significant is the direction of travel, not the absolute percentages at any given time.
    • Rob Parsons
       
      I'm not entirely sure what the argument is here; or what the evidence is. What sort of lag and how much is actually evident? And which bits of society is HE lagging behind - there are lots that haven't caught up with the interwebs at all, and others that are racing ahead.
  •  
    The Digital Scholar - Martin Weller
  •  
    I haven't read any of this book yet, but this quote is running along the lines of my own thinking for my own interaction with the web and all its tools and structures. I'm beginning to feel that many of the new tools used for organization, aggregation, and note taking are too regimented for what I want right now, too task-oriented. I'm figuring out how I learn best, and the most important part of that process that has been missing for me in the past is connection to creativity. Of course, the internet is a place where so much creation is going on and I can certainly find inspiration from it. But in terms of working out my projects using solely these new tools, I keep running against a wall. I'm not exactly sure if that's what Oblinger and Oblinger are talking about, but that's what I thought of.
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.
Jeff Merrell

Group/as - Change11 - 9 views

  •  
    Google+ grouping of #change11 participants who are also on Google+
anonymous

Continuous Partial Attention - 11 views

  • We have focused on managing our time. Our opportunity is to focus on how we manage our attention.
Allan Quartly

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views

  • Teaching presence is much harder to facilitate as learners do not necessarily have contact with the educator, but it is the teaching presence that heightens cognitive presence (Annand, 2011).
  • This research showed the importance of making connections between learners and fellow-learners and between learners and facilitators. Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
  • The type of support structure that would engage learners in critical learning on an open network should be based on the creation of a place or community where people feel comfortable, trusted, and valued, and where people can access and interact with resources and each other.
  • ...3 more annotations...
  • The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
  • The facilitator also needs to be dynamic and change throughout the course.
  • Novices can best be supported through a series of activities that are structured on connectivist learning principles with a goal to enhance autonomy and the building of personal learning networks.
Keith Hamon

Knowmads in Society 3.0 | Education Futures - 10 views

  •  
    In the pre-in­dus­trial age, no­mads were peo­ple that moved with their liveli­hood (usu­ally an­i­mal herd­ing) in­stead of set­tling at a sin­gle lo­ca­tion. In­dus­tri­al­iza­tion forced the set­tle­ment of many no­madic peo­ples… …but, some­thing new is emerg­ing in the 21st cen­tury: Know­mads. A know­mad is what I term a no­madic knowl­edge worker -that is, a cre­ative, imag­i­na­tive, and in­no­v­a­tive per­son who can work with al­most any­body, any­time, and any­where. In­dus­trial so­ci­ety is giv­ing way to knowl­edge and in­no­va­tion work.
Mike Nall

Course announcement: - 9 views

    • Mike Nall
       
      new
Allan Quartly

Change MOOC Reflections - BioRam - 9 views

  •  
    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.
onewheeljoe

A Show - 10 views

anonymous

Twitter Literacy - 9 views

  • You are responsible for whoever else’s babble you are going to direct into your awareness.
  • successful use of Twitter means knowing how to tune the network of people you follow, and how to feed the network of people who follow you.
  • If it isn’t fun, it won’t be useful. If you don’t put out, you don’t get back
  • ...1 more annotation...
  • It’s about knowing how and knowing who and knowing who knows who knows what. Whatever you call this blend of craft and community, one of the most important challenges posed by the real-time, ubiquitous, wireless, always-on, often alienating interwebs are the skills required for the use of media to be productive and to foster authentic interpersonal connection, rather than waste of time and attention on phony, banal, alienated pseudo-communication. Know-how is where the difference lies.
Paige Cuffe

The Ed Techie: Give me an M! - 8 views

  • Open courses don’t need to be massive,
    • Paige Cuffe
       
      YES! Some things have to be discussed in a group, not a series of 'like-minded' sub-groups.
  • one of the potential benefits of MOOCs is a form of liberation of the curriculum
  • support
  • ...2 more annotations...
  • what might be interesting is the combination of MOOCs with local, face to face support.
  • we’re coming back to educator constructed courses.
    • Paige Cuffe
       
      This is what addresses the 'learner frustration'!!! Come to learn from others because I can't get there from OERs alone... I am seeking expert guidance.
  •  
    Martin Weller's short blog on what a MOOC is and what it might be.
anonymous

The learning organization: an often-described, but seldom-observed phenomenon | Harold ... - 7 views

  •  
    In my experience, these three indicators would suggest a true learning organization: People at all levels are narrating their work in a transparent environment The daily routine supports social learning Time is made available for reflection and sharing stories
Daniel Spielmann

ePIstudy - 7 views

  •  
    Exploring large-scale implementations of ePf in HE/FE
Allan Quartly

OER Commons - 7 views

  •  
    The OER Commons page with heaps of resources
1 - 20 Next › Last »
Showing 20 items per page