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Misha Miller

Using Groups Effectively: 10 Principles » Edurati Review - 50 views

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    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
Randolph Hollingsworth

U. of Notre Dame Reports on Experiment to Replace Textbooks With iPads - Wired Campus -... - 35 views

  • replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers
  • students were more connected in and out of the classroom
  • said that the iPad made it easier to collaborate and manage group projects
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  • Dropbox
  • Students lamented not being able to write in the margins of their assigned readings
  • computer-based final exam,
  • iAnnotate
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    Research report emphasizing cultural change to iPad for e-reading sharing/collaborative work (e.g., Dropbox and iAnnotate) but online final exam still chose laptops (since not collaborative effort?)
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
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    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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    University context for open sources, sharingand digital trends era
Xiaojing Kou

How Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | K... - 30 views

  • 1. How Listening and Sharing Works
  • In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
  • But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.
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  • Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.
  • Sharing operates on two levels: sharing common goals and sharing ideas.
  • Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise
  • Collaboration requires a great deal of turn-taking coordination.
  • It can be useful to establish collaborative structures and rules.
  • primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).
  • An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did
Sasha Thackaberry

E-learning on the rise - 28 views

  • ​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).
  • E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.
  • Eighty-four percent of respondents believe e-learning is a valuable educational tool.
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  • The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
  • When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
  • Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
  • “Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCE President and CEO Heather Van Sickle.
Amy Burns

Collaborize Classroom | Online Education Technology for Teachers and Students - 11 views

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    Online discussion that allows for media, text, voting, and student commenting. More than just a linear discussion. Has topic organization and class organization. Online Education Technology for Teachers and Students
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    a free online collaborative education platform that allows students and teachers to transcend the boundaries of their physical classroom to engage in an online collaborative learning environment.
Martin Burrett

EdTech Lunch with @ICTMagic highlights way to get rid of needless school e-mails - 5 views

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    "In the first of a series of 5 webinars, Martin Burrett (@ICTMagic) showcased innovative ways that school leaders and teachers can eliminate the bulk of e-mails out of their school lives. Using online, collaborative communication tools, teachers and school leaders can easily send messages to each other, with fantastic tools that allow users to 'turn off notifications', or turning on 'snooze mode'. Such features help in that messages only arrive when the user specifies, therefore eliminating the need to deal with e-mails when they arrive at a time when individuals should be resting."
Karen Polstra

Classroom 2.0 - 62 views

    • Justin Shorb
       
      How many members of the Diigo Ed group are using this forum? I don't want to be overwhelmed by too many social networking groups that I become inundated with too much information to be a truly participating member of any of them. I like the Diigo Ed group, so far!
    • Monika King
       
      I enjoy reading the items in the Forum, but I have yet to contribute.
    • Meredith Johnson
       
      I find the two forums match very well for what my interests are in education.
    • Deb White Groebner
       
      While I am new to the Diigo Ed group (and like it so far), I joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around.
    • Antwon Lincoln
       
      Just a wonderful resource for all who are in to connecting classrooms with technology!
    • Phil Taylor
       
      I also belong to Diigo in Education as well as four of EDTech type groups, as well as one that I have created for my school.
    • Gerald Carey
       
      I also can see different uses for these two forums.
    • Susan Wanke
       
      I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with tons of ideas for all of us.
  • social network for those interested in Web 2.0 and Social Media in education
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
    • Molly Hinkle
       
      I'm wondering how the value of this will balance with the time required to do it right!
    • Karen Polstra
       
      Me too.  I just joined.  We will see.
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    Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group!
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    The community for educators using Web 2.0 and collaborative technologies!
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    I've been using it the last 3 weeks. There is a large group of educators there and usefull shared information.
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    I just joined the Classroom 2.0 ning about a week ago. It appears to have some valuable information. I am new to social networking, but am looking forward to the experience. I am very interested in Web 2.0 technologies so the ning seemed like a good place to start.
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    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
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    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
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    web 2,  classroom practice
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    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
Tracy Tuten

Students Find E-Textbooks 'Clumsy' and Don't Use Their Interactive Features - Wired Cam... - 45 views

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    e-textbooks aren't well liked unless students use annotation and collaborative features.
Patricia Christian

Promoting Online Interaction in Today's Colleges and Universities - 47 views

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    Collaborative Learning
Dennis OConnor

