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Contents contributed and discussions participated by Nils Peterson

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Nils Peterson

Open Engineering Network | Digital Media Learning Competition - 1 views

www.dmlcompetition.net/...story.php

shared by Nils Peterson on 18 Feb 10 - Cached
  • It will also facilitate collaboration, mentoring and peer review by inviting students to start or join a project, exchange documents, create discussions, maintain a learning journal, and share everything online for feedback and review.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Social and collaborative learning; new learning resources.
  • One motivation for the OEN is that engineering projects are often complex and difficult to manage (and this increases with the number of collaborators).
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Rich problems require structures to help novice learners manage the complexity
Nils Peterson

s4s: Social Media for Social Learning | Digital Media Learning Competition - 0 views

www.dmlcompetition.net/...story.php

shared by Nils Peterson on 18 Feb 10 - Cached
  • Students co-create portfolios of analysis on real world issues by viewing class material(eg, STEM) as embedded in a larger real world context rich with diverse multiple perspectives.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Rich problems. Learners working on real worlk issues.
  • Iteratively, students refine their analyses and provide peer feedback on tangible (portfolios in hard copy or as online bookmarks) and intangible (collective knowledge, community) resources that can be drawn on for other classes or that the wider community can draw on for insights.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Social and collaborative. students refine based on peer feedback and the wider community.
  • students scour the web using twitter while conversing with one another about their discoveries. Because they inevitably bring in diverse materials that are interesting to them, students influence the direction of class discussion. Students recognize an audience for their work beyond the classroom and become cognizant of professional social networks. The deliverable is a portfolio of recommendations complete with offline and online references to relevant blogs, tools and websites that students can utilize long after the class is complete.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Tangible creative activities, not high prescriptive. Work shaped by collaborative discovery in a wide community.
  • ...1 more annotation...
  • This approach encourages technological literacy and models appropriate behaviors in online settings.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Habits of mind. strategies and behaviors in online settings.
Nils Peterson

Back@U: Giving and Getting Structured Feedback; Growing in a Learning Community | Digit... - 6 views

www.dmlcompetition.net/...story.php

shared by Nils Peterson on 02 Feb 10 - Cached
  • Back@U players agree on descriptive terms and phrases to describe the work using language the learning community values. Back@U also provides a mechanism for community refinement of its criteria.
    • Nils Peterson
      Nils Peterson on 02 Feb 10
       
      Habits of mind = as defined by the community in which the learner is practicing. Communities can value critical thinking and beyond: creativity, persistance, curiosity ...
  • People freely engage in learning required to master games: attempting, getting feedback, trying new approaches. To reach a genuine achievement, <a href="http://www.edutopia.org/healthier-testing-made-easy">learners need lots of trials, errors, and adjustments based on feedback</a>. These are the same skills life-long-learners use; they approach learning as a challenge, a game.
    • Nils Peterson
      Nils Peterson on 03 Feb 10
       
      Learning setting: allows trials with feedback, game-like ideas of using feedback to aid in mastery.
  • John Seely Brown illustrates Lave & Wegner’s concept of “legitimate peripheral participation” among copier repairmen to show how <a href="http://www.johnseelybrown.com/Growing_up_digital.pdf">story telling in communities of practice
    • Nils Peterson
      Nils Peterson on 03 Feb 10
       
