Do we acquire it throu
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MediaSmarts - 1 views
Friendly And Highly Skilled Therapist - 1 views
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Connectivism - 1 views
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These theories, however, were developed in a time when learning was not impacted through technology.
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In many fields the life of knowledge is now measured in months and years.
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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.
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Technology is altering (rewiring) our brains. The tools we use define and shape our thinking
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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.
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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.
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Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
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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.
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Constructivism suggests that learners create knowledge as they attempt to understand their experiences
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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.
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learning that occurs outside of people
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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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.
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An entirely new approach is needed.
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How can we continue to stay current in a rapidly evolving information ecology?
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We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
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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
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The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
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A network can simply be defined as connections between entities.
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Nodes that successfully acquire greater profile will be more successful at acquiring additional connections
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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.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Learning and knowledge rests in diversity of opinions.
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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.
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The starting point of connectivism is the individual.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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the internet leverages the small efforts of many with the large efforts of few.
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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.
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Implications
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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.
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acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity
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"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
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Calls for longer school years face budget reality - Yahoo! News - 0 views
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Education reformers have long called for U.S. kids to log more time in the classroom so they can catch up with their peers elsewhere in the world, but resistance from leisure-loving teenagers isn't the only reason there is no mass movement to keep schoolchildren in their seats. Such a change could cost cash-strapped state governments and local school districts billions of dollars, strip teachers of a time-honored perk of their profession, and irk officials in states that already bridle at federal intrusion into their traditional control over education.
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Texas already forbids school from starting before the fourth Monday of August, a provision designed to save money on utility bills and increase business for tourist destinations and other summer attractions. "Ultimately the states, not the federal government, should have the final word on this and other public school decisions," said Lucy Nashed, a spokeswoman for Gov. Rick Perry. In Kansas, sporadic efforts by local districts to extend the school year at even a few schools have been met by parental resistance, said state education commissioner Diane DeBacker.
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Communist Manifesto (Chapter 2) - 0 views
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The Communists do not form a separate party opposed to the other working-class parties. They have no interests separate and apart from those of the proletariat as a whole. They do not set up any sectarian principles of their own, by which to shape and mould the proletarian movement.
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We are for you. You should join us. We will help you become equals, but not into a better position.
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1. In the national struggles of the proletarians of the different countries, they point out and bring to the front the common interests of the entire proletariat, independently of all nationality. 2. In the various stages of development which the struggle of the working class against the bourgeoisie has to pass through, they always and everywhere represent the interests of the movement as a whole.
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working to unite the proletariat, which according to chapter one should equalise them with the others.
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formation of the proletariat into a class, overthrow of the bourgeois supremacy, conquest of political power by the proletariat.
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The theoretical conclusions of the Communists are in no way based on ideas or principles that have been invented, or discovered, by this or that would-be universal reformer.
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We don't recognise one world leader, or founder. Unlike capitalism (Smith) or democracy (Locke).
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but the abolition of bourgeois property.
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mean to abolish their symbol of status, but not divide it to the masses. Say that it is commonly held together.
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Abolition of private property
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We Communists have been reproached with the desire of abolishing the right of personally acquiring property as the fruit of a man’s own labour, which property is alleged to be the groundwork of all personal freedom, activity and independence.
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, that quantum of the means of subsistence which is absolutely requisite to keep the labourer in bare existence as a labourer.
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tells the labourer they ought to be getting more for their hard work in support of the system.
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allowed to live only in so far as the interest of the ruling class requires it.
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allowed to live only in so far as the interest of the state requires it. A state in which you have no say, but they really do care about you.
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By freedom is meant, under the present bourgeois conditions of production, free trade, free selling and buying.
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It has been objected that upon the abolition of private property, all work will cease, and universal laziness will overtake us.
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Isn't this what happened? Isn't this why they failed? They couldn't get man to work and produce enough products to support the country on virtue?
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bourgeois society ought long ago to have gone to the dogs through sheer idleness;
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Do you charge us with wanting to stop the exploitation of children by their parents? To this crime we plead guilty
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But, you say, we destroy the most hallowed of relations, when we replace home education by social. And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention direct or indirect, of society, by means of schools, &c.?
