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Ivan Beeckmans

C. M. Rubin: The Global Search for Education: What Will Finland Do Next? - 2 views

www.huffingtonpost.com/...nland-education_b_2468823.html

coetail4 education technology finland

shared by Ivan Beeckmans on 19 Jan 13 - No Cached
  • I think that the U.S. school system would benefit from a dual system in high school where young people who are interested in doing or making things with their hands, for instance, could have high quality vocational programs or schools that would equip them with the skills they need to find jobs or employ themselves.
  • First, curriculum in vocational schools was adjusted closer to the standards of academic high school.
  • Second, a significant proportion of vocational studies was shifted to real work places where students are able to learn in practice the knowledge and skills they need in their future jobs.
  • ...10 more annotations...
  • Third, vocational and academic high schools were required to design and provide instruction that enabled students more flexibility and choice.
  • One scenario is that schools will race after technology and align core instructional operations to rely on digital and other technological solutions.
  • A second scenario views schools merely as places for facilitation of study and checking of achievement.
  • A third scenario would be to elevate schools as places for social learning and developmental skills. Cooperative learning, problem solving and cultivating the habits of mind would be at the heart of school life.
  • First, I am not saying that Finland has the best education system in the world and that others should imitate what we have done.
  • Second, I make it very clear that the Finnish school system cannot be transferred anywhere else in the world.
  • There are some concrete lessons that American educators and policymakers could learn from Finland.
  • First, a universal standard for financing schools, so that resources are channeled to schools according to real needs
  • Second, a universal standard for time allocation in schools, allowing pupils to have a proper recess between classes and a balanced curriculum among academic learning, the arts and physical education.
  • Third, a universal standard for teacher preparation that follows standards in other top professions.
  • Ivan Beeckmans on 19 Jan 13
     
    Some interesting comments of regarding the future of schools...if that is what we continue to call them.
Tim Pettine

elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views

www.elearnspace.org/...connectivism.htm

connectivism education learning elearning collaboration coetail4 technology George siemens

shared by Tim Pettine on 01 Feb 12 - Cached
    • Tim Pettine
      Tim Pettine on 01 Feb 12
       
      this is a form of transactive memory...very relevant to Emotional intelligence and collaboration
  • Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
  • Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      It's not WHAT we know, it's HOW we know and WHO we know!
  • ...29 more annotations...
  • Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      To be fair, I think informal learning has always been a significant aspect of our learning experience.  It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!
  • Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Observable behaviour is more important than understanding internal activities Behaviour should be focused on simple elements: specific stimuli and responses Learning is about behaviour change
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Booo! This is only true if Henry Ford is still ruling the world!
  • Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
  • In a networked world, the very manner of information that we acquire is worth exploring.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Mr. Seimens, are you a librarian? You have all the symptoms!
  • When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Content Curation, evaluation of resources, evaluation of authority are all essential and at the core of Connectivism.
  • “Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      And now we can collect SO MANY FRIENDS! I love the Internet!!!!
  • Meaning-making and forming connections between specialized communities are important activities.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Skype in the Classroom, Scoop.It, Diigo... the list goes on and on. We need to support students in recognizing these communities and forming connections with the people who can help them find their way!
  • Learning and knowledge rests in diversity of opinions.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      ...which is why a filter is dumb! Just because you don't like some opinions or think they are "tasteless" doesn't give you the right to restrict them.
  • Nurturing and maintaining connections is needed to facilitate continual learning.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      ....which is why COETAIL work so well, forcing me to nurture my connections more deeply than before I participated in this PLN.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      I wish we had more cross-curricular planning at LIS.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      A key part of evaluating your resources for C.R.A.A.P.! http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/
  • Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
    • Katy Vance
      Katy Vance on 17 Feb 13
       
      Great PD oriented question - how are we making sure information flows through our school, and that all teachers are accessing knowledge about teaching and learning?
  • Management and leadership.
  • Media, news, information.
  • Personal knowledge management
  • Design of learning environments
  • Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
  • Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Importance of pushing students to engage in connection based learning for their EEs and personal projects
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002).
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Connectivism is not just digitally connecting.
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Reminds of the image that says that what will matter most in media is whether or not a story gets read by several thousand people within the first few days, not where the story lives.
    • Katy Vance
      Katy Vance on 07 Dec 13
       
      Knowledge Management - sounds like a librarian!
  • Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
  • Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.
    • Tim Pettine
      Tim Pettine on 25 Jan 14
       
      Consider explanations that moved from what I did to what I didn't do. 
    • Jeff Utecht
      Jeff Utecht on 18 Jul 14
       
      Why is this important?
  • Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
    • Tim Pettine
      Tim Pettine on 01 Apr 15
       
      This makes me think deeply.
  • Katy Vance on 17 Feb 13
     
    Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).
Ian Gabrielson

Digital Learning Resources : The Paradigm Shift - MarkTreadwell.com - 0 views

www.marktreadwell.com/Digital_Resources

coetail4 coetail3

shared by Ian Gabrielson on 16 Apr 14 - No Cached
  • Ian Gabrielson on 16 Apr 14
     
