Skip to main content

Home/ Future of Learning/ Group items tagged governance

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Xavier Moya

Assajos sobre educació oberta I - P2P Foundation - 0 views

p2pfoundation.net/Essays

open p2p education lectures papers

shared by Xavier Moya on 16 Jan 14 - Cached
  • Xavier Moya on 16 Jan 14
     
    1 Paul S. Adler and Charles Heckscher: Towards Collaborative Community 2 Ernesto Arias (et al.) on Transcending the Individual Human Mind through Collaborative Design 3 Adam Arvidsson on the Crisis of Value and the Ethical Economy 4 Yaneer Bar-Yam on Complexity, Hierarchy, and Networks 5 Richard Barbrook on the 'High-tech Gift Economy' 6 Yochai Benkler on Peer Production 7 James Boyle, on the Public Domain and the Second Enclosure movement 8 Vasilis Kostakis: At the Turning Point of the Current Techno-Economic Paradigm 9 George Caffentzis: On the Antagonistic Usage of the Commons Concept 10 Kevin Carson, on expanding peer production to the physical domain 11 Predrag Cicovacki, on the metaphysics of co-evolution and transdisciplinary methodology 12 Julia Cohen, on copyright law and sharing 13 Mark Cooper on a Policy for Collaborative Production 14 Mariarosa Dalla Costa on the Commons of Land and Food 15 Massimo De Angelis on The Production of the Commons and the Explosion of the Middle Class. 16 Massimo De Angelis on a political strategy to unite commons and political/social movements 17 Paul de Armond, on netwar in political protest 18 Erik Douglas, on peer governance and democracy 19 Stephen Downes on Free Learning and P2P epistemology 20 Nick Dyer-Witheford on the Circulation of the Common 21 Jo Freeman, on the dark side of Peer Governance 22 Brett Frischmann, an economic theory for the Commons 23 Richard Heinberg on The Decentralized Provisioning of the Basic Necessities as the Fight of the Century 24 John Heron on the relational ground of human consciousness: Notes on Spiritual Leadership and Relational Spirituality 25 Yasuhiko Genku Kimura: Creating a ommicentric Ideosphere 26 Vasilis_Kostakis et al. on Peer Production and Desktop Manufacturing 27 Magnus Marsdal on Socialist Individualism 28 Ugo Mattei: The State, the Market, an
  • Xavier Moya on 16 Jan 14
     
    29 influential papers on Open Education collected by P2P Foundation
Xavier Moya

Assajos sobre educació oberta II - P2P Foundation - 0 views

p2pfoundation.net/Essays_2

open p2p education lectures papers

shared by Xavier Moya on 16 Jan 14 - Cached
  • Xavier Moya on 16 Jan 14
     
    1 Cosma Orsi on The Political Economy of Solidarity 2 Bruno Perens on The Emerging Economic Paradigm of Open Source 3 James Quilligan on a framework for Global Commons-based Governance 4 Alan Rayner: Attuning to Natural Energy Flows vs. Abstract Economic Rationality 5 Dirk Riehle on the Economics of Open Source Software 6 David Ronfeldt on the Evolution of Governance 7 Marshall Sahlins on The Original Affluent Society 8 Graham Seaman: Can peer production make washing machines? 9 Clay Shirky on the web as evolvable system 10 David Skrbina, the participatory worldview 11 Bruno Theret, on the tradition of 'civil socialism' 12 Evan Thompson, on the enactive theory of consciousness 13 Jeff Vail, The Problem of Growth: Hierarchy vs. the Rhizome 14 Kazys Varnelis on how network culture differs from postmodernism 15 Roberto Verzola on Undermining vs. Developing Abundance 16 Raoul Victor, on Free Software, the sharing culture, and Marxism
  • Xavier Moya on 16 Jan 14
     
    16 influential papers on Open Education collected by P2P Foundation
anonymous

How should quality assurance for competency-based ed work? - Page 2 of 2 - eCampus News... - 0 views

www.ecampusnews.com/...2

CBE competency-based

shared by anonymous on 18 Aug 15 - No Cached
  • The government should learn from its lessons and shift from funding based on inputs to focusing on incentivizing the outcomes it would like to see from higher education.
  • A better path forward would be for the federal government to encourage a variety of experiments over the coming years that try out different approaches in a controlled way, all while releasing programs from the current input-based constraints to learn what works, in what combinations and circumstances, and what are the unintended consequences.
  • A key tenet of all the efforts is that employers, along with students, are likely best positioned to determine program quality—and programs that align their assessments to the competencies employers need will likely be in a strong place.
  • ...1 more annotation...
  • Although online, competency-based programs have been around for some time, opening up federal funding at scale across the higher education system for lots of new players has never been done before. As the government gets into this game, harnessing, and not limiting, the potential that competency-based learning brings—to be fundamentally about a student’s learning—as it seeks to assure quality is critical. The nation has yet to master that.
Jay Collier

