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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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 22 views
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As a huge fan of Amazon and NetFlix, these examples were especially appreciated. NetFlix's variety of films including many excellent not-mainstream flicks has allowed the service to fulfill many consumers' entertainment needs without a DirecTV, Blockbuster, or RedBox. These are fantastic analogies for not-mainstream educational artifacts reaching learners thanks to the Internet.
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David Wiley is pretty well known, especially in the area of "Open Learning" In fact, he spoke at PSU's Teaching & Learning with Tech Symposium in 2009 https://www.youtube.com/watch?v=VcRctjvIeyQ
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This is very typical of the "Flipping the Classroom" technique and can just as easily be done without the use of technology, though it does make it a little more interesting. It is interesting to me that we have such a hard time convincing faculty to try this method when schools with little to no resources will try just about anything.
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This concept is also not new, as video conferencing has been used in distance education for decades. Although electricity and a cable or satellite hook-up is necessary for video conferencing, mobile phones can allow for this type interaction in more rural areas. A 2010 study that I read for another course looked at the use of mobile phones to teach rural women in India about setting up small enterprises in sheep and goat farming. While much of the technology was used for content delivery, it also allowed for some participation by the women. Balasubramanian, K., Thamizoli, P., Umar, A., & Kanwar, A. (2010). Using mobile phones to promote lifelong learning among rural women in Southern India. Distance Education, 31(2), 193-209. doi: 10.1080/01587919.2010.502555
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Hannah--I also love "flipping the classroom", as it saves precious in class time for interaction as opposed to delivery. I think I would do much more of it, but my lecture size is between 96-120 for most of my classes. The students feel very afraid to ask questions and engage in that size of a class.
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Melissa: Do you think using a system like the above Terra Incognita for small group discussions would be beneficial to your large classes? Have you used anything like that before now?
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Karen--I'm not sure as currently discussion works better in the smaller group labs. I have all of the students from my large lecture in a small group lab once a week so that helps. We are looking at doing some "flipping the classroom" types of activities to save lecture time and allow more time for discussion. I don't teach the large size class until September so there is definitely time to change some of the format.
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Melissa--That reminds me of one of my professors who gives a lecture to more than 100 students. I am not sure what your subject is and whether you have tried below before. But he uses his website where anyone in classroom ask any questions. His students post their questions a few minutes before break time and during break time, professor checks the comments and pick some questions which is highly ranked.
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Amii, Melissa- to engage students in large class you can use back-channels (twitter hash tags, clickers, Blackboard has a feature to collect SMS) that the instructor can flash on a screen
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I have colleagues that use clickers, but many of us are not willing to require clickers due to the additional cost. And using something through a cell phone is also difficult as not everyone has one or doesn't have a smartphone that allows for the use of many of these tools. It is definitely a different world in community colleges as we are trying to do the best we can with limited resources. We also have a very different pool of students--from traditional to returning adult. Some of my 50 year old students don't even like to or know how to email.
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These comments remind me of an article posted on Wired (http://www.wired.com/2013/10/free-thinkers/all/----same). It is about a school teacher in Mexico that was tired of the standarize testing and teaching. In one year, he took a class of 5th graders that performed badly on the standarized test to having some of the highest scores in the country, including one girl who scored the highest in the country in math. The teacher was inspired by Sugta Mitra's TED Talk titled, "Build a School in the Cloud".
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I also love the flipped classroom! We have 2 teachers who flip this year, and I'll be joining the adventure next year. I think it's a great idea to have students learn the basic facts at home. Then while in school, they can complete the reinforcing activities. The teacher can spend class time reinforcing the material, and also pulling small groups to help those in need and give enrichment to those who can gain from it. Too much time is spent in class memorizing facts. I can't wait to use my class time to reinforce what they learned the night before.
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The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students. By contrast, instead of starting from the Cartesian premise of “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are.”
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I was especially struck with this idea of a shift in pedagogical strategies since in laboratory science teaching there is always a participatory element. The lecture setting does still work to present and transfer knowledge, but the lab setting allows for social interaction in student groups to apply the content. However, in online classes, I have not found a similar way to form lab groups in the laboratory simulation environment.
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This reminds me of the old saying "Tell me, I'll forget. Show me, I'll remember. Involve me, I'll understand." The traditional "sage on stage" approach to learning is very one way and treats knowledge as an article to be passed from one person to another. I think the social view of learning has more value in that it involves experimentation and trial and error to learn. However, I completely agree with you, Michelle, in that recreating these social/lab groups is something that is lacking in Web 2.0 learning.
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Referring to 'We participate, therefore we are" it is fantastic that students can take responsibility for their own learning through the affordances provided by Web 2.0 technology.
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I wish I could take information about this approach to my administration. I believe that this selection directly relates to education in America. We have created a "norm" for learning which looks like a single teacher standing in the front of the classroom, lecturing to students who are sitting and listening in nice straight rows of desks. Having the administration come in to classrooms looking for "order" is against this philosophy that in order to create a social/interactive classroom, it may look chaotic!
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Another saying that I find relates to this is "Give a man a fish, and he'll eat for a day. Teach a man to fish, and he'll eat for a lifetime." It highlights that by teaching the man to fish, he will be able to fish on his own every day after to feed his family and survive.
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Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century.
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I see evidence of this now when I'm on hiring committees and we are drawn to folks that can provide a portfolio of evidence of learning. Its not enough to list your college and grade point average, we want to see that you are agile in your learning process and willing to explore new concepts.
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Hannah - I completely agree. It's crucial for candidates to demonstrate these skills, but for better or worse the system still requires the more tangible credentials like a degree. I don't know if we'll ever get to a point where most job interviews are "demonstrate what you know" rather than "tell me what you know," but I think seeing that portfolio of actual work is far more telling that a candidates GPA.
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Regarding job interviews, I was just on a hiring committee and one of the important issues that was raised was related to continuing professional development and lifelong learning. I think it is important that a candidate can show that they want to continue learning even if they are not currently pursuing a degree.
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I agree witht his point but I have found that person indicate and say so many lovely things during interviews but once they land the job then they seem to forget what is said. SI I think we need to go further and work professional development as a requirement for job security and pay increase. This is a big challenge in my country some teacher have the mentality once trained always trained,
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These are all great points and I agree. I am involved in the badging movement at Penn State and I see badging as a viable new option that could and eventually will replace the way we learn and acquire knowledge.
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This is definitely an issue at my school. Many of the teachers are quite set in their ways and refuse to try and add any kind of technology to their curriculum. They need to continue to seek out professional development, especially in Technology areas where they have no experience.
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I would go a step further and point out that is not just teachers who are set in their ways, but also school policy and administration who prevent the modern application of many devices.
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For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14
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Although some of my colleagues have created Facebook course sites, I have been worried about requiring my students to use this as a tool. However, this semester, several of my students created their own study group on Facebook and used it to share helpful videos, websites, and tips with each other. I suppose I should take the giant leap if they are already doing it for themselves!
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IMHO: I like teachers not worrying about requiring it, or not requiring it. I think a key take-away from Seely is that the students are doing it themselves, they're engaging in self-directed learning behaviors, rather than relying on the teacher as the sole source
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This was a discussion today at work as we were deciding on a textbook for a course for the next academic year. Some instructors really like some of the tools used by a particular textbook and I was noting that sometimes certain tools might not help some types of learners so I don't like to require them to complete those tasks. I know some instructors utilize different assessments that a student can chose based on their own learning style--making a portfolio for instance instead of taking a traditional test.
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I like that there are tools out there like Facebook that are more educationally organized to help facilitate this type of learning environment. One example that I was introduced to is Edmodo. This website mimic's Facebook but allows teacher's to take responsibility of their class page. Again, I like the idea of this tool but finding a way to implement this in the primary setting is frustrating. Hopefully throughout this course, I will be able to learn more about how to do that!
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Engaging students in any matter is positive. Whether it be social media or in the classroom, the more students continue to talk about what they learn, they more they actually learn.
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We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
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This is an interesting thought. Education/knowledge is becoming immediately accessible to nearly anyone who wants it, but if we are entering a time where we "need" to acquire all this new knowledge quickly then we must come up with an infrastructure to support not just the distribution of that knowledge but also what to do with the educated masses.
