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Åke Nygren

Maker Party 2014: Resources for Libraries and Learning Spaces | The Webmaker Blog - 0 views

blog.webmaker.org/-libraries-and-learning-spaces

makerparty webmaker library learning

shared by Åke Nygren on 21 Jul 14 - No Cached
  • At the heart of the Maker Party campaign, Webmaker tools/resources, and Hive Learning Network is the Web Literacy Map which outlines what we think are the important skills and competencies needed to be literate on the web
  • Hive Learning Network, a project of Mozilla, is comprised of organizations (libraries, museums, schools and non-profit start-ups) and individuals (educators, designers,  community catalysts and makers). Together, they create opportunities for youth to gain digital and analog skills to learn within and beyond the confines of traditional classroom experiences, design innovative practices and tools that provide opportunities for greater impact, and contribute to their own professional development within an active community of practice.
  • understand how the web works.
  • ...4 more annotations...
  • Maker Party events around the world help catalyze and deepen what Hive and Webmaker tools and resources are all about and serve as a way to understand and build upon connected learning, web literacy and digital skills for event hosts as well as participants.
  • Tip Sheet for hosting Maker Party events in your varied learning spaces–libraries, community centers, after school programs, schools or museum exhibition floors.
  • 23 great Webmaker activities for libraries Mozillarian blog, dedicated to exploring intersection between Mozilla and library world Reset the Library: What can I do to boost online privacy in my library community? Webmaking with Library Patrons
  • Webmaker Training MOOC.
Åke Nygren

Webmaker Training: Teach the Web | Building | Concepts - 0 views

training.webmakerprototypes.org/...concepts

connectedlearning building

shared by Åke Nygren on 07 Jul 14 - No Cached
  • Building on the Web
  • Open Educational Resources (OER)
  • The Web is a massive, shifting repository of human knowledge. We should empower learners to engage this ecosystem and make the Web they want to use. Mozilla developed the Web Literacy Map to help you do just that.
  • ...14 more annotations...
  • The Design Process
  • authentic assessments
  • experiential learning
  • In "Design Challenges" learners select a problem, conduct research with users, prototype a solution, give and receive feedback, and iterate to produce a final project.
  • Feedback is the glue of the Web
  • Constructive Criticism
  • Feedback is the basis for open source culture
  • Giving constructive criticism (and receiving it) is something that takes practice. We adhere to “if you can't say something nice, don't say nothing at all” because we don't believe that our opinions are necessary. We forget that criticism doesn't have to lead to complete redesign or reformulation.
  • delivering feedback
  • We also tend to spend time focusing on our own things, rather than looking at other people's ideas and thinking about making them better.
  • We ask for feedback and expect to get some, but we rarely give our feedback freely – we wait until our specific feedback is requested or until the work directly affects our own. We all know how fantastic it is to get good, constructive feedback on something we're working on. What if we all took more time to give feedback like that to others? What would happen?
  • the Web is, by its nature, collaborative
  • the power of the open Web comes from our ability to share. In the learning experiences we design, when we create spaces to share our work with each other, we model the way the Web works. These complex social spaces encourage freedom of expression and honesty.
  • Collaboration builds empathy
Åke Nygren

Multnomah County Library turns to 'collaborative learning' to lure teens in, keep them ... - 0 views

www.oregonlive.com/...ine_multnomah_county_libr.html

learning library connectedlearning collaborative

shared by Åke Nygren on 25 Jul 14 - No Cached
  • Multnomah County Library turns to 'collaborative learning' to lure teens in, keep them engaged
  • Coi Vu and her team at the library are hoping that a new focus on mentor-based programs that immerse teens in specific topics will keep them coming back for more.
  • It’s known as “connected learning,” and it’s the guiding principal behind the Multnomah County Library’s latest teen engagement effort.
  • ...6 more annotations...
  • The new approach might include a four-week course in videogame creation or an in-depth animation program. That contrasts with the library’s historical approach to teen programming, which relied heavily on one-time events that lasted a couple of hours at best.
  • Multnomah County’s not the only one to jump on the connected learning bandwagon. In Chicago and San Francisco, for example, libraries have learning spaces dedicated to fostering collaboration, creativity and learning among teens.
  • sound clash
  • “It gets them comfortable with being at the library, which is essential,” Vu said.
  • low-income families
  • programs are free.
Mike Nall

