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Jayme Jacobson

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge ... - 0 views

209.85.173.132/search

core skill s 21st century learning transmedia navigation distributed cognition

shared by Jayme Jacobson on 11 Mar 09 - Cached
  • Participatory culture: 21st Century Media Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:
  • Play — the capacity to experiment with your surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed to salient details.Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence — the ability to pool knowledge and compare notes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.”
  • We need far more knowledge on the development of learning interests and learning pathways over time and space - and their influences.
  • ...3 more annotations...
  • Complex relations of “informal” and “formal” learning
  • The power of the social: How do learners leverage social networks and affiliative ties? What positionings and accountabilities do they enable that matter for learning? The power of the setting: How do learners exploit the properties of settings to support learning, and how do they navigate the boundaries? The power of imagination: What possible courses of action do learners consider, as they project possible selves, possible achievements, and reflect on the learning they need to get there?
  • We have spent too much time in the dark about these issues that matter for learning experiences and pathways.
  • Jayme Jacobson on 11 Mar 09
     
    This is a great list of core competencies. Should use (cite) in forming the participatory learning strategies.
  • Theron DesRosier on 13 Mar 09
     
    Hey Jayme, Nice list. Another skill you talked about earlier was translation. Where does that fit? Is it a subskill of Negotiation?
S Spaeth

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

www.educause.edu/...162420

John Seely Brown Learning 2.0 Educause

shared by S Spaeth on 18 Sep 09 - Cached
  • More than one-third of the world’s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      quote from Sir John Daniel, 1996. The decade he speaks of has past
  • Open source communities have developed a well-established path by which newcomers can “learn the ropes” and become trusted members of the community through a process of legitimate peripheral participation.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      He describes an apprentice model, but we might also think about peripheral participation in terms of giving feedback using an educative rubric.
  • Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
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  • The Faulkes Telescope Project and the Decameron Web are just two of scores of research and scholarly portals that provide access to both educational resources and a community of experts in a given domain. The web offers innumerable opportunities for students to find and join niche communities where they can benefit from the opportunities for distributed cognitive apprenticeship. Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      Kramer's Plant Biotech group could be one of these. It needs tasks that permit legitimate peripheral participation. One of those could be peer assessment. Another could be social bookmarking. I now see it needs not just an _open_ platform, but an _extensible_ one. Here is where the hub and spoke model may play in.
    • S Spaeth
      S Spaeth on 06 Oct 09
       
      I infer that you are referring to this research group. http://www.officeofresearch.wsu.edu/missions/health/kramer.html I am curious to learn why you selected this lab as an example.
  • open participatory learning ecosystems
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