YouTube - Diigo presents WebSlides (New Version) - 0 views

  • Converting bookmarks & RSS feeds to slideshow in minutes! More powerful and easy to use functions! Check it out!
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    This video works best as a conceptual overview of how the Diigo slides feature can be used to create a variety of different web-based presentations. I'd recommend this video as an 'eye opener' to the potential uses for this remarkable social bookmarking site. On the other hand, it is is not a 'How to' video. Well worth watching for anyone involved in e-learning, collaborative research, blended teaching environments, library media studies, web 2.0 communications.
Florence Dujardin

Looking to the future: M-learning with the iPad - 1 views

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    Might Apple's new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself.
Lisa Branon

Library Resources > Home - 61 views

    • Lisa Branon
       
      This is Spring Branch library resource page. You can go to databases, search engines, or find multiple resources for teaching and learning. 
  • Mission The Learning Commons  EMPOWERS students to globally EXPLORE  for information by CONNECTING  them to the world. Students will inquire, collaborate, and critically think as they gain knowledge, draw conclusions from skillful research, and ethically use new information to CREATE  final products. E2C2@yourLearningCommons
  • Mission The Learning Commons   EMPOWERS students to globally   EXPLORE    for information by   CONNECTING   them to the world. Students will inquire, collaborate, and critically think as they gain knowledge, draw conclusions from skillful research, and ethically use new information to   CREATE   final products. E2C2@yourLearningCommons  
Maria José Vitorino

ALFINete: Asas e raízes - 3 views

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    video on 4 C's - Comunication, Collaboration, Critical thinking, Creativity
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

    • Adrienne Michetti
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
       
      Putnam - need to check this article. Interesting; not sure I agree.
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  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
Lauren Rosen

Collaborize Classroom -free resources - 4 views

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    Resources to prepare students and teachers for getting involved in an online community.
westphal

Exactly What The Common Core Standards Say About Technology - 129 views

  • use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • Evaluate the advantages and disadvantages of using different mediums
  •  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
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  • Make strategic use of digital media
  • Publishing
  • Collaboration
  • Evaluation
  • Integration is a matter of design, and produces considerable cognitive load on a learner.
  • Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.
  • rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
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    "@POUSDSupt: Exactly What The Common Core Standards Say About Technology http://t.co/WTRFq2LUTt via @zite #ccss #edtech" Nicely presented.
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    Tech standards in the common core
Dennis OConnor

California State University to Offer Moodle through Moodlerooms - 1 views

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    Long Beach, CA (Vocus/PRWEB ) November 20, 2008 -- Moodlerooms, a full-service provider for Moodle, the popular open source online learning management system (LMS), announced today that it will be collaborating with the California State University to provide essential services such as hosting, training, and support for the CSU campuses that choose Moodle for their LMS needs. Moodlerooms will be one of two options, Angel Learning was also selected, to provide learning management services for the CSU.
D. S. Koelling

The Creativity Killer: Group Discussions - David Sherwin - Life - The Atlantic - 76 views

  • Yes, group activity can provide the impetus for better framing of problems, which can lead to original solutions. But creativity is the "end result of many forms of intelligence coming together, and intelligence born out of collaboration and out of networks," to quote one of my co-workers, Robert Fabricant. When we collaborate with different kinds of thinkers, sometimes from different cultures and backgrounds, we individually struggle with ingrained behaviors that reduce our likelihood of manifesting creativity.
  • Instead of holding an hour-long meeting with a facilitator at the whiteboard, pen poised to capture ideas called out, what would happen if every person in the room were provided five minutes to generate ideas individually?
  • When we lose track of time in group discussion, we are often crafting an enjoyable group experience at the cost of surfacing everyone's unique perspectives and voices. We risk filling the time with consensus, rather than exploring divergent, multi-disciplinary viewpoints. It is in the friction between these views that we explore new patterns of thought.
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  • this kind of teamwork requires knowing when not to work in teams. This sounds obvious, but we constantly struggle with the belief that we must be inclusive to succeed. When to diverge and when to converge: that is the question.
  • A useful tool to combat open-ended group dialogue is "timeboxing," the use of short, structured sprints to reach stated goals for individuals or teams.
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    A case for rethinking how we generate ideas.
Maureen Greenbaum

L3D Philosophy - 36 views

  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
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  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
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