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Tero Toivanen

Education Futures - Designing Education 3.0 - 0 views

www.educationfutures.com/...designing-education-30

Accelerating Change design Education 3.0 futures Globalization human capital development Innovation knowledge social networking Society 3.0 Technology

shared by Tero Toivanen on 19 Apr 09 - Cached
  • This is my take on the future of education.
  • The role of the corresponding Education 1.0 regime was to create graduates that would perform well in jobs with easily defined parameters and relationships.
  • The role of Education 2.0 is to develop our talents to compete in a global market with new social relationships, and where we are able to leverage our knowledge.
  • ...3 more annotations...
  • In this paradigm, information is no longer as important as the knowledge that’s created as we interpret information and create meaning. Increasingly, people are becoming more valued for their personal knowledge rather than their ability to perform tasks.
  • Society 2.0
  • Society 3.0 refers to an emerging innovation-based society that is not quite here, yet. This is a society that is driven by accelerating change, globalized relationships, and fueled by knowmads. In an era of accelerating change, the amount of information available doubles at an increasing rate, and the half-life of useful knowledge decreases exponentially. This requires innovative thinking and action by all members of society.
  • Tero Toivanen on 19 Apr 09
     
    This is John Moravec's take on the future of education.
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
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  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Ruth Howard

'We don't need a Twittericulum' - Telegraph - 0 views

www.telegraph.co.uk/...dont-need-a-Twittericulum.html

twitter curriculum school

shared by Ruth Howard on 11 Apr 09 - Cached
  • Greenfield's latest book, ID: The Quest for Meaning in the 21st Century, which has just been published in paperback, has become a bible for parents, many of whom possess none of the computing skills that are second nature to their teenagers. Its warning theme is that, as software becomes more sophisticated, increasingly young people opt for escapism rather than real life.
Maggie Verster

Social networking guidelines for teachers - 0 views

jennamcwilliams.blogspot.com/...networking-guidelines-for.html

school2.0 saschools guidlines policies aup

shared by Maggie Verster on 02 Sep 09 - Cached
  • But ignoring this risk doesn't make it go away; indeed, it leaves many students ill-equipped to make intelligent decisions about what to do when they encounter this kind of material in real life, as they are certain to do. Learners who have access to social media and adult support for reflecting on their engagement with it in their homes will be prepared, of course
    • Maggie Verster
      Maggie Verster on 02 Sep 09
       
      Well put!!!
  • Maggie Verster on 02 Sep 09
     
    A set of nine guidelines, not intended to be the final word but intended to start a conversation "in the best of social networking tradition." Some refinements included.
Joel Josephson

EduComics - 2 views

www.educomics.org

resources digital comics European Union education technology

shared by Joel Josephson on 16 May 09 - Cached
  • Joel Josephson on 16 May 09
     
    EduComics is an European Union Comenius education project under the Life Long Learning Programme. It will show educators how online comics can be used in the classroom to enhance learning, engage and motivate students, and use technology in a practical and effective way. The project will create training material for teachers and organise seminars for teachers in Greece, Cyprus, UK, Italy and Spain.
  • Joel Josephson on 04 May 10
     
    European Union Comenius education project showing educators how digital comics can be used in the classroom to enhance learning, engage and motivate students, and use technology in a practical and effective way.
Martin Burrett

Math Interactives - 6 views

www.learnalberta.ca/...index.html

addition subtraction multiplication division fraction patterns decimals measurement geometry statistics maths

shared by Martin Burrett on 30 Aug 09 - Cached
  • Kathleen N on 30 Aug 09
     
    This multimedia resource includes interactive math activities, print activities, learning strategies, and videos that illustrate how math is used in everyday life. The resource addresses the following mathematics topics: Fractions; Integers; Percentages; Rate/Ratio/Proportion; Square Roots; Exponents; Patterns; Algebra; Linear Equations; Polynomials; Angles; Circles; Surface Area and Volume; Area and Perimeter; Triangles; Pythagoras; Trigonometry; Similarity and Congruence; Transformations; Shape Classification; Data Display and Graphs; Central Tendency and Distribution; and Probability.
  • Martin Burrett on 06 Aug 11
     