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Good point. What kinds of new professions, occupations are being created by these new knowledge opportunities?
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In relation to Jordan's comment, I'm not sure we've figured out what to do with the educated masses as there are plenty of people looking for jobs who have graduate degrees but can not gain employment. Instead they find themselves working in wage payroll jobs to pay the bills. Certainly within the library fields, new positions have been created or renamed (example: Emerging Technology Librarian) to stay ahead of technology use in the community.
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New kinds of online resources—such as social networking sites, blogs, wikis, and virtual communities—have allowed people with common interests to meet, share ideas, and collaborate in innovative ways
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Web 2.0 resources are great for bringing people together, but how do they allow for exchanges of diverse ideas? If people are only connecting with others who have "common interests," are there limitations to how knowledge can be transformed, rather than simply perpetuated?
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Yep, we can't let the algorithm-based social networks do all the work for us, or we indeed end up with nothing more than self-validating echo chambers. It can start by intentionally incorporating divergent perspectives into your social feeds (e.g., Twitter, Tumblr)
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I love Web 2.0 for creation of projects. I'll be interested to see what we can do with exchanges of ideas.
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I love the these Web 2.0 tools allow us to communicate. Fostering communication between peers is the best way to learn. Although I like the blogs and wikis for this collaborative purpose, I struggle with finding a way to make it manageable for primary grades. The value of collaboration on material covered can only enhance student learning but the hoops we need to jump through as primary educators is far more difficult then implementing the actual tool!
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I am a huge fan of two-way/interactive web learning.But it is sometimes hard for me to keep up with class activities to organize contents we discuss and exchange. Web 2.0 is very active learning tool if I can find the way I organize all the thing I need to remember with my own file. For example, I read some interesting comments yesterday, and now I don't see and remember his or her comments..
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I am new to the blogging/social learning way we are experiencing here. As a result of that, I am so overwhelmed with trying to keep up.
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A great virtual community that my class experimented with last semester was Google+ Hangouts. It provides a facebook feel yet has a "private group" where anyone in the group can post to the timeline. It keeps a running timeline of the class, which is pretty cool. I especially love Web 2.0 tools and social networking. In a sense, my generation grew up with it, so it almost feels second nature to me. I'm super curious and excited to see how learning and the world will look like in 10-15 years, when the generation in college and graduating high school starts overtaking the workforce in numbers.
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In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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People often knock Wikipedia, but it's an amazing (and I think wonderfully executed) example of knowledge sharing. Thinking about not only how easily it can be accessed to find information, but also how easily it can open pathways to explore other topics. I would never pick up an encyclopedia for one topic and then when I'm finished reading, flip the pages to another random topic to learn more. But on Wikipedia, I constantly click through to other articles to learn more about related (or even unrelated) topics. I'm not sure if it's just the novelty of the tool, but it makes it feel more like knowledge exploration than "learning."
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It is true that this open environment invites readers to consider what information is reliable - I wonder if most people just grab the information they find and use it without checking if the content is accurate either due to ignorance or the pressure of time to submit a writing. This open environment should force us to be critical consumers of information.
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I believe as educators, we fall short in seeing and expressing the good intentions of open sources. I know that when I was in high school, Wikipedia was deemed "bad!" We were to never use Wikipedia for information, references, etc. when doing research for papers. I think that this article allows us to think about Wikipedia in a new context. Being able to evaluate the credibility of information before relying on it is essential. But the real value is in the collaboration that can go into a Wikipedia page to provide accurate, advance, and up-to-date information. We need to start teaching how to properly use these tools instead of scaring people away!
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I like my students to use wikipedia. Often, I will find an article that I know has a bit of misleading information just for the student's to use as an analytical piece.
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We construct knowledge as people. I use the same principle with my students. They appeal to me, albeit in vain, for the answer, but when using the Socrative method, I remind my students that they must come to a consensus on an answer.
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Although I cannot find the reference at this moment, I recently read that Wikipedia was as statistically correct as most encyclopedias (maybe it was in my stats class).
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There's been quite a bit of empirical research into the teams of people who contribute, edit, etc. Wikipedia entries. For example, one of my favorites looks at how some contributors become a "Wikipedian" http://www.cc.gatech.edu/~asb/papers/bryant_forte_bruckman_group05.html
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I agree that the perception of the validity of Wikipedia has improved over time! When I was studying for my Master of Library and Information Science, we found that wikipedia was more accurate than encyclopedias in some cases. However, when working with K-12 students who are looking for the fastest 'information grab'. I still encourage teachers to only allow them to use the references at the end of the article as sources.
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From the customers’ standpoint, online enterprises offering unprecedented choice are able to cater much more efficiently to individual tastes and interests than any brick-and-mortar store.
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It's easy to see how the long tail concept can apply to Web 2.0 learning. As it provides more choices and ways to access information, it becomes easier for the learning to develop and take control of their own education.
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Especially with different styles of learners, Web 2.0 tools can allow us to tap into all of the different ways that students learn.
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We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
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This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling. Indeed, such an environment might encourage students to readily and happily pick up new knowledge and skills as the world shifts beneath them.
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This would illustrate a shift in how we view learning, and I think it'd be a great one. Most students view learning as a task, as a means to an end (like getting a job). But as information becomes more easily accessible and life-long learning can easily be done, learning can be viewed more positively.
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I agree with you Jordan. When learning is viewed in a more positive light, it occurs more regularly and is not seen as simply a "task". My dad used to always tell me, "learning lasts a lifetime" and it has sort of turned into a family joke. He calls it our "family motto". We laugh about it since he says it so often, but it is quite true. Web 2.0 supports this and who knows how what we learn and how we do it will change and adapt within the coming years.
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The problem is that business leaders and politicians are now constantly releasing statements and publishing articles talking about how learning anything that isn't directly related to employment is a waste of time and money.
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Learning for its own sake is highly valuable. We should voraciously pursue it. As Shelby quoted her Dad, learning is one of the best investments you can make in yourself, especially because you will have it for pretty much your whole life.
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Fortunately, various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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It was only in Oct'12 that I heard of the term 'open education' which is made possible by internet Web 2.0 technologies and the power of volunteers such that education is no more accessible to those who can afford it. Indeed Coursera, Audacity, etc are platforms for global education - what do you think will happen to future higher ed after watching epic2020.org and witnessing the tsunami of open courses/education
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Ivy League schools opening their doors to the world through their open online courses is a very bid deal. I don't really have an answer to your question at all. I just think it is an interesting experiment in democratic education. Some scientific journals are going all-access electronically as well in an effort to improve communication between researchers in the field, and I think one R&D researcher's question (when discussing it on FB) is valid... how is all this being funded, and will it impact the scholarly validity of the research?
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This is interesting statement in light of the recent debate over net neutrality. Currently, users gain access to all search results, but if the FCC has their way then it would be more of a pay per view Internet. This would drastically impact schools and libraries.
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@kmlambert - yes, this is definitely something to keep an eye on. One would hope that at the very least libraries would be given some kind of special "public interest" exemption if some type of tiered pricing model comes about
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If this is true, our world is in for a rude awakening. I'm teaching of the reasons for social class stratification right now in my sociology course. Uneducated population will simply add to this strain.
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It is a rude awakening and it seems the solution is open education where good universities make their courses available on the internet, making education accessible to all.
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I'd be cursious to see what this number is now, seeing how this article was written in 2008 and it is six years later, almost a decade.
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Agreed. I feel like the progression has made things a lot more accessible and there has to be a lower number 6 years later. Then again...I could be wrong.
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So this quote from Sir John Daniel was made in 1996? This was my senior year in high school so I suppose I fit into this population. Assuming again that the quote was made about the world in 1996, what do you think the numbers would look like today?
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In this system, students work together in a common space and peripherally participate in each other’s design process; hence they can benefit from their instructors’ comments on and critiques of other students’ projects and not just from comments on their own work.
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This method is great because it allows for schema reformation at a whole different level. A person may have a misconception in relation to some area and may never know until they have the opportunity to represent they idea. In this environment the tutor if realligning misconceptions that of not only the student he corrects but also of the other student who may have the same unrepresented misconception.
