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intermixed intermixed

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Mon parti est moins négatif que ces deux formations en ce qui concerne la politique suivie depuis quinze ans par la Pologne. En revanche, nous partageons la même vision sur le rôle de l'Etat.Ce pac...

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started by intermixed intermixed on 14 Jul 14 no follow-up yet
anonymous

Nine Most Radical Thinkers in Higher Education - 0 views

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    Higher education is in for some major changes in the coming years, and many of those changes already are underway.
Wanda Terral

How the Flipped Classroom Is Radically Transforming Learning - 0 views

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    From THE DAILY RIFF - Be Smarter. About Education.
intermixed intermixed

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Pays le plus pauvre du continent, très fragilisé par le crime organisé, l'Albanie est ainsi sur le point de conclure un accord de stabilisation et d'association avec l'Union européenne, premier sta...

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started by intermixed intermixed on 13 May 14 no follow-up yet
Ebey Soman

YouTube - India: The land of the Hindus? - 0 views

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    According to the BJP, VHP, RSS and other radical groups, India is the land of the Hindu people. So they see it as their task to reconvert all other faiths ba...
Tony Searl

Technologically Externalized Knowledge and Learning « Connectivism - 15 views

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    Reformers have largely worked within, rather than on, the system of education. Working within the system has resulted in status-quo preservation, even when reformists felt they were being radical. Illich failed to account for how educational institutions are integrated into society. Freire spoke with a humanity and hope that was largely overlooked by a comfortable developed world incapable of seeing the structure and impact of its system. To create and nurture change, a message must not only be true for an era, but it must also resonate with the needs, passions, interests, realities, and hopes of the audience to whom the message is directed.
Roland Gesthuizen

Welcome to the future. All Homo Extinctus please step aside. | TechRepublic - 0 views

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    "The world you knew is radically different from the world that is. Your point of reference is gone. If you haven't learned to adapt and change, you're already obsolete. It's time to evolve and forget everything you once thought relevant."
intermixed intermixed

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J.-M. B. LE HAMAS a désigné officiellement, hier, le ténor de l'aile «pragmatique» du mouvement, Ismaïl Haniyeh, pour diriger le prochain gouvernement palestinien. Considéré par Israël, l'Union eur...

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started by intermixed intermixed on 27 May 14 no follow-up yet
Nigel Coutts

What might it take to bring real change to education? - The Learner's Way - 8 views

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    I had the pleasure recently of listening to Michael Fullan thanks to ACEL (Australian Council for Educational Leaders). Like many thought leaders who are looking closely at the current state of education, Michael builds a strong case for radical change in education.
smitts02

Digital Advice for School Leaders . . . - The Tempered Radical - 0 views

  • In the end, driving change in schools means remembering that technology alone isn't revolutionary.  Technology just makes it possible for teachers and students to do revolutionary things.  Our choices about technology need to start and end with our beliefs about learning. Forgetting to put learning first in ANY conversation about education is a recipe for failure.
hyungyul kim

Park Geun-hye, Daughter of Dictator, Wins South Korea Presidency - NYTimes.com - 0 views

  • anti-establishment sentiment
    • hyungyul kim
       
      반기성,반기득권
  • Critics say the party is too soft on North Korea and too radical in its plans to rein in the country’s huge family-controlled business conglomerates
    • hyungyul kim
       
      대북 관대 대재벌 래디칼
  • “I have no family to take care of,” she said. “I have no child to inherit my properties. You, the people, are my only family, and to make you happy is the reason I do politics. And if elected, I would govern like a mother dedicated to her family.”
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  • “Is everything all right along the border with North Korea?”
  • as the country rapidly democratized and her father was vilified as a dictator
  • she was “married” to the country.
Muveen Ahmed

Corporate security program crisis management - 0 views

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    The world has experienced epochs that radically transformed the global culture in each instance. Examples are the Bronze Age, The Industrial Revolution, the Nuclear Age and now the Cyber Revolution. In each epoch, the technological advances had profound impacts to traditional cultures, with corresponding benefits and drawbacks.
Randy Rodgers

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Busine... - 0 views

  • Decentralized systems have proven to be more productive and agile than rigid, top-down ones
  • And yet the dominant model of public education is still fundamentally rooted in the industrial revolution that spawned it, when workplaces valued punctuality, regularity, attention, and silence above all else.
  • We don’t openly profess those values nowadays, but our educational system—which routinely tests kids on their ability to recall information and demonstrate mastery of a narrow set of skills—doubles down on the view that students are material to be processed, programmed, and quality-tested. School administrators prepare curriculum standards and “pacing guides” that tell teachers what to teach each day. Legions of managers supervise everything that happens in the classroom; in 2010 only 50 percent of public school staff members in the US were teachers.
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  • In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills
  • Teachers provide prompts, not answers, and then they step aside
  • “schools in the cloud,”
  • There will be no teachers, curriculum, or separation into age groups—just six or so computers and a woman to look after the kids’ safety. His defining principle: “The children are completely in charge.”
  • as the kids blasted through the questions, they couldn’t help noticing that it felt easy, as if they were being asked to do something very basic.
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    Must. Read. Such a valuable lesson and another example of how we are doing it wrong.
intermixed intermixed

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Une inquiétude nourrie chaque semaine par des déclarations enthousiastes du président du gouvernement espagnol, lequel a assuré que le «début de la fin de l'organisation terroriste basque était pro...

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started by intermixed intermixed on 05 May 14 no follow-up yet
intermixed intermixed

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La destruction du sanctuaire chiite de Samarra a provoqué de violentes exactions contre des membres de la communauté sunnite en Irak. Au moins 47 corps criblés de balles ont été découverts dans la ...

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started by intermixed intermixed on 15 May 14 no follow-up yet
cheryl capozzoli

http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html - 0 views

    • William Gaskins
       
      Need to listen too and watch
    • cheryl capozzoli
       
      i agree!!
    • Tiago Tavares
       
      Really entertaining and educational! He really nails it!
  • Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of..
Jeff Johnson

Free! Why $0.00 Is the Future of Business - 0 views

  • Thanks to Gillette, the idea that you can make money by giving something away is no longer radical. But until recently, practically everything "free" was really just the result of what economists would call a cross-subsidy: You'd get one thing free if you bought another, or you'd get a product free only if you paid for a service.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Sheri Edwards

The Tempered Radical: Voicethread, Gallagher and Readicide. . . - 0 views

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    join the debate on reading
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    I'm excited to announce that Kelly has agreed to join us for a four-day focused discussion using Voicethread---one of my favorite digital tools that allows participants to hold asynchronous conversations with one another. What that means is that you'll have a window of time to jump into this important conversation---instead of being limited to just one day (which may or may not fit into your personal schedule).
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