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Secular learning might be taught in schools, but values, beliefs, toleration are all taught in the home. The only way to have successful society without these being taught in the home is to teach them in the schools. Which they currently are not.
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Our bourgeois, not content with having wives and daughters of their proletarians at their disposal, not to speak of common prostitutes, take the greatest pleasure in seducing each other’s wives.
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They claim that this is universally true, but they forget the virtue of some people.
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to freedom of commerce, to the world market,
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The Communists are further reproached with desiring to abolish countries and nationality.
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In proportion as the exploitation of one individual by another will also be put an end to, the exploitation of one nation by another will also be put an end to. In proportion as the antagonism between classes within the nation vanishes, the hostility of one nation to another will come to an end.
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Appealing to the 3rd world countries of the globe. trying to make communism a good thing.
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The charges against Communism made from a religious, a philosophical and, generally, from an ideological standpoint, are not deserving of serious examination.
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We don't have anything to refute these claims, so we'll say they aren't important. Further we don't believe in religion because it causes differences, we can't refute something we believe in or think should exist.
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The ruling ideas of each age have ever been the ideas of its ruling class.
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traditional property relations
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People as defined by their property, in a physical sense. Defied by the reputation economy.
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traditional ideas
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to centralise all instruments of production in the hands of the State
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manipulate the people to steal from other people, and then all will be stolen from all people.
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Nevertheless, in most advanced countries, the following will be pretty generally applicable.
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Capitalism with the State having a monopoly in every area within the country.
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State
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exclusive monopol
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State.
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State;
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public
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shared by Madeline Rupard on 14 Oct 10
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Helium--An interesting idea. - 0 views
www.helium.com/...whatishelium
digiciv open wikipedia blog wiki information revolution communication education knowledge
shared by Madeline Rupard on 14 Oct 10
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I stumbled upon this website the other day. Its an article site with a bunch of hired authors. "Wait--hired authors!!" You say, in righteous defense of the open "wiki" model. But the cool thing about hired authors is that they are all viewing and rating each other's articles. Hence, "helium," the best articles rise to the top. I mean who decided that it was the best system to have bored 40 year olds living with their parents as the main source of information. (Let's be honest, those wikipedia articles didn't write themselves.) The good thing about a paid workforce is that there is a sense of pressure under writing the articles. Their business model is in and of itself an "invisible hand." Anyways, i thought it was a cool idea. Voila.
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George Boole (Stanford Encyclopedia of Philosophy) - 0 views
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George Boole (1815–1864) was an English mathematician and a founder of the algebraic tradition in logic. He worked as a schoolmaster in England and from 1849 until his death as professor of mathematics at Queen's University, Cork, Ireland. He revolutionized logic by applying methods from the then-emerging field of symbolic algebra to logic. Where traditional (Aristotelian) logic relied on cataloging the valid syllogisms of various simple forms, Boole's method provided general algorithms in an algebraic language which applied to an infinite variety of arguments of arbitrary complexity.
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Starting at the age of 16 it was necessary for Boole to find gainful employment, since his father was no longer capable of providing for the family. After 3 years working as a teacher in private schools, Boole decided, at the age of 19, to open his own small school in Lincoln. He would be a schoolmaster for the next 15 years, until 1849 when he became a professor at the newly opened Queen's University in Cork, Ireland. With heavy responsibilities for his parents and siblings, it is remarkable that he nonetheless found time during the years as a schoolmaster to continue his own education and to start a program of research, primarily on differential equations and the calculus of variations connected with the works of Laplace and Lagrange (which he studied in the original French).
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G. Stanley Hall - Wikipedia, the free encyclopedia - 0 views
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There, Hall objected vehemently to the emphasis on teaching traditional subjects, e.g., Latin, mathematics, science and history, in high school, arguing instead that high school should focus more on the education of adolescents than on preparing students for college.
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Hall believed that humans are by nature non-reasoning and instinct driven, requiring a charismatic leader to manipulate their herd instincts for the well-being of society. He predicted that the American emphasis on individual human right and dignity would lead to a fall that he analogized to the sinking of Atlantis.
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Hall coined the phrase "storm and stress" with reference to adolescence, taken from the German Sturm und Drang movement. Its three key aspects are conflict with parents, mood disruptions, and risky behavior.