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I like this idea. I would really enjoy being able to see the comments on others work - it helps me when I create my own projects.
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To add to this: Not only would seeing comments and critiques of other students projects be beneficial, it would also be beneficial for classmates to be able to critique their peers projects. When I did my student teaching, we had "author's circle" where every child got a chance to read their writing to their classmates. At the conclusion of their reading, they would call on two classmates to give them feedback. As a teacher, I noticed that the students took their peers feedback very seriously and they wanted to improve their writing with the help of their peers (not only the teacher).
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I also had experience with this in a creative writing enlgish course in my undergraduate studies. Each writing assignment was also critiqued by several other classmates before the professor would even take a look at it. This way, we were able to hand in a well-round piece of writing that had other people's eyes check it out too.l
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This ties in with another comment I made above. My students use Google Docs for writing assignments and share with each other to proofread and edit their writing. They love being able to receive feedback from their peers!
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ocial learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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I engage in social learning everyday, but most of the time it id done through formal or informal meetings. It is a beautifl tool to utilise when engaging in problem solving, the ability to bounce ideas off of another colleague or here another perspective. Web 2.0 tool magnify the opportunities for social learning as it removes the barrier of persons having to be in the same location at the same time. It also allows for artifacts to be created that can be viewed over time.
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This is a great point and a great example of this would be Google Docs. Google Docs has become a super powerful tool in my education as well as my personal and professional lives. I can create a document and share it with whoever I want, and that person can add or edit. This is great for distant learning where students can work on the same document at the same time, from different ends of the world.
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I have tended to think that learning is a individual process. Want to learn how to knit, to drive, to ski, or to solve math problems? While each activity must be completed by an individual, it is usually only mastered through social learning.
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In my middle school language arts class, we use GoogleDrive/Docs all the time to share and collaborate on writing projects. The kids love to proofread each other's work and comment on how their peers can improve their writing. After implementing the writing process in two ways (traditional pencil/paper and using GoogleDrive) the students definitely put more time and effort into doing their work on the computer!
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I feel that this statement on Social Learning best describes my learning style. Reading texts or listening to lectures does not always bring important information into context for me. Instead, I find myself learning more from my peers who are able to "teach" the information in new way/context with added commentary and reflection.
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Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups.
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This contradicts most of what research as shown for a while. I'll be interested to see where this pans out.
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This never worked for me either. And I don't believe this is entirely accurate for all people. A great video to watch is Susan Cain's TED talk, "The Power of Introverts". There is a great part in there in which she talks about how the world is designed for extroverts. Group work in schools favor extroverts. How the classroom is arranged favors extroverts. What about the introverts that do better by themselves or need that extra time to think by themselves. http://www.ted.com/talks/susan_cain_the_power_of_introverts
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Greatly enjoyed Cain's TED talk, and started (but not finished her book, Quiet). As a shy, quiet, insecure K-12 student I hated having to talk in front of others, especially other students I didn't know. Are moving towards a framework where group work will be more prominent than self-directed work in educational and professional situations?
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The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something.
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Some great learning communities can be found on Google+ and Reddit. You can search for all sorts of topics and they are filled with a wealth of scholars, professionals, or passionate people. Reddit is more on the fun/entertainment side, but there are some great, informative subredits out there. Google+ is designed more for the eudcational realm and has a ton of great educational learning communites that anyone can join.
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I like the phrase passion-based learning. After attending a workshop based on the book "Strengths Finder 2.0" by Tom Rath, I discovered that I am a learner. I can pinpoint many previous experiences where I sought out learning opportunities . If this passion-based learning was encouraged more during K-12 settings, it would be more enjoyable for students and teachers.
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Knowledge is expected in todays world. Because of the amount of information at our fingertips, literally, we are expected for find answers before new problems arise. Students need to be taught in this manner to live in a web-based society.
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That's why information literacy is so important. Learners need to be able to instantly evaluate new materials on their own without depending on anyone else to tell them what to think. There is so much available, and we have to be able to think critically about anything we come across on or off the Internet.
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Sometimes I think research literacy is as important as information literacy.
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Perhaps the best known example is Wikipedia, the online “open source” encyclopedia that has challenged the supremacy of commercial encyclopedias
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Few of us today will have a fixed, single career; instead, we are likely to follow a trajectory that encompasses multiple careers
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Many high school students are unsure of what to pursue in college. Many college students are unsure what to pursue as a major. Even when they graduate with a degree, they might do something completely unrelated to their area of training. Field-specific training is important, but generalizable learning such as critical thinking, communication, and interpersonal skills might prove more effective in raising the adaptability of today's workers as they navigator several careers.
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I am definitely not doing what I originally thought I would do or what I did do immediately after graduation. I would also argue that some educational programs don't train you for what you typically end up doing. For instance, most Ph.D. programs in the sciences prepare students to do research in their field, although many end up being teachers with little to no training in teaching. This is beginning to change from what I have seen with some programs adding teaching options or doctoral programs becoming completely dedicated to teaching.
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I wonder if the "respect level" or "prestige level" is different for professors who dedicate themselves to teaching when compared to those who dedicate themselves to research.
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Last I heard, many people will change careers seven times over their working lifetime. While there is some componenents that overlap, I am not in a field related to my undergraduate degree.
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I as well am not in a field related to my undergraduate degree. However, my undergrad degree is quite broad, Communications. My full time job is an Education Program Assistant at Penn State, but I do film weddings as a freelance videographer which coincides directly with my undergraduate degree. Filming weddings and videography is more of a hobby and passion of mine, which I probably would not have picked up if it was not for my undergrad degree. I think it is funny that my passion lies within my undergrad degree, but I can't make a solid income with that specific work just yet. Who knows what the future holds though!
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Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them
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iTunesU offers Ivy-league caliber courses free of charge. From worksheets to lesson videos and assignments, these courses are available to anyone with an iOS device and Internet connection.
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Yes indeed Open Yale Courses, Harvard Open Courses, etc are sharing their resources freely however the videos are too long (recording lectures) - thus requiring deep linking to specific contents
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OER are free, and widely available, but I'm curious about their measured impact on learning. Learning includes assessments, scope, sequencing, and other curricular and standards-based alignnments; the internet is overflowing with information resources but we don't always know how effectively they are being used for student learning.
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An interesting side note, Centre County, PA is developing their own OER, called CrowdCourse. Developed with local partners in collaboration with Centre County Libraries. See: here: http://centrecounty.crowdcourse.com/
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@kristin - good question. B/c this phenomenon is relatively new, there's not a whole lot out there to my knowledge. However, David Wiley is considered one of the leaders in researching this area. He also spoke at a Penn State Teaching Learning & Tech symposium several years ago. http://scholar.google.com/citations?user=M47HR7IAAAAJ
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It seems as though some of the MOOCS are courses that used to be offered at a University but then became a free course for anyone to take. Does anyone know how this is decided? Is there a new version the universities are offering/charging for?
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This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task
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The e-Science movement is providing students with access to expensive and scarce high-level tools, giving them the opportunity to engage in the kinds of research conducted by professional scientists
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This initiative accomplishes the learning need of real-world relevant as well as training on tools similar to those used on the work world.
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NASA, Jet Propulsion Lab, and the Santa Fe Institute are doing some interesting work on this front, e.g., collaborations with schools that involve applied, authentic learning projects of one sort or another
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‘playful’ learning
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Learning and play go very well together, especially because in play mode, there's no fear of failure. Encouragement to explore and try out new things is the expectation.
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Since "everything I needed to learn, I learned in Kindergarten", I think playful learning can be added to the list.
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I love playful learning and if you follow gamification, you can see it becoming very big, espeically with badging. I hope to see elementary and middle schools adopt more of a playful learning style as there is no fear of failure, yet our standarize testing system has "punishments" for getting worng answers.
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Agreed. The form of play is the basis of all learning. We can see this in the animal kingdom and with human children. Lion cubs learn to pounce on each other, as they would on prey. Human children play with blocks, and legos to learn various forms of developmental skills.
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The power of peer review had been brought to bear on the assignments.