    A great general maths site with lots of tutorials, activities and games which will help your students at school and at home. http://ictmagic.wikispaces.com/Maths
Jim Farmer

Ayiti - The Cost of Life - 0 views

ayiti.newzcrew.org/globalkids

Haiti social studies economics education interactive

shared by Jim Farmer on 01 May 09 - Cached
  • Jim Farmer on 01 May 09
     
    Your goal in this game is to help the Guinard family get an education and improve their lives.
Tom March

Files Vanished, Young Chinese Lose the Future - NYTimes.com - 0 views

www.nytimes.com/...27china.html

Privacy Digital Breadcrumbs

shared by Tom March on 28 Jul 09 - Cached
  • For much of his education, Xue Longlong was silently accompanied from grade to grade, school to school, by a sealed Manila envelope stamped top secret. Stuffed inside were grades, test results, evaluations by fellow students and teachers, his Communist Party application and — most important for his job prospects — proof of his 2006 college degree.
  • Tom March on 28 Jul 09
     
    We always hear about invasion of digital privacy, but loss of data here has altered a life negatively. Similarly, those with complex medical histories advocate for better data integration. It's important to understand the importance of data as well as privacy to people's lives.
  • Tom March on 28 Jul 09
     
    "If you don't have it, just forget it!" Wang Jindong, now 27, said of his file. "No matter how capable you are, they will not hire you. Their first reaction is that you are a crook."
Fabian Aguilar

American Cultures 2.0 - 0 views

amcult20.blogspot.com

education students skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • If we want students to become citizens who understand their role as a citizen then we need to teach them to understand and respect the power of questions.
  • Without the freedom and courage to ask that paradigm shifting question then progress and innovation would cease to exist and we would become slaves to our past and out-dated solutions.
  • The power of just one word can totally change the meaning of something as intrinsic as national identity.
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  • The more students have an opportunity to read, speak and write the more they are going to understand the power of words.
  • The moment students craft words meant not just for the teacher and a few other peers, but for the wider world, is the moment students learn that a misplaced, mispronounced, or misspelled word has consequences far beyond a grade. These authentic learning opportunities are crucial to prepare students for the new realities of a more global and transparent world.
  • Students (and teachers) need to understand that everything they do communicates, whether they know what they are communicating or not.
  • Once students really figure out who they are and what they stand for then they can more comfortably be themselves. However, an important social skill that many students have difficulty grasping is knowing appropriate social norms in various settings.
  • Anyone can be a teacher... if you are alert and willing to learn from others. We need to teach students to be alert and willing to learn from sources other than textbooks. We need to teach students how to create and cultivate learning from a personal learning network, in order to extend the traditional capabilities of school from the limited hours of the school day to the unlimited hours beyond the school day. The informal classroom of life offers lessons far more valuable than the classroom if only we are open to learning from each other each and every day.
Elizabeth Koh

Languages smarten up your brain - Guardian Weekly - 11 views

www.guardianweekly.co.uk/?catID=18&id=1418&page=editorial

brain languages research education Neuroscience resources

shared by Elizabeth Koh on 01 Mar 10 - Cached
  • a study of recent research into brain function reveals that students could be gaining a lot more from their pursuit of linguistic skills
  • It argues that there is a dovetailing of results between studies conducted over the last 40 years, including recent findings from the neurosciences
  • six areas in which the multilingual mind differs in some way to the monolingual mind
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  • enhanced capacity for learning whereby knowledge of languages can lead to superior memory function, especially short-term “working” memory
  • enhanced mental flexibility
  • Enhanced problem-solving capability
  • Greater understanding of how language functions and is used to achieve specific goals in life
  • slowdown of age-related mental diminishment
Elizabeth Koh

How Social Gaming is Improving Education - 28 views

mashable.com/...social-gaming-education

gaming education social improving research second life

shared by Elizabeth Koh on 08 Feb 10 - Cached
  • Elizabeth Koh on 08 Feb 10
     
    Positive article about social gaming in education with several examples.
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