"With Web 2.0, there's a strong impetus to make connections," says University of Minnesota researcher Christine Greenhow, who studies how people learn and teach with social networking. "It's not just creating content. It's creating content to share."
Group items tagged
1More
1More
shared by Maggie Verster on 17 Feb 11
- No Cached
10 Ways Technology Supports 21st Century Learners in Being Self Directed - 81 views
whatworks.wholechildeducation.org/...earners-in-being-self-directed
21stcenturylearning school2.0 ict students education learning
shared by Maggie Verster on 17 Feb 11
- No Cached
-
Life in the 21st century provides a whole new world of opportunities for self-directed, passion-driven, personalized learning. Educators who are ready to move on from teaching the way they were taught, and administrators who will let them, can begin supporting students using tools and strategies available to the 21st century learner.
8More
shared by Sheri Edwards on 24 Jun 09
- Cached
Kids Create -- and Critique on -- Social Networks | Edutopia - 0 views
www.edutopia.org/tion-youth-network-literacy%20
social media students sharing creating edutopia consructive criticism
shared by Sheri Edwards on 24 Jun 09
- Cached
-
-
And once they share their creations, kids can access one of the richest parts of this learning cycle: the exchange that follows. "While the ability to publish and to share is powerful in and of itself, most of the learning occurs in the connections and conversation that occur after we publish," argues education blogger Will Richardson (a member of The George Lucas Educational Foundation's National Advisory Council).
-
In this online exchange, students can learn from their peers and simultaneously practice important soft skills -- namely, how to accept feedback and to usefully critique others" work.
- ...3 more annotations...
-
"I learn how to take in constructive criticism," says thirteen-year-old Tiranne
-
image quality, audio, editing, and content
-
Using tools such as the social-network-creation site Ning, teachers can easily develop their own networks, Mosea says. "It is better to create your own," he argues. "If a teacher creates his or her own network, students will post as if their teacher is watching them, and they'll tend to be more safe. "You can build social networks around the curriculum," Mosea adds, "so you can use them as a teaching resource or another tool." An online social network is another tool -- but it's a tool with an advantage: It wasn't just imposed by teachers; the students have chosen it.
-
Self-Directed Learning "When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers." -
"Self-Directed Learning When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
3More
21centuryedtech - home - 0 views
-
First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education.
-
Trust, respect, responsibility - putting Character Ed. into practice, with admin. support - that's a new paradigm in my district.
-
-
New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education
6More
shared by Ruth Howard on 02 May 09
- No Cached
Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views
www.thejournal.com/...24308_3
learning learners curriculum collaboration future of education games technology
shared by Ruth Howard on 02 May 09
- No Cached
-
51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
-
Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
-
Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
- ...1 more annotation...
-
Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
-
Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations? -
Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
Thinkering Studio: Supporting Self-Directed Learning | Edutopia - 0 views
1More
shared by David Wetzel on 13 Sep 10
- No Cached
5 Benefits for Creating a Classroom Environment for Student Blogs - 0 views
www.suite101.com/...ment-for-student-blogs-a285167
5 benefits for student blogs online learning integrating technology differentiated instruction with techmology education resources tools web2.0
shared by David Wetzel on 13 Sep 10
- No Cached
-
Benefits for creating a classroom environment for student blogging begin with establishing a foundation for their success. Why is this important? Integrating blogs transforms a classroom into a learning community where students become self-directed learners and thinkers. This in turn, causes students to use higher order thinking skills as they create and post entries in their blogs, along with commenting on other student's blogs.
1More
Knovio | Online Video Presentations Made Easy | PowerPoint + Webcam - 35 views
-
With this site you can upload a PowerPoint and record a webcam video to play along side it. Great for distance or self directed learning. Use it to give instructions to your class. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
1More
Sound of Text - 0 views
-
"Listen or download audio of 100 characters of text in many different languages. Perfect for language students engaged in self-directed study."
