Collaborative Knowledge Generation - Dr. Wesch's example « Skills for the 21s... - 0 views
Calling Bull. - 1 views
Coursera Condescension | Posthegemony - 1 views
NEW SCARE CITY - 1 views
Fight the MOOCopalypse! « Computing Education Blog - 1 views
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Education is technology’s Afghanistan — school-conquering technology keeps charging in, and the technology limps out defeated:
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Education is way harder than handheld personal computing.
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If we do teach more with MOOCs, we should be the harshest critics of MOOCs
Remix these! - 0 views
Flip This: Bloom's Taxonomy Should Start with Creating | MindShift - 0 views
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The pyramid creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.
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Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
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I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information
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The Promise and Peril of Ed-Tech Democratization - WorldWise - The Chronicle of Higher ... - 1 views
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the Indians I heard in London accepted the following premise: university education, at least in part, involves seasoned, well-educated people determining what less seasoned, less well-educated people should know, then proceeding to teach them. By contrast, at the Palo Alto gathering there was much more talk of “hacking college.” This worldview, though certainly not universal, reflects a certain disdain for hierarchies of knowledge and expertise. Instead, it embraces a radically individualistic approach to higher ed, one based on the idea that it’s always a great thing when students create their own education, piecing together courses and educational materials, free from the confines of convention.
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Lots of students who want a college education, whether at the elite or mass-access end of the spectrum, either want to study a curriculum that has been proven, need support because they don’t have the tools to educate themselves, or both.
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The edupunk aesthetic certainly has some appeal – why not blow up some traditional assumptions about the structure of education? And it is so varied that it wouldn’t be fair to say its proponents are all blind to questions of giving students the guidance they need to succeed. But its anarchistic edge risks leaving students to their own devices so much that oversight and quality control goes out the window
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Personal, Institutional, Global | Abject - 1 views
Improvisation Blog: Post-autistic economics in the University? - 1 views
UMW Blogs Recognized - 1 views
Universal broadband should be about control, not just access. - By James Losey and Sasc... - 0 views
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The Internet is a democratizing technology not because users have access to services like Twitter and Facebook but because it supported the development of these tools in the first place. Ignoring this distinction has led to the United States' unfortunate decision to craft public policies that focus primarily on expanding Internet "access" with too little attention paid to the fact that not all access is created equal (PDF). By focusing on access, disregarding the mounting threats to the openness of the Internet, our politicians and regulators are ignoring a growing divide between users with control over digital technologies and those without.
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protect the rights of users to create
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the iPhone is part of a new class of devices that actively keep the end user from having control
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Engaging Students with Engaging Tools (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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