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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”)
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Often the learning that transpires is informal rather than formally conducted in a structured setting
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world has become increasingly “flat,”
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Our world has also flattened by our lack of knowledge depth. We are expected to know a little about a lot and what we don't know be able to find by technological means. Is it enough to have a knowledge base that is a mile wide and an inch deep?
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This reminds me of the quote "To know that we know what we know, and to know that we do not know what we do not know, that is true knowledge" -Copernicus Information being readily available provides us with opportunity to seek diverse as well as in depth knowledge and as a result connections can be made and we are able to grow holistically as individuals. When it comes to long term lasting development, I think it's important to weigh options with a broad perspective; however, I feel as though in depth knowledge that is trade specific aims to assure quality, safety, and efficiency by individuals who have practiced, observed, shared, and as a result improved on their trade which is also essential. Just like a formal learning environment, I feel as though there is a need for unique individuals that rely on each other as a key aspect of enrichment and success in the workforce alike.
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well-educated workforce with the requisite competitive skills
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I wonder how this though impacts enrollment in technological school. I ask only because of a recent conversation with an electrician that came to install a new light fixture for me who commented that it is harder to find younger people interested in the vocational trades. In fact, the average age for the company he worked for was around 38.
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This also makes me question many of the technology based policies of school districts. Use of devices within my school is limited severely. Isn't this hindering our ability to prepare students to compete in the modern workforce?
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The latest evolution of the Internet, the so-called Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people
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Steve Case, of early AOL fame, was the commencement speaker for UNC's graduation where he tweeted a picture of the class standing after he finished his speech (cool use of social networking especially since he sent it to Duke). Here he commented that people have multiple jobs and multiple careers so they should keep learning and be flexible. He also recently gave an interview about the internet and its future and offers interesting insight into the potential of Web 2.0 in education. The article discusses that the only thing holding back the 2.0 revolution is issues with the infrastructure. His interview can be found here: http://www.foxnews.com/tech/2013/05/29/2nd-great-internet-revolution-is-coming-aol-founder-says/
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active, passion-based learning
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When passion is injected into learning it no longer becomes a chore or a job but an experience.
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I totally agree. One of my favorite quotes, which I have featured on every page of my digital portfolio is from William Butler Yeats. "Education is not the filling of a pail, but the lighting of a fire."
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I like the idea of "passion-based learning" since this kind of internal exigency produces really strong work from students.
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I do too! When anyone is passionate about something it makes it less of a chore and more enjoyable!
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While the internet has provided us with a wealth of information, the internet is not always correct. Let us remember that anyone can enter information on the internet whether they are qualified or not.
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This is true, but it is also becoming easier to check online sources. Take Wikipedia as an example. I use Wikipedia quite often for personal as well as school use. However, I ususally check the sources at the bottom of the page and check that source as well. I do agree that the internet is not always correct, but I think a sense of accountability comes with using the interenet.
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If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
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If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
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While it makes sense for colleges and universities to use social media and social software platforms, it makes me wonder how this can be incorporated into the elementary setting. Young students can also benefit from social learning but the cost of the technology is often the sticking point for most districts.
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By enabling students to collaborate with working scientists, this movement provides a platform for the “learning to be” aspect of social learning. For example, the Faulkes Telescope Project, sponsored by the Las Cumbres Observatory Global Telescope Network, provides students in the United Kingdom with free access to two high-powered robotic telescopes, one in Hawaii and the other in Australia, which the students are able to use remotely to carry out their own scientific investigations (http://faulkes-telescope.com/).
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online social networks that have attracted millions of young people
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I find this interesting. I work with very young children...8 years old and they are already using the social networking devices to talk to their friends. I set up a kidsblog in my classroom and I found them using it daily to discuss their homework, etc. with one another. Start early and the future will be brighter.
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This is quite interesting that the children are using blogs to discuss their homework with another. I find that facinating. I think cloud schooling is the future, although the brick and mortar school will never go away, schools will look completely different in 20 years.
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This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups
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A current example of an attempt to harness the power of study groups in a virtual environment is the Terra Incognita project of the University of Southern Queensland (Australia), which has built a classroom in Second Life, the online virtual world that has attracted millions of users.
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Last semester in Design Studio, we experimented with having a "virtual class" in Second Life. It was rather interesting. We all created avatars and met in a building. There was a screen in the building that could be used as a web browser, or to play videos or PowerPoints.This way, students could attend Design Studio in person in a real classroom (and join the virtual classroom) and students from a distance could join the virtual classroom and everyone could be in the same classroom. Having avatars gave a sense of personality to a person, which created a different online learning experience.
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This sounds like an awesome course! You met in an actual building? Was this a resident course or is it offered online?
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Although about 40,000 students are enrolled in classes on the university’s campus in Ann Arbor, King believes that the actual number of students being reached by the school today is closer to 250,000.
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Another great example of this at Penn State is World in Conversation. World in Conversation has classes and projects set up where students on campus sit in a room with a television and video conference students at another university on the other side of the world and have a discussion, usually about controversial topics such as race and poverty.
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Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites
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Another great tool not mentioned here is Twitter and the use of hash-tag conversations. I've participated in a number of these and have also found that I discovered other hash tag conversations and weighed in, not knowing the full context. This is a very cool concept because anyone who has a twitter account, which is a lot of people, can find your conversation and join by using the specified hash tag.
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The recorded lectures provide the educational content, and the local mediators stimulate the interaction that actively engages the students and increases the likelihood that they will develop a real understanding of the lecture material through focused conversation.
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The school where I work is doing something almost identical with a product purchased from the private company Edgenuity -- recorded lectures and online learning facilitated by classroom teachers in all subject areas -- piloted this year with a small group and next year will be rolled out school-wide.
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Learning to Be through e-Science and e-Humanities
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participatory medium that is ideal for supporting multiple modes of learning
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Becoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.
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This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
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This model seems more tenable than other MOOCs, especially one's that require proctors.
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Being able to (practically) instantly communicate to faculty and students in the virtual world is inviting, in comparison to many of the forums that MOOCs offer. Certainly, forums are a valuable tool for asking and responding to questions and ideas, but the reduction of steps and time it takes to communicate is inviting to me. Interacting with a virtual, on-screen character also seems more involving than responding to a 50x50 icon, too (not to knock on forums and blogs, of course; rather, to comment on how this use of a virtual world is an evolution of the practice.)
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Students can send to Illinois any insects (or other small creatures) that they have captured, then log on with their computers to control the microscope in real time and view their specimens (
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Since I come from the Humanities, it is interesting to see how the sciences can use the interactive element of the internet.
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I love this idea! even though I don't teach science, I feel like young lower-elementary students would really enjoy watching whatever little creature they caught. It's like having a class pet without having to actually care for it!
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The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something.
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earning might appear to be extremely resource-intensive
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it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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Typically, 20 percent of titles generate 80 percent of all sales, which means that most revenue comes from the “fat” part of the tail and that most of the costs of operation come from maintaining the inventory in the “long” part of the tail.
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Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited.
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They are able to maintain inventories of products—books, movies, and music—that are many times greater than can be offered by any conventional store.
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The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning.
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It is amazing to read this 2008 article for the first time and see how much has transpired in the global educational landscape with regards to open education. Where Web 1.0 expanded access to information, Web 2.0 transformed learning with these affordances: participation, interaction, collaboration, social learning... If Web 3.0 is coming - what will it be? The motivation for Coursera.org is very touching - I stumbled into this YouTube video - Daphne Koller: What we're learning from online education (http://youtu.be/U6FvJ6jMGHU)
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'Badges' Earned Online Pose Challenge to Traditional College Diplomas - College 2.0 - T... - 3 views
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We live in a world where anyone can learn anything, anytime, anywhere, but we haven't remotely reorganized our workplace or school for this age
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Great Listener
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I think this is a great example of using badges to encourage and recognize specific behaviors from students. Its one thing to pass a test saying that you've learned mathmatical concepts, but quite another to say that you are a "great listener".
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Just because you watch 30 minutes of video doesn't mean you were listening to them, or comprehending what you are watching.
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Cumulative reinforcement, or the idea of earning acknowledgement throughout the learning process, agrees with educational psychology. That is, accomplishing short- and long-term goals magnificently motivates learners.
