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James Wilcox

An Essay Concerning Human Understanding by John Locke - Reviews, Discussion, Bookclubs,... - 0 views

www.goodreads.com/...Concerning_Human_Understanding

digiciv nature nurture philosphy

shared by James Wilcox on 09 Oct 10 - No Cached
  • James Wilcox on 09 Oct 10
     
    John Locke's philosophy on Nature vs Nurture.  He concludes that its all based off of observation and our environment in which we live and grow.
anonymous

ecology.com | The Industrial Revolution and Its Impact on Our Environment - 0 views

ecology.com/...industrial_revolution

environment ecology industrial com the negative

shared by anonymous on 27 Nov 10 - No Cached
  • anonymous on 27 Nov 10
     
    An article discussing the negative consequences of the industrial revolution
Gideon Burton

A University of Virginia student has a bright idea: 'Flash seminars' - 2 views

www.washingtonpost.com/...AR2011022002666.html

flash seminar unconference self-directed learning

shared by Gideon Burton on 21 Feb 11 - No Cached
  • Gideon Burton on 21 Feb 11
     
    I love this idea of innovation on campus. Students taking charge of their education and taking advantage of their educational environment.
Greg Williams

Connectivism - 1 views

www.itdl.org/...article01.htm

Connectivism learning theory education George Siemens

shared by Greg Williams on 12 Sep 12 - Cached
  • Do we acquire it throu
  • These theories, however, were developed in a time when learning was not impacted through technology.
  • In many fields the life of knowledge is now measured in months and years.
  • ...29 more annotations...
  • The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking
  • learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
  • Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking. Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
  • Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
  • Constructivism suggests that learners create knowledge as they attempt to understand their experiences
  • 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.
  • learning that occurs outside of people
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
  • An entirely new approach is needed.
  • How can we continue to stay current in a rapidly evolving information ecology?
  • We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
  • Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
  • The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
  • A network can simply be defined as connections between entities.
  • Nodes that successfully acquire greater profile will be more successful at acquiring additional connections
  • Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Learning and knowledge rests in diversity of opinions.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • The starting point of connectivism is the individual.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • the internet leverages the small efforts of many with the large efforts of few.
  • 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). This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Implications
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application.
  • acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity
  • Greg Williams on 12 Sep 12
     
    "Technology is altering (rewiring) our brains. The tools we use define and shape our thinking." . . . or so this fellow argues in a pretty detailed paper
Andrew DeWitt

BBC News - It's good to think - but not too much, scientists say - 3 views

www.bbc.co.uk/...science-environment-11340881

brain bbc news

shared by Andrew DeWitt on 18 Sep 10 - No Cached
    • Erin Hamson
      Erin Hamson on 19 Sep 10
       
      Do the people develop those cells because they learn to think about their choices? Or do the cells naturally develop there and then cause the person to think about their choices?
    • Andrew DeWitt
      Andrew DeWitt on 20 Sep 10
       
      That's a good which came first question.  I thought the "working memory" was interesting.  It makes me think about cramming for a test.  You shove as much into your brain to work with as possible.  So, some brains are more prone to test-cramming than others.
  • Andrew DeWitt on 20 Sep 10
     
    Cool page about decision making.
Jeffrey Chen

Open Science Project - 2 views

www.openscience.org/blog

Science 2.0 open sourcing blog digiciv

shared by Jeffrey Chen on 21 Sep 10 - Cached
  • Jackie C on 21 Sep 10
     
    I loved how I went to this URL and the first entry was about molecular simulation. I'm just starting a research project with this. I hope that other people will get excited about the prospect of open science, or even as excited about the research and software as I am :)
  • Katherine Chipman on 22 Sep 10
     
    Great link Jackie! I followed your link and really enjoyed reading some of the posts. One that I found particularly interesting is called "What, exactly, is Open Science?" I hadn't really thought about the importance of having research be available and open to everyone, but this article made me think about it and I agree. Thanks again for the link.
  • Jeffrey Chen on 13 Dec 10
     
    A great website that shows how science is becoming more open. A group of scientists "who want to encourage a collaborative environment in which science can be pursued by anyone who is inspired to discover something new about the natural world."
Gideon Burton

Coase's Penguin: Or, Linux and The Nature of the Firm - 0 views

www.benkler.org/CoasesPenguin.html

economics Yochai Benkler Ronald Coase peer-production commons labor open seminal

shared by Gideon Burton on 23 Oct 10 - Cached
  • I suggest that we are seeing is the broad and deep emergence of a new, third mode of production in the digitally networked environment. I call this mode "commons-based peer-production," to distinguish it from the property- and contract-based models of firms and markets. Its central characteristic is that groups of individuals successfully collaborate on large-scale projects following a diverse cluster of motivational drives and social signals, rather than either market prices or managerial commands.
  • Gideon Burton on 23 Oct 10
     
    A seminal article from Yochai Benkler about changes to economic theory in the digital age.
Shuan Pai

Naturalistic Observation - Research in the Natural Environment - 0 views

www.experiment-resources.com/naturalistic-observation.html

shared by Shuan Pai on 02 Nov 10 - No Cached
  • Shuan Pai on 02 Nov 10
     
    explains naturalistic observation
Katherine Chipman

Wassily Kandinsky - biography, paintings, books - 0 views

www.wassilykandinsky.net

wassily kandinsky

shared by Katherine Chipman on 28 Oct 10 - Cached
  • Wassily Wasilyevich Kandinsky was born on December, 16th (4), 1866 in Moscow, in a well-to-do family of a businessman in a good cultural environment.
  • Katherine Chipman on 28 Oct 10
     
    Great information about Wassily Kandinsky!
David Potter

Access Technologists Higher Education Network - 0 views

athenpro.blogspot.com

digiciv web2.0 education

shared by David Potter on 19 Nov 10 - Cached
  • David Potter on 19 Nov 10
     
    The purpose of ATHEN is to collect and disseminate best practices in access technology within and for the higher education environment as well as present a collective voice for the professional practice of access technology in higher education.
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