What is the Commonwealth of Learning? | COL - 0 views

www.col.org/...what-commonwealth-learning

shared by Jay Collier on 29 Jan 17 - No Cached
  • Jay Collier on 29 Jan 17
     
    "The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies."
Sasha Thackaberry

A disruption grows up? | education's digital future - 0 views

edf.stanford.edu/...disruption-grows

disruption education future competency-based competency elearning

shared by Sasha Thackaberry on 03 Nov 14 - No Cached
  • Sasha Thackaberry on 03 Nov 14
     
    "Competency-based education could be a game-changer for adult students, probably more so than MOOCs. Yet despite the backing of powerful supporters, colleges have been reluctant to go all-in because they are unsure whether accreditors and the federal government will give the nod to degree programs that look nothing like the traditional college model."
kernel7

Internet of Things Online Training | IoT Online Course - Kernel Training - 0 views

www.kerneltraining.com/iot-online-training

Internet of Things Online Training IoT Course

shared by kernel7 on 26 Mar 18 - No Cached
  • kernel7 on 26 Mar 18
     
    Enrol for IoT Online Course to become expert in Internet of Things, IoT is the world's hot technology, Government, academia, and industry are involved in different aspects of research, implementation, and business with IoT. Register for a free demo.
anonymous

The Learning Paradigm in Online Courses - 2 views

www.facultyfocus.com/...ing-paradigm-in-online-courses

learning

shared by anonymous on 14 Oct 15 - No Cached
  • 1995 Change magazine
  • Robert B. Barr and John Tagg
  • “A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted.”
  • ...9 more annotations...
  • The Learning Paradigm (as opposed to the Instruction Paradigm), emphasizes the students’ active role in learning and the purpose of that learning, which can be strong motivators for students. The challenge for instructors is to cede some control of learning to the students.
  • “Rather than feeling responsible for delivering material, instructors need to be responsible for monitoring the students’ progress, giving feedback, and intervening when the students have problems,”
  • the instructor’s role is to guide students in the right direction rather than simply delivering the content.
  • And with the wealth of resources available online, the instructor is no longer the only source of knowledge.
  • In addition to giving students control of their own learning, the Learning Paradigm puts learning in a broader context than a single course does, helping students understand the purpose of the learning beyond the course itself and how they might be able to apply their knowledge to the learning at hand.
  • it’s important for instructors to set expectations and take measures to prepare them to learn in courses that embrace the Learning Paradigm.
  • Having students work together on a paper that each student could more easily do individually is not an effective way to do cooperative learning.
  • offers the following example of an effective way to foster positive interdependence: Have a group of three create a collaborative wiki in which each student contributes a section that he or she then needs to link to the other two students’ contributions. Such an assignment requires each student to teach the other group members his or her content and learn their content.
  • Barr, R.B., & Tagg, J. (1995). From teaching to learning—a new paradigm for undergraduate education. Change, 27(6),13-25.
  • Walter Antoniotti on 18 Oct 15
     
    Interesting topic. Going from teaching to learning as a goal will require that areas students can learn vary widely as do the goals of why a student is trying to learns, their goals. See another paradigm from England. http://www.textbooksfree.org/Teacher's%20Internet%20Library.htm
Sasha Thackaberry

Reclaiming Innovation Can we reclaim innovation? - 0 views

www.educause.edu/...default.html

innovation learning education teaching technology gaming lms company data

shared by Sasha Thackaberry on 03 Jun 14 - No Cached
  • what's not to like about innovation?
  • Yet as 2014 churns on, the glow is wearing off. Today, innovation is increasingly conflated with hype, disruption for disruption's sake, and outsourcing laced with a dose of austerity-driven downsizing. Call it innovation fatigue.
  • Audrey Watters has noted the essentially apocalyptic flavor of what she describes as "the myth and the millennialism of disruptive innovation" — mythic in the sense that it prophesies "the destruction of the