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I think that it would also become a very competitive learning environment. Students who are future minded would be more willing to keep record and "out-do" their peers in this kind of environment in order to make themselves more marketable to future employers. A heightened level of knowledge and skill mastery would be produced because of the competitive drive.
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Scapegoating extrinsic motivation is hardly an excuse to close your mind to the possible benefits of badge systems. Traditional credentialing - high school diplomas or college degrees - are guilty of the same dangling of a carrot. All certification, badges included, acts the same way as stickers once motivated us when our teachers give them to us on our tests back in elementary school. The advantage of badges, however gimmicky to some, is that they are progressively earned and detail all varieties of learning.
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her goal is to fill a gap by recognizing soft skills that traditional grades and diplomas often miss
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crafting a clear answer to explain tough material to a peer is a the kind of soft skill that employers say they increasingly value.
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Aren't these just "minors" essentially? You can major in something completely different but pick up skills in another topic. With enough skill level, you get a minor, or a badge on your diploma.
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This reminds me much of certifications that professionals received for extended study and even badges earned found in the professional world. As prior military, it is not a foreign concept to me because I earned badges for skills I had acquired (jumping out of airplanes, weapons, driving, etc). Sometimes, I think the only ones who may have a problem with badges are educators. Given that, I do think a major concern regarding badges is the ability to commercialize the newly formed badge program.
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might display dozens or even hundreds of merit badges on their online résumés detailing what they studied.
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Isn't this what your transcript review is for? I don't mind the idea of badges... however, you can display what you've learned at a credited institution by presenting... wait for it.... GRADES... on your transcript.
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Speaking of a transcript review, additional notations on a transcript might be seen in a similar way. At our college, we have the ability to note when a student completes service learning projects as well as to indicate honors and honor societies. I do wonder, however, even though these are on a transcript, does anyone look at them? I have been on a number of search committees, and those little extras are usually ignored.
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Mr. Wiley is an outspoken advocate of so-called open education, and he imagines a future where screenfuls of badges from free or low-cost institutions, perhaps mixed with a course or two from a traditional college, replace the need for setting foot on a campus.
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But then who sets the standard here? Who makes the stipulations for what qualifies?
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Courtney, this is what I worry about as well. As an employer, I think I would hire someone who came from an accredited university instead of someone who has badges that may be from somewhere unknown. And isn't that what this all comes down to--preparing for employment?
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Winning recognition for underappreciated educational activities drives many of the college officials who are experimenting with badges.
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Recognition for time spent doesn't equal mastery though... lots of kids spend hours and hours of their lives playing video games never to save the princess at the end. Do they deserve a "badge" for not completing the set task?
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I agree. One of the key roles of badge creator is to subdivide the level of objectives. As you picked the example, even if students spend lots of time saving the princess, not all of them can achieve the last goal which is to save the princess. But the skills students have used for it are diverse and different and we can evaluate those skills and subdivide into several badges for each skill.If students earn all the sub-badges, we can also give them one badge that include all sub-badges.
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That's just what OpenStudy's designers hoped for. One of them, Preetha Ram, argues that "massively multiplayer" online games like World of Warcraft do a better job exciting players about learning complicated controls and fictional missions than professors do motivating students in the classroom. "We've been called a massively multiplayer study group," she says with apparent pride at the comparison.
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This idea of Badges is an interesting concept. I like the idea of denoting specific skills based on earning badges in that field. I like that the badges can be earned for things such as listening. However, reading that it can be paired with standardized tests makes me question the true validity of the badges. I know that I personally do not test well. I have always done very well in school and on performance projects but when it comes to tests I "freak." Does that mean that in these situations I will be unable to earn a mastery badge because of my poor testing skills?
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I think this line is very true. I know when I went to college as an undergraduate, they pushed the idea of being a well rounded student with every requirement that was listed in our degree report. Although it is good to be well rounded in your knowledge, I agree that the main focus should be on job specific skills. The badge system would allow learners to focus on the skills and knowledge they need in order to become the best candidate for the job they wish to do. This would almost turn into a "trade school" approach to learning and as the learner wants to expand their knowledge base, they can specifically focus in on a particular area of expertise.
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I have a feeling that I wouldn't want to spend too much time socializing with people who only have the bare minimum of knowledge required to do a job. It would be a very boring cocktail party. If that makes me an elitist or snob, then so be it, but I would rather have interesting conversations. I'm just trying to look at the big picture of how these badge type programs would impact how we interact with each other. Would it further stratify the class system? If so, that's troubling.
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The idea of being well-rounded elicits the thought of having the luxury of time to develop skills prior to entering the job market and finding the security of a job waiting. Conversely, the statement, "they just want to find a job", changes the thought from having time to the imperative need that a job is necessary now.
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Yes. I agree. I was in high school for a long time and when my students got a job, most of them told me that they were worried about what made their employer choose my students as employees. Also, most of the company spend lots of money for re-training their employees.(I advocate online badge.:) If we have well-developed badge systems, I think that there will be the change the way people think about badges and higher education.
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All badges could seem more flash than substance, like the "flair" worn by the waitress in the movie Office Space.
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The idea is already well established in some computer-programming jobs, with Microsoft and other companies developing certification programs to let employees show they have mastered certain computer systems.
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I can see why this is beneficial to employers for computer-programming jobs. Many different programs/courses/trainings are available for many occupations today.. the only real difference here is that you would earn a "badge" once complete. It would be hard to make this universal with the endless programs, certifications, etc. for so many different subjects/reasons/etc.
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Throwing open educational certification and multiplying the number of skills recognized could lead to résumé overload, though
Reviewing the Playaway All-In-One Audiobook Device | Technology and Learning @insidehig... - 0 views
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Every Every Every Generation Has Been the Me Me Me Generation - Elspeth Reeve - The Atl... - 3 views
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Because the media industry is high-status, but, at least early on, very low pay in a very expensive city, it attracts a lot of rich kids.
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This is a very interesting rebuttal of the Time Magazine article that I just read (it just showed up in the mailbox)! However, sometimes it does feel as those students today expect more from faculty and their classes. I have heard comments such as, "I pay you to tell me the correct answer." Every year, I get more demands for aids such as practice tests, videos, tutoring, more review sessions, additional extra credit, etc. This is true for my colleagues as well. But, I can't extrapolate that across all institutions, it may just be a problem in my own area.
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I'm not always sure it's that students that are getting more demanding, but maybe survival of the fittest with all of the competition out there. Right now, students are passing classes, not based on what they've learned, but based on the grade they receive on their exams. If we want them to be processing and acting on the information in class, we have to assess them on that, until then they will do what they need to do to get that passing grade.
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What is a badge? | HASTAC - 1 views
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Prior to the Week 10 assignment on Open Education and Badges, I really had very little knowledge about the research and discussions that was going on with stakeholders on badge systems. Reading Goligoski's article "Motivating the Learner: Mozilla's Open Badges Program" education technology reviewer Audrey Watters explained that the badges were created as a response to a sense that "institutions and organizations traditionally responsible for accreditation no longer match the realities of what learning looks like today" - this gap if it continues will become more serious therefore I can now see the need and push for a digital badge system that is based on a "trusted, secure and portable certification process." Reference http://ojs.stanford.edu/ojs/index.php/a2k/article/view/381/207
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Teaching in Social and Technological Networks « Connectivism - 10 views
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A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer.
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Selecting a textbook, determining and sequencing lecture topics, and planning learning activities, are all undertaken to offer coherence of a subject area. Instructional (or learning) design is a structured method of coherence provision.
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The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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I agree with this statement...however, someone has to teach these students how to go out and find this information. This is what is wrong with today's technology being incorporated into the classrooms. The teachers are not trained first!
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I agree! Training opportunities on how to get these resources into the classroom are needed!
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This is true. I agree that there needs to be more training and workshops for the teachers. But that means more inservice days and less school for the kids. It's a trade-off that would definitely need looked at. But Obama's new ConnectED plan does calls for more teacher professional development in the field of technology education. I talked a little about this in my week four blog curation.