      Social and collaborative. Creates learning opportunity for the learner, for the people giving feedback, and because its conducted in a community forum, allows bystanders to learn by observation
  • ...8 more annotations...
  • Recent headlines highlight the urgency to prepare learners to face daunting challenges in the 21st century. There are no known prescriptive solutions to those "wicked problems" but we hold collaboration by difference to be more promising than competition.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Rich, diverse problems. Back@U embeds in web spaces where communities are already working on problems. It can be tailored by a community to the criteria and language valued by that community.
  • To reach any genuine achievement of creation and invention, learners must be prepared to use many trials, errors, and adjustments based on ongoing and immediate critical feedback (http://www.edutopia.org/healthier-testing-made-easy). These are the same skills life-long-learners use; they approach learning as a challenge, a game.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Habits of mind. Trial, error, feedback and revision are a set of strategies to solve a problem.
  • The whole web is a learning lab.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Rich deverse problems. Back@U embeds anywhere on the web where learners are creating work, its not limited to one simulated world or problem space.
  • Back@U is a collaborative mechanism allowing learners to gather ongoing formative feedback
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Habit of mind, seek formative feedback from collaborators and stakeholders.
  • Everyone is a learner and feedback giver (judge) in Back@U. Learners post their work on the web and embed Back@U. To get feedback they first participate by serving as judges for others. Judges improve in expertise using a mechanism similar to the ESP Game (http://en.wikipedia.org/wiki/ESP_game) where agreement earns status.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Social and collaborative. Learning happens when givibg feedback as well as when getting it. Feedback given in public offers chances for bystanders to learn as well, as they watch the community in action, see Seely Brown's "radios always on" model at Xerox
  • Back@U is overarching. It develops learners to have the capacity to solve diverse, multi-faceted problems requiring collaboration among STEM and other disciplines within communities invested in those problems. Back@U could help NGOs get critiques globally to improve the process of designing their clean energy services, while their university interns gets feedback from peers, faculty, professionals.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Learning setting. Back@U embeds in settings where real communities are working on rich problems. It offers different forms of learning feedback to different types of learners.
  • Back@U structures the feedback process, helping new learners get/contribute high quality peer-reviews in global “pro-am” communities.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Learning setting. Real communities, a mechanism to support the learning of interns and amatuers working in the context of professionals.
  • Back@U also provides a mechanism for the community to refine its review criteria to address habits of mind, from critical thinking to creativity, persistence, curiosity, storytelling, tinkering, improvisation.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      Habits of mind, including play, tinkering and improvisation that are helpful in working on novel complex problems can be supported and encouraged by the community's design of its feedback criteria.
Nils Peterson

Digital Media and Learning Competition - 4 views

www.dmlcompetition.net/reimagining_learning.php

shared by Nils Peterson on 02 Feb 10 - Cached
  • The headlines of 2009 highlight the need for urgency: Whether it is epidemic disease, clean energy, climate change, new economic models, or innovative responses to local and global problems, the next generation will experience a rapidly changing world of daunting challenges.
    • Nils Peterson
      Nils Peterson on 02 Feb 10
       
      Yellow=Rich problems. Diverse, multi-faceted problems. New and emerging problems requiring a collaboration among different disciplines and skills to address.
  • require sophisticated critical thinking and an ability to understand and affect the multiple systems that shape the economy, society and even life itself. Today’s young people will be called upon to demonstrate the dispositions and habits of mind that have always been at the heart of innovation and achievement – creativity, persistence, imagination, curiosity, storytelling, tinkering, improvisation, passion, risk-taking, and collaboration.
    • Nils Peterson
      Nils Peterson on 02 Feb 10
       
      Blue=habits of mind, including critical thinking, but extending to dispositions leading to innovation: creativity, persistance, curiosity, storytelling, tinkering, improvision ...
  • Young people are contributing, producing, and making things as they participate in local and global networks. They access just-in-time information while engaging in three-dimensional simulations and global networks. They also collaborate and contribute high quality peer-reviewed work in global “pro-am” communities, and ascend to leadership positions in complicated multiplayer team-based games.
    • Nils Peterson
      Nils Peterson on 02 Feb 10
       
      Green=Social and collaborative learning; new learning resources, approches and skills that augment traditional ones
  • ...1 more annotation...
  • typically occurs during tangible, creative activities, that are open and discovery-based, involve tinkering and play and are not highly prescriptive.
    • Nils Peterson
      Nils Peterson on 02 Feb 10
       
      Pink=Learning setting/activity: tangible, creative activities, that are open and discovery-based, involve tinkering and play and are not highly prescriptive.
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