    "Educators and learners can find  below some libraries of Creative Commons licensed Digital Content for use within Learning Management Systems such as the KnowledgeNET. Please check the individual rights associated with each object as these vary from object to object.  As long as you work within the guidelines provided you can use this material without violating the rights assigned to it. "
Ivan Beeckmans

How Is a Bad Radio Station Like Our Public-School System? (Encore) - WNYC - 0 views

www.wnyc.org/...ur-public-school-system-encore

radio school public individualized learning coetail1 education technology

shared by Ivan Beeckmans on 23 Oct 13 - No Cached
  • Ivan Beeckmans on 23 Oct 13
     
    This podcast might be old (Dec, 2011), but it certainly describes one aspect of what we talk about in COETIAL - individualized learning. Like Pandora's effect on listening to radio, individualized learning is going to revolutionize education. The question is when. Podcast is definitely worth listening to.
Ivan Beeckmans

An A+ student regrets his grades - The Globe and Mail - 0 views

www.theglobeandmail.com/...article7359620

coetail4 education learning

shared by Ivan Beeckmans on 20 Jan 13 - No Cached
  • Valuing success above all else is a problem plaguing the schooling systems, at all levels, of many countries including Canada and the United States, and undermining those very qualities that are meant to foster an educated and skillful society.
  • but I mistakenly defined achievement in a way most do: with my GPA.
  • The academic portion of my high school life was spent in the wrong way, with cloudy motivations. I treated schooling and education synonymously. I had been directed not by my inner voice, but by societal pressures that limited my ability to foster personal creativity.
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  • “Writing exams isn’t a measure of intelligence or knowledge, it’s about getting inside your prof’s head to figure out what’ll be on the exam.”
  • Information is propelled into students without teaching them how to practically utilize it. This is senseless. Regurgitating facts, memorizing figures and formulas, compressing course material in our short-term memory for the sake of doing well on an exam; they are all detrimental to the learning experience. But students still do it because they don’t want to fail. Instead, we should be fostering a culture where, to paraphrase Arianna Huffington, “Failure isn’t considered the opposite of success, but an integral part of it.”
  • We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.
  • Ivan Beeckmans on 20 Jan 13
     
    Granted, this is not about digital technology, but it could be part of the fuel to light the fire for change. What do we do when we fall so short of helping almost anyone foster a passion for learning? The quotes here are memorable and relevant: the writer is currently in university.
kels_giroux

Shaping Tech for the Classroom | Edutopia - 0 views

www.edutopia.org/apt-shaping-tech-for-classroom

shared by kels_giroux on 28 Feb 13 - No Cached
  • In a growing number of simulations, ranging from the off-the-shelf SimCity and to Muzzy Lane's Making History to MIT's experimental Revolution and Supercharged, students -- even elementary school children -- can now manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives.
  • In Education Simulations's Real Lives, children take on the persona of a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in Nigeria, a Polish computer operator, or a lawyer in the United States, among others, experiencing those lives based on real-world statistical data. Riverdeep's School Tycoon enables kids to build a school to their liking.
  • The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain.
  • ...4 more annotations...
  • For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.
  • First, consult the students.
  • But resisting today's digital technology will be truly lethal to our children's education. They live in an incredibly fast-moving world significantly different than the one we grew up in. The number-one technology request of today's students is to have email and instant messaging always available and part of school. They not only need things faster than their teachers are used to providing them, they also have many other new learning needs as well, such as random access to information and multiple data streams.
  • Dabbling. Doing old things in old ways. Doing old things in new ways. Doing new things in new ways.
  • Katy Vance on 28 Feb 13
     
    But new technology still faces a great deal of resistance. Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration.
kels_giroux

What happens with digital rights management in the real world? | Technology | theguardi... - 0 views

www.theguardian.com/...digital-rights-management

coetail2 internetsafety copyright

shared by kels_giroux on 10 Feb 14 - No Cached
  • Ever since Reimerdes, it's been clear that DRM isn't the right to prevent piracy: it's the right to make up your own copyright laws. The right to invent things that people aren't allowed to do – even though the law permits it -- and to embed these prohibitions in code that is illegal to violate.
  • hen your computer is designed to treat you as an untrusted party, you are at serious risk: anyone who can put malicious software on your computer has only to take advantage of your computer's intentional capacity to disguise its operation from you in order to make it much harder for you to know when and how you've been compromised.
  • That means that any system with DRM will on average be more dangerous for its users than one without DRM.
  • ...2 more annotations...
  • Meanwhile, virus-writers immediately began renaming their programs to begin with $SYS$, because these files would be invisible to virus-checkers if they landed on a computer that had been compromised by Sony.
  • decided that code was expressive speech and that laws prohibiting its publication were unconstitutional.
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