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I agree the teachers need training first, however don't most teachers take 'work' home with them such as students assignments to grade? IF that's the case, then why isn't learning new technology part of that? Is there an attitude that if the administration doesn't teach it to the teachers than they don't have to know it? This is where the DIY learner should come into play. Those teachers that want to adopt and try new things will commit their time to do so, meanwhile those that are ok with the status quo will not seek out new methods to incorporate technology into their classroom.
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Traditional teachers feel threatened by tech, when it could enhance their abilities. At what point does the teacher become obsolete, in favor of a less biased Google search?
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This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
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This is so true! Education as a whole is an entirely different entity then other professions when it comes to goals.
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I love this statement. It sheds so much light on potentially why education is coming to a stagnant standstill. There is too much structure, too much policy, and too many rules.
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In the world of English composition there has been some push back against the outcomes movement for some of the reasons mentioned by Siemens, but Chris Gallagher, a writing program administrator at Northeastern University, has written about how "outcomes" language limits what we expect from learners. Instead, he argues for "consequential assessment," which for him is more open to what we hope students will learn, but also what unforeseen positive things can occur.
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#Truth. Competency-based approaches can prove to be a very safe, and very dangerous place at the same time.
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clear outcomes are still needed.
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How can we achieve learning targets when the educator is no longer able to control the actions of learners?
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Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
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While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. T
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How do individuals make sense of complex information? How do they find their way through a confusing and contradictory range of ideas?
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We make our way through the complex information by exploring. Unfortunately, most teachers do not have the time to explore how to access the technology available.
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This is a great question and that is an even better rebuttal. Not having the time is so true. Teachers only have so many in-service days and thsoe are usually filled by meaningless information and boring presentations. Their nights are filled with correcting homework, checking tests, reading essays, making lession plans, etc. This is a radical idea but what if we would make our schools a 4-day week for the chilren and leave 1 day for the teachers to prep, explore, and create. I'm sure the kids would like that...
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Today’s social web is no different – we find our way through active exploration
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Today's web is very different. It is both more confusing and comples YET extremely easy to navigate. Confusing because of the unreal number of options for just about everything yet easier to navigate and search for what you need. The web Siemens is talking about is the rudimentary, dial-up internet that has changed tremendously since then. Now, anyone can blog, and you don't have to know any html or ftp.
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Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
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I as well have seen this be a stigma in the faculty world. A lot of teachers are accustomed to being "head" in their field and do not like sharing information or reaserach. We are approaching an age where the kids growing up literally share EVERYTHING.
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The notion of not sharing information is foreign to me as a librarian. Information is free and plentiful so why shouldn't it be shared. Certainly if information was not shared through books, stories, etc where might humanity be without the knowledge of astronomy or medicine that we have today.
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Information is still a commodity, as long as money can be made off of something, we're going to have to keep pushing for full transparency.
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This connects with our text Becoming a Networked Learner by Mancabelli and Richardson. It encourages us to seek information but also put it out in the field for others.
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Having recently relocated to Alberta, I used Google to gain a sense of my children’s teachers, the social media network in Edmonton, colleagues at work, meetups, democamps, etc.
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I find this interesting because up until this year, our school website did not have pictures of faculty nor did it have updated information. This was an issue that our union fought to correct.
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Oh wow, that's crazy that your school website did not have that information up there!
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My district still doesn't have pictures up of staff on our website. They have names, positions, and e-mails posted, but no friendly pictures of your child's teacher.
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Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did.
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And letting go of it is the hardest part! I think it will come with understanding.
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I think the uncertainty (of the material ultimately covered/to be assessed) is what scares some educators and learners the most... even if they know it's good for them! The lack of predictable outcomes and control of the material adds some nervous insecurity.
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the system needs to produce concise outcomes. Fragmentation, it would appear, pushes against this.
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Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
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Very, very, interesting idea on teachers. I like this perspective and I can absolutely see this class and Phil being that type of teacher for us. Our assignments are based off of reading blogs of leaders in the edtech industry, writing blog posts, commenting on peer blogs, following peer blogs via an RSS Reader. Hopefully we all continue to mainitain our blogs and become the start of our personal learning network! I know I have already added a few other more highly renowned bloggers to my edtech RSS feed.
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I love the idea of influence over control, especially at the graduate level. There is less emphasis on "needing" a degree, and more on "wanting" a degree. I would love to see this type of instruction trickle down into traditional pedagogical environments, along with the self-guided outcomes.
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1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
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An expert (the curator) exists in the artifacts displayed, resources reviewed in class, concepts being discussed. But she’s behind the scenes providing interpretation, direction, provocation, and yes, even guiding. A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don’t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored.
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Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
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This is a great concept; however, it would require engagement by the student. If the student is not engaged in the course content, he/she may never get to the point in the course where they "bump into" easter eggs of "must know" material. This would also fall onto the teacher as well. On top of being a curator, they would need to be an engaging curator that keeps interest and makes the content exciting.
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This would prove to be challenging. Also, how would this work when not all students are on the same page? Explain essential information at the risk of holding back those that understand -or- push forward and leave others behind?
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In CCK08/09, Stephen and I produced a daily newsletter where we highlighted discussions, concepts, and resources that we felt were important.
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Aggregation had so much potential. And yet has delivered relatively little over the last decade. I’m not sure why this is. Perhaps RSS was too effective. Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
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I think the greatest innovation to aggreation has been hashtags. Go on any social networking site and search by using a hasgtag, and you will get endless results (depending on what you search). Go to twitter and search for #motivationmonday and you'll find thousands of inspiring tweets. Go to instagram and search for #tbt or better known as "throwback thursday" and you'll find thousands of silly, old, rauncy photos of peopls back in their golden days. Hashtags are aggregating information in a scary way, Google knows all about this.
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Interesting take Zach, however I feel like hashtags themselves, made public what we already knew about contextual keyword searches. Try the same search in Twitter without the hashtag, and you get the same results. Hashtags seem to be a way of uniting trends, ideas, and are huge in online marketing. iGoogle was a custom homepage that would aggregate information based on your interests through desktop widgets (weather, Gmail, bible verse of the day, top headlines, etc.). These seemed to limit discovery, unlike hashtags, these aggregate services seemed to be nothing more than a TV with your top channels. While this can be viewed as great for some, it inhibits the ability to receive conflicting messages and outside perspectives.
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“Intelligence” is applied after the content and interactions start, not before. This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search. Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
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Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
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Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic.
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What cannot be communicated and understood by lecture and learning activities alone can be addressed through modelling by the teacher.
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Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. A
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This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
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Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs
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Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach.
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Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
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can quickly spread a message to hundreds of people
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Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
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This is absolutely true. More and more responsibility is falling on the learner/student in today's society, which poses more problmes. How do we engage a student that has no desire to learn or that was brought up in a discouraging environment?
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This speaks highly to design, and the advancements in today's web. With site builders, template pages, and communities that do all the heavy technical lifting, learners can focus on progressing vs. traditional troubleshooting. The gravity of click/fail/recoup seems to be diminished slightly, thus solidifying the importance of wayfinding.
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The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics.
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learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas.
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Pageflakes, iGoogle, and Netvibes have largely plateaued innovation in aggregation
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Well I'm 23 and have no idea what any of these three technologies are, which could be very well why they did so little for innovation in aggregation. But I feel facebook and twitter has helped in aggregation, in a different way. Now we have facebook messages that are called "strands" and can be ongoing between any number of poeple. And on twitter you can create groups to follow, etc. Maybee RSS was too effective.
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Another good content aggregator is Scoop.it, which I have used in class for annotated bibliographis and presented on at a couple of conferences. It has a good integration with social media and is its own kind of social media tool.
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The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality
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social and technological networks subvert the classroom-based role of the teacher.
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This is a powerful opinion. I disagree. But I guess it all depends on perspective. I feel as if social and technological networks would add to the classroom-based role of the teacher by allowing the teacher to bring in the experts and be able to direct the students in the right direction. Again this may come back to being able to "know where to look" for information in an age of digital literacy.
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Interesting point on perspective, as their role becomes increasingly important in knowing and understanding the flow of the class, and what may be needed to keep things progressing. When referring to classroom, I feel it is in more of a traditional context.
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In the future, however, the role of the teacher, the educator, will be dramatically different from the current norm.
