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"The Cognitive Edge Network is evolving a series of open source methods based on naturalising sense-making through the Method Development Cycle. The full list of methods can be accessed here. The Method Template is designed to provide some guidance to users of the Cognitive Edge Wiki and also a cut and paste capability to assist in setting up a new page. In general the following principles should be followed: 1. Consistency: should be consistent with the principles of naturalising sense-making. In other words it should avoid idealistic approaches based on defining future states rather than enabling evolution 2. Minimalism: a method template should contain the essence of the method and should be written so that a practitioner can quickly glance through the sheet (especially the work flow) during use without the need to navigate through a large amount of text. 3. Use HTML: additional material, illustrations, detailed check lists, supporting documents, action forms or whatever can also be stored as files or as new articles and then referenced from the method document. 4. Object based: methods should be descrete items, which can easily be combined with other methods. As such they should be codified at a level which allows that. Assemblies can be written up as Offerings 5. Non-specificity: as far as possible do not make the method description specific to a particular application area or industry sector. If there is a good example of the application then create a new article and create a link to that article 6. Avoid recipes: the Cognitive Edge method is object based, it is not a recipe. We expect adaption in context. Methods should therefore not read like recipes, or encourage people to repeat past practice. The method document is an original from which context specific practice can be developed. "

RSS Britannica Blog via RSS RSS Posts by admin via RSS print Print Brave New Classroom 2.0 (New Blog Forum) October 20th, 2008 - (Brave New Classroom 2.0) homeimage12Students at every level, from grade school to grad school, face dramatic changes in the institutions they attend thanks to new digital technologies. PCs, the Internet, whiteboards, presentation software, and other high-tech devices, once considered educational aides for the library, the media lab, and the home, are increasingly a central part of the classroom curriculum itself, with results that have yet to be fully understood. The new classroom is about information, but not just information. It's also about collaboration, about changing roles of student and teacher, and about challenges to the very idea of traditional authority. It may also be about a new cognitive model for learning that relies heavily on what has come to be called "multitasking." Many educators voice ambivalence about the power of educational technologies to distract students and fragment their attention. Do the new classroom technologies represent an educational breakthrough, a threat to teaching itself, or something in between? Utopian and dystopian visions tend to collide whenever the topic comes up.

good articles on current state of e learning

from Educators' eZine Introduction and Background: Bloom's Taxonomy Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.

From Participation to Creation This 2020 Forecast illuminates how we are shifting toward a culture of creation in which each of us has the opportunity - and the responsibility - to make our collective future. People are creating new selves, organizations, systems, societies, economies, and knowledge. We are seeing "educitizens" define their rights as learners and re-create the civic sphere. Networked artisans and ad hoc factories are democratizing manufacturing and catalyzing new local economies. These creators are highlighting the significance of cooperation and cross-cultural intelligence for citizenship and economic leadership. Furthermore, advances in neuroscience are creating new notions of performance and cognition and are reshaping discussions of social justice in learning. Communities are beginning to re-create themselves as resilient systems that respond to challenges by replenishing their vital resources and creating flexible, open, and adaptive infrastructures. Together, these forces are pushing us to create the future of learning as an ecosystem, in which we have yet to determine the role of educational institutions as we know them today.