1More
SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education - 1 views
-
Briefly, Education 1.0, 2.0. and 3.0 is explained as: Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student. It is a type of essentialist, behaviorist education based on the three Rs – receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics. All are viewed as the same. It is a standardized/one-size-fits-all education. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert. Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves. Education 2.0 has progressive roots where the human element is important to learning. The teacher-to-student and student-to-student relationships are considered as part of the learning process. It focuses on the three Cs – communicating, contributing, and collaborating. Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists. These are qualitatively different than the three Cs of Education 2.0. Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator. Education 3.0: Altering Round Peg in Round Hole Education
1More
shared by Nigel Coutts on 27 Jan 19
- No Cached
Curiosity as the edge of knowledge phenomenon that drives learning - The Learner's Way - 2 views
thelearnersway.net/...henomenon-that-drives-learning
curiosity edge knowledge learning learner education
shared by Nigel Coutts on 27 Jan 19
- No Cached
-
We are driven by curiosity. It is an innately human quality that has driven us to explore, ask questions, investigate, wonder why and search for a deeper understanding. In a very fundamental way curiosity is the driver of all self-directed learning. It is our desire to find out more, unlock new knowledge and answer our questions (big ones and little ones) that compels us to learn. Sir Ken Robinson famously and provocatively asked "Do Schools Kill Creativity?". The same question might be asked about curiosity.
24More
shared by Carlos Quintero on 11 Sep 08
- Cached
Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views
innovateonline.info/index.php
article artículo education innovate learning pedagogia2.0 pedagogy teaching
shared by Carlos Quintero on 11 Sep 08
- Cached
-
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)
- ...19 more annotations...
-
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.
-
-
Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
13More
12 Findings on Mind, Brain & Education | Getting Smart - 24 views
-
Students’ brains continuously adapt to the environments where they live and work. As students learning in these places, these experiences gradually sculpt the architecture of the brain.
-
Students’ genetic predispositions interact with learning experiences to give rise to a wide range of individual differences.
-
Students learning English as a second language are processing written information in somewhat different ways than native English speakers so standard reading instruction techniques may not be the right fit for their needs.
- ...9 more annotations...
-
Education should give students opportunities to practice setting goals, tracking progress toward them, adjusting strategies along the way, and assessing outcomes.
-
Emotions direct students’ learning processes, helping them gravitate toward positive situations and away from negative ones.
-
Mathematics is at least partially dissociable from other cognitive domains and abilities within the domain of mathematics can be dissociable from one another.
-
Education can support the development of emotional regulation skills, and this should be a priority as emotional regulation skills strongly predict academic achievement.
-
When students from disadvantaged backgrounds are in high-quality schools, their cortisol levels decrease throughout the day. The better the school, the more the cortisol levels decrease. Therefore, a quality learning environment can help students reach healthy cortisol levels, which lead to better emotional regulation and more favorable learning outcomes.
-
Environments that promote positive relationships and a sense of community promote learning.
-
Providing meaningful learning experiences with ongoing guidance can enable students at all levels to build toward mastery of a common set of skills.
-
This scientific evidence that emotion is fundamental to learning settles longstanding ideological debates concerning whether educators should be responsible for emotional development—if educators are responsible for intellectual development, they are inherently involved in emotional development as well.
-
Student-centered approaches to learning require students to be self-directed and responsible for their own learning, which requires executive functioning skills such as goal setting, planning, and monitoring progress.
8More
shared by Tero Toivanen on 04 Apr 12
- No Cached
The corridor of uncertainty: Why aren't open educational resources being used? - 33 views
acreelman.blogspot.se/...pen-educational-resources.html
OER Open Educational Resources tradition openness approval trust comfort education learning teaching resources
shared by Tero Toivanen on 04 Apr 12
- No Cached
Newman Lanier liked it
-
the main reasons behind the reluctance to use OER are the following:
-
Tradition. My course, my class, my classroom, my way. Teachers are proudly independent and proud of their courses and teaching methods.
-
Concern about openness. Many are worried about digital rights and have been brought up to believe that you must protect your own work from theft.
- ...5 more annotations...
-
Lack of official approval. Even if many teachers are highly self-sufficient there is still a great respect for authorities.
-
Open Access would not have become accepted without an EU directive.
-
Trust. Linked to all the above but many teachers are uneasy about the trustworthiness of material found on the net. There's a perception that anything that's free on the net can't be very valuable and that printed material with a price tag is automatically more credible. We need quality assurance and some kind of faculty peer review to build trust.