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I see this happening now, especially with my class last semester (spring 2014 Design Studio). The professor knew what he was doing, but the class was more less about him teaching us, and more about us teaching each other and ourselves. We simple went to class to discuss what we have been doing, new exciting technology discoveries, and to ask questions on projects or any edtech related issue really.
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The Knotted Ball of Education
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I’d like a learning system that functions along the lines of RescueTime – actively monitoring what I’m doing – but then offers suggestions of what I should (or could) be doing additionally. Or a system that is aware of my email exchanges over the last several years and can provide relevant information based on the development of my thinking and work.
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This sounds a lot like facebook advertisement, or Google's intense tracking algorithms, or Amazon's tracking system to what you buy. They all provide custom ads or new products or sites to buy, visit, share, etc. All very scary in today's world, tons of privacy concerns here.
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This sounds something akin to artificial intelligence (AI). I think it would be helpful, but would take away from the personal learning and comprehension that would occur.
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Ah, privacy vs. a more fluid web experience. It's always a struggle. Those ads that follow you are remarketing ads (http://www.google.com/ads/innovations/remarketing.html), and they work based on cookies, and logged in sessions through Google - giving them the ability to jump devices. Just refresh your cookies, and they should stop following you. The AI element is very concerning though, because as you interact with Google, it is curating results based on you (age, sex, location, etc.). Because of this, you may be missing out on a much larger world, as what you see digitally is being constructed for you as an individual.
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“To teach is to model and to demonstrate. To learn is to practice and to reflect.”
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An educator needs a point of existence online – a place to express herself and be discovered: a blog, profile in a social networking service, Twitter, or (likely) a combination of multiple services. What do you do when you meet someone? Most likely, you search for them in Google.
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And now LinkedIn. I know I always look up my professors on LinkedIn, RateMyProffessor, twitter. I like to know who they are and how they teach. I also do this with job applicants and job hire-ers as well. We are in an age where privacy is far and few between. Pretty soon we will be able to facially recognize someone through a devie like Google Glass, and immediately bring up their information. Scary.
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Yes, I also will "research" new people I meet, or names I've heard from colleagues or friends to find out more about that person. Do I know anyone in common with them? What do they do? A person's online prescence provides a general impression that I can then reference when interacting with that person..
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I like the legitimacy that persistent presence provides. When somebody doesn't have an online presence, it's almost kind of creepy, or implies that they are hiding something. Though I don't fancy myself a "power user" of social media, I can still be found.
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Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
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I’m often surprised when I hear a declaration of web company’s birthday – Facebook at six years, Youtube at five years. It seems like these tools have been around much longer.
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This always blows my mind. I remember graduating high school in 2008 and going to college. This was when I learned that YouTube was only 3 years old at the time. I thought YouTube was around litearlly forever, being a young teenager, I had no idea. The first video ever on YouTube still cracks me up! https://www.youtube.com/watch?v=jNQXAC9IVRw
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Each RT amplifies the message much like an electronic amplifier increases the amplitude of audio or video transmitters.
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Reminds me of how people used to comment on tweets and posts on other social networks with videos of Rick Astley's "Never Gonna Give You Up" as a joke, as if to say "I caught you off guard! Here's a random song!". The use of that song for that purpose grew exponentially until people got tired of using it!
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he curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course.
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I love stumbling across concepts before they are formally discussed in a class. When looking back at the progression, and how it occurred, you are almost able to follow the path that the instructor took in building up to more complex concepts. Everything is literally connected, and understanding these points, allows for the construction of something greater.
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Criticism was directed at our curatorial activities with concerns voiced that we were only selecting resources that supported our views. This wasn’t the case. We drew attention to both supportive and critical views. However, The Daily was not the only source of information for learners in the course. In the Daily, we aggregated blog posts and twitter posts as well. More on that when we consider aggregation.
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Modelling has its roots in apprenticeship.
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Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions.
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Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
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Apprenticeship models can be seen utilized in trade schools. As a result of this learning by doing method the students have a better grasp on the material than a student in a traditioanl classroom setting.
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I agree that they may have a better physical grasp on the duties that they perform, but do they understand why they know them? i.e. Without the direction of a master/expert, would they be able to overcome all obstacles that come their way?
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I found my way through personal trial and error.
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Social structures are filters.
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The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
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People have always learned in social networks).
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Social media like Twitter provide a few examples of how teacher’s roles might change.
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If one Twitterer posts a link to an article in NY Times, her followers may find the article useful and then respond by re-tweeting the article.
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This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search.
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My view is that change in education needs to be systemic and substantial.
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"Course content is similarly fragmented." Students are no longer confined to textbooks, they can use multiple resources to find different perspectives and knowledge. Youtube, Skype, blogs, and virtual museums allow students to enter a new world, from their chairs in a classroom miles away with a single click of a button.
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A Seismic Shift in Epistemology (EDUCAUSE Review) | EDUCAUSE.edu - 12 views
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RSS feeds, sophisticated search engines, and similar harvesting tools help individuals find the needles they care about in a huge haystack of resources.
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Some may think that "finding the needles they care about in a huge haystack" would be a rather time consuming task; however, with RSS feeds like the one we were required to set up at the beginning of this course, the tool does the work for you. You will not have to filter through everything you read for the stuff that you really care about. In the Networked Student Video that is a part of the Week 8 tasks, students now use their iPod or music listening device to listen through iTunesU to literally some of the best professors in the world. You may think that what you are researching or trying to find may be like trying to find a needle in a haystack, but you can't be scared to go out and look for ways and people to find out as much as you can. As I read in this article, "It never hurts to ask- people love to share their knowledge in their fields of expertise.
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To add, again from the "Networked Student" video from Week 8, "Information management will be a major challenge in the 21st century". Subscribing to RSS feeds is changing the content on the internet that becomes availble to you.
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To be honest, I was completely unaware of RSS feeds prior to this class. It was overwhelming to set one up and to think about checking it. I didn't really see the point in it. However, the video clip really put into perspective how important that tool can be as we transition our students to this style of learning and the process of building PLN's.
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Valid question. Cutting Google Reader is one of the stupider things to happen on the Internet recently, like Flash stopping support on mobile devices. They've lost touch with how actual people use their services.
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@Marie - yep, RSS saves you the time of having to manually navigate to all those different websites and then also drilling down to that specific blog post.
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@cheryl - good question re Google "cutting RSS feeds" The word on the street is money; it's not profitable enough.
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From The Digital Reader: Wired has a new article on Google Reader.... They scored an exclusive interview with Richard Gingras, Google's Senior Director of News & Social Products. This article is Google's attempt at spinning the shut down of Google Reader (now only 24 days away), but in trying to come up with an explanation why the Readerpocalypse was a good idea, Google has actually revealed just how little they understand about how we read, and how we find content to read. But there's another reason Google decided to put its RSS reader to death. According to Mountain View, most of us simply consume news differently now than when Reader was launched. "As a culture we have moved into a realm where the consumption of news is a near-constant process," says Richard Gingras, Senior Director, News & Social Products at Google. "Users with smartphones and tablets are consuming news in bits and bites throughout the course of the day - replacing the old standard behaviors of news consumption over breakfast along with a leisurely read at the end of the day." http://www.the-digital-reader.com/2013/06/06/google-tells-wired-why-google-reader-was-axed-reveals-that-they-dont-understand-how-we-discover-news-articles/#.UdNgpfmmjfw
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At present, the response of most educators is to ignore or dismiss this epistemological clash. Many faculty force students to turn off electronic devices in classrooms; instead, students could be using search tools to bring in current information and events related to the class discussion. Some faculty ban the use of online sources and deride the validity of any perspective that does not come from a disciplinary scholar. Many see social networking sites as useless or dangerous and do not recognize the diagnostic value of folksonomies for understanding the language and conceptual frameworks that students bring to the classroom.
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Since many educators do take this standpoint today, and if much of the learning is done outside of this "classical perspective" of knowledge, you may ask yourself what exactly is the role of a teacher who is encouraging the use of Web 2.0 tools in the classroom? As I learned from the "Networked Student" video, the teacher has many roles. The teacher helps to take advantage of learning opportunities, build your "network", offers guidance, models, and organizes information. The teacher also assists students when they hit a bump in the road. This shift in "teaching" I believe is a struggle for many educators.