The Job Market for MBAs is About to Take a Hit - Walter Frick - Harvard Business Review - 0 views

blogs.hbr.org/...or-mbas-is-about-to-take-a-hit

shared by Mike Nall on 29 Nov 13 - No Cached
  • Mike Nall on 29 Nov 13
     
    The decline in demand for MBA's coupled with the overly optimistic interest in STEM is symptomatic of a bigger problem which is the fragmentation of business disciplines and the latent need for a new School of Innovation at universities that would be a professional school similar to law and medicine to educate a new group of leaders who are innovators. Innovators are T-shaped people with broad knowledge in STEM, marketing, finance, law, and operations and deep knowledge and experience in at least one discipline. Innovators learn a new fourth generation (4G) of innovation theory and practice that includes upgrades in disciplines such as finance to measure intangible capital that drives innovation more than tangible capital, upgrades in marketing to more effectively discover latent market opportunities with analytic big data insights tested with experiential intervention experiments, upgrades in entrepreneurship that operates inside an existing company, and the skilled capability to create and operate innovation hubs such as the new Department of Energy innovation hubs required to transform industries with radical innovation governed by new dominant designs. The 21st century is the Age of Innovation and we need innovation to be a new professional discipline supported by new Schools of Innovation and a career path in companies leading to the Chief Innovation Officer, which was first defined in the 1998 book, Fourth Generation R&D.
Åke Nygren

About - Hive NYC - 0 views

hivenyc.org/about-hive-nyc

connectedlearning

shared by Åke Nygren on 21 Jun 14 - No Cached
  • the design values of Connected Learning, Hive NYC programs: engage youth around their personal interests, peer culture and civic participation; focus on production-centered, hands-on making and skill building; harness digital media, technology and the web to broaden and diversify learning opportunities; offer meaningful and supportive interactions with peers and mentors; and link learning experiences with schools and communities.
  • Åke Nygren on 21 Jun 14
     
    "the design values of Connected Learning, Hive NYC programs: engage youth around their personal interests, peer culture and civic participation; focus on production-centered, hands-on making and skill building; harness digital media, technology and the web to broaden and diversify learning opportunities; offer meaningful and supportive interactions with peers and mentors; and link learning experiences with schools and communities."
Åke Nygren

Connected Learning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Connected_Learning

connectedlearning

shared by Åke Nygren on 21 Jun 14 - No Cached
  • Connected learning is a type of learning that integrates personal interest, peer relationships, and achievement in academic, civic, or career-relevant areas.[1] In addition, connected learning is an approach to educational reform keyed to the abundance of information and social connection brought about by networked and digital media. Advocates of connected learning posit that this approach leverages new media to broaden access to opportunity and meaningful learning experiences.
  • The connected learning model suggests that youth learn best when: they are interested in what they are learning; they have peers and mentors who share these interests; and their learning is directed toward opportunity and recognition
  • Åke Nygren on 21 Jun 14
     
    "Connected learning is a type of learning that integrates personal interest, peer relationships, and achievement in academic, civic, or career-relevant areas.[1] In addition, connected learning is an approach to educational reform keyed to the abundance of information and social connection brought about by networked and digital media. Advocates of connected learning posit that this approach leverages new media to broaden access to opportunity and meaningful learning experiences."
Åke Nygren

IFLA/UNESCO Public Library Manifesto 1994 | IFLA - 0 views

www.ifla.org/...-public-library-manifesto-1994

unesco public library manifesto

shared by Åke Nygren on 20 Jul 14 - No Cached
  • supporting both individual and self conducted education as well as formal education at all levels; providing opportunities for personal creative development; stimulating the imagination and creativity of children and young people;
  • ensuring access for citizens to all sorts of community information;
  • facilitating the development of information and computer literacy skills;
  • ...4 more annotations...
  • The public library shall in principle be free of charge
  • It must be supported by specific legislation and financed by national and local governments. It has to be an essential component of any long-term strategy for culture, information provision, literacy and education.
  • Cooperation with relevant partners - for example, user groups and other professionals at local, regional, national as well as international level- has to be ensured.
  • Collections and services should not be subject to any form of ideological, political or religious censorship, nor commercial pressures.
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