-
Comfort: Textbooks are designed a certain way to offer a bundle of curriculum bliss, topped with slides and quizzes. OER need to be found, sequenced, and often require to fill in the gaps. That's scary work for some faculty.
-
1. Help each other to find what we believe is good OER in "our" subject areas.2. Create a system and agree on how to (meta)tag OER we found in a similar way (with subject area, level, learning outcomes, language,type of media etc.) and make everyone use this. 3. Make it possible for users (teachers & students) to evaluate(rate)and review OER in a similar way that we today rate books,hotels ( like at Amazone.com, Hotels.com etc). 4. Create a way to show all this in one place on Internet
5More
Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 0 views
-
Tony Wagner, from the Harvard Graduate School of Education, lists assessing and analyzing information as one of the seven survival skills in the new world of work. I think the ability to create a PLN is a fundamental information-management skill that will help my students succeed in the future.
-
An RSS reader is a Web site that puts together all this information in an easy-to-read format. Google Reader, netvibes, Pageflakes, Bloglines, and my preferred reader, iGoogle, are all examples of sites providing RSS readers. The RSS reader is the raw material for building a PLN.
-
With PLNs, we can now empower the personalized learning we've been longing to bring to education. I'm thrilled that my students know how to connect efficiently to great sources of information and can now construct an environment that will make them lifelong learners. And, truly, creating a self-directed learner is the pinnacle of educational achievement.
- ...1 more annotation...
-
Porta Portal
12More
A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views
-
It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance, and a steady hand of discipline should they ever start to question it.
-
There is a huge investment in resources, time, and tradition from the teacher, the instutions, the society, and--importantly--the students. Students have invested much more time (proportional to their short lives) in learning how to be skillful at the education game. Many don't like teachers changing the rules of the game just when they've become proficient at it.
-
-
Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. I have tried this with faculty and get similar results. Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
-
So we (teachers and students) are willing to endure a little (or a lot) of uncomfortableness in order to pursue that love of learning.
-
-
They tell us, first of all, that despite appearances, our classrooms have been fundamentally changed.
- ...6 more annotations...
-
While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.
-
And that’s what has been wrong all along. Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.”
-
We can use them in ways that empower and engage students in real world problems and activities, leveraging the enormous potentials of the digital media environment that now surrounds us. In the process, we allow students to develop much-needed skills in navigating and harnessing this new media environment, including the wisdom to know when to turn it off. When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.
-
At the root of your question is a much more interesting observation that many of the styles of self-directed learning now enabled through technology are in conflict with the traditional teacher-student relationship. I don’t think the answer is to annihilate that relationship, but to rethink it.
-
Personally, I increasingly position myself as the manager of a learning environment in which I also take part in the learning. This can only happen by addressing real and relevant problems and questions for which I do not know the answers. That’s the fun of it. We become collaborators, with me exploring the world right along with my students.
-
our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.
-
useful article , I need to finish it and look at this 'famous clip' that had 1 million viewers
2More
Infographic: How the Internet Is Changing the Way We Learn - Nicholas Jackson - Technol... - 0 views
-
-
-
our ability to access people (potential teachers) and content (curriculum) on our own and, importantly, share the artifacts of that self-directed learning with others is having as much if not a greater effect on "how we learn" than the digital content providers who are really just repackaging a traditional education online.
5More
Online Learning is so last year… | 21st Century Collaborative - 0 views
-
It requires us to continually reinvent ourselves, to stay on top of where research and practice meet and to balance the desire for easy and structured with messy and self-directed.
-
are people confusing talking to people online with deep, connected learning?
-
Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today’s world.
- ...1 more annotation...
-
If all I do is network I do not shift or grow because I am missing the opportunity to go deep and actually learn by doing. It takes both: Networks and Community. Online, global communities of practice and f2f learning communities in my local context.
-
"Is there value in knowing how to start, lead, implement, empower, and use online communities for the type of collaboration that is going to provide significant shift? The kind where we all bring our best giftings to the table and use them together to create something new and powerful. Are online communities the focus or merely the venue through which we learn?"
Self publish a textbook with Amazon Kindle Direct Publishing - 16 views