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It's easier to adopt binary, all-or-nothing policies (e.g., ban cell phones) rather than approach them in more nuanced ways and explore different learning scenarios in order to see where and/or how they work successfully.
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The binary approach is likely more common because we all know that we are distracted individuals. In a formal educational setting, some students just don't want to be there and don't want to pay attention. Providing them a means to "disconnect" from the class through web 2.0 tools (if not used for the proper purposes) just distances them from their education. However, if these tools can be introduced and controlled (although that word is too strong) by the teacher, than learning can be facilitated.
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I would argue that the tools AND the content could be introduced differently and could facilitate learning more effectively.
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I think that some students are going to find a way to be distracted even if we ban their devices. Doodling, note-passing, daydreaming, and the like can all occur without a device. We may be able to keep students on task better if we let them have their devices because instead of worrying about whether they received a certain email or whatever, they can check. It is hard for me to not look at my phone every few minutes, it is simply a behavior that I am used to!
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I, too, think it is important to remember that we are growing up in an age that is filled with multi-taskers. Students today can learn at the same time as doodling or playing on their device. Although we may not feel like the learner is paying attention and absorbing the information being presented, to the learner it is quite the opposite.
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Marie: I would also add that it depends on the level and age of the student whether devices are allowed and how much they are allowed. I really feel at the college level that it is the students' responsibility to learn and that I am their guide. If using a device helps them without distracting others, I see no reason to not allow it. It took a while for me to come to terms with this, but several times important information or tools have been shared in class because someone looked something up!
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@Jordan - "However, if these tools can be introduced and controlled (although that word is too strong) by the teacher, ..." Yes, that word is too strong. They can't be controlled per se and most advocates don't think that's a productive way in which to think of them. Managed? Yes, to a certain extent. Designed with deliberate learning goals in mind and founded on substantive learning theories? Absolutely. I would say, it's more about parameters when it comes to introducing and using these technologies. Students may take and use these technologies in completely unexpected ways, but in ways that are very creative or insightful. But letting go is difficult for many teachers because their training and prior experience with formal schooling environments (as well as a myriad of other factors) equates good learning with a quiet, well-controlled classroom.
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- ...18 more annotations...
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Expertise involves understanding disputes in detail and proposing syntheses that are widely accepted by the community. Possible warrants for expertise are wide-ranging and may draw on education, experience, rhetorical fluency, reputation, or perceived spiritual authority in articulating beliefs, values, and precepts.
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In a representative democracy, a small group of people selected by the entire population makes decisions.
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“knowledge” is constructed by negotiating compromises among various points of view.
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I think this is one of the biggest shifts with Education 2.0. Prior to this, it was a record of events, or "facts" from historical event, or the "effects" of inquiry. The barrier that WEB 2.0 has broken is not the idea of a new form of learning, communicating, or education, but instead…WEB 2.0 Education has broken the imposed barrier of artificial authority and created space for the "we" and "us" to construct what is right instead of what "you" and "them" have said it should be.
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Classical” perspective—the historic views of knowledge, expertise, and learning on which formal education is based. In the Classical perspective, “knowledge” consists of accurate interrelationships among facts, based on unbiased research that produces compelling evidence about systemic causes
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As a scientist, I'm confused by the argument here. Using the scientific method, many experiments led by many researchers collectively determine the best understanding for what we can see. If in the future, there are multiple experiments that determine that the explaination was wrong, the hypothesis can be revised accordingly. That is what I love about science, as a way of knowing, it allows for change if the data determine that is needed. By the way, my physicist/astronomer husband says he would not teach the colors in the sky in this way!
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@Melissa - I think Dede is referring to specific moments in time, i.e., at that time there is one accepted fact or interpretation of a given phenomenon.
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It's an interesting argument that may hold more value across different subjects. I don't agree with Dede that there is always "one unambiguous interpretation of factual interrelationships," but there are (in science, for example) undisputed truths. Whether or not we definitely know something at a particular point in time will always be up for debate, but regardless of whether or not we "know" something for sure it still exists as a fact.
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In the Classical view of knowledge, there is only one correct, unambiguous interpretation of factual interrelationships. I
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The biggest concern I have with all of this is where do we separate opinion from fact? If everyone agreed that the shift in the color of the sky was caused by increased use of Product XYZ, does that make it fact or opinion? I appreciate the "Classical perspective" because of the facts. When I am supporting my opinion, I turn to facts to bolster my position.
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In science, the accumulation of data that explains something can lead to a scientific theory. This is not a fact, it is our best understanding based on years of experimentation. For instance, the cell theory explains that all life is made of cells and cells come from other cells.
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Yes, it's important that "the collective" not suppress the minority view. An easy example would be Galileo whose minority view clashed with the more dominant Roman Catholic Church.
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I hope an individual can question established beliefs more so today than in Galileo's time!
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community-builders do not need specialized technical expertise to create new media.
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This is one of the biggest factors in this seismic shift. In the past, anyone could have knowledge or expertise on a subject. But now, all of those people have an easy means for broadcasting this knowledge. People can create, share, connect, and collaborate much more simply in the past and that has heavily influenced this educative shift.
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For teachers, who model the technology to their students, this ease of use is the lynchpin. Most teachers are not digital natives. Although some are and others put in the time to adapt, many are in over their heads. With user-friendly Web 2.0 tools, however, professional development can provide these teachers with a comfortable level of confidence in using these resources with their students.
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Epistemologically, a single-right-answer is believed to underlie each phenomenon, even though experts may not yet have developed a full understanding of the systemic causes that provide an accurate interpretation of some situations.
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overall, like many other technology-driven shifts, Web 2.0 aids with some problems but exacerbates others and creates novel challenges.
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Presentational/assimilative pedagogies typically result in learning that is ephemeral, unmotivating, and unlikely to transfer into life situations
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For students to feel comfortable learning intrinsically, it is going to take a true shift in where we place emphasis when teaching. If our focus is on grades and test scores, so will the students'.
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But what if we are part of an educational system that prepares students for a field in which they must take a test to receive their credentials to work in that field? I think it really depends on the content area. I want my health care professional to be able to demonstrate their expertise before they care for people on their own, so some sort of testing is important for that field.
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Melissa, you make an interesting point. When I took my Praxis exams as an undergrad, I definitely felt like they didn't really line up with what I had learned in my Ed classes. A little more direct emphasis or test-prep might have been helpful.
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In an epistemology based on collective agreement, what does it mean to be an “expert” with sufficient subject knowledge to teach a topic?
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With the tools that we currently have and the role of instructors changing, how much of a subject expert does one need to be to be a facilitator of learning? I would argue that in the current educational system, a teacher does not need to be as much a subject expert as a mentor, facilitator, and guide.
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I think that this is a very interesting point that mimics what other people have already stated in our posts and discussions prior. Information is at the tips of our hands. What we are interested in, we will ultimately research. So this question points to a very good thought, what do we need to know for future work and citizenship? Can we not just self learn the important information and build a credible PLN to help us along the way?
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Classical education, the content and skills that experts feel every person should know are presented as factual “truth” compiled in curriculum standards and assessed with high-stakes tests
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Premier reference sources, such as the Encyclopedia Britannica, and curricular materials, such as textbooks, embody “authenticated” knowledge as compiled by experts and transmitted to learners.
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In contrast, the Web 2.0 definition of “knowledge” is collective agreement about a description that may combine facts with other dimensions of human experience, such as opinions, values, and spiritual beliefs.
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Perhaps some similar synthesis about the nature of education can likewise bridge the Classical and the Web 2.0 views of knowledge, expertise, and learning—providing a smooth transition over this seismic shift in epistemology.
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The Web 2.0 definition of knowledge as "collective agreement about a description that may combine facts with other dimensions of human experience, such as opinions, values, and spiritual beliefs" does not exclude the need for evidence-based argumentation when it is needed, whether hard or soft sciences. Web 2.0 is associated with social, open, and mobile learning; and there is a directory of open access journals, http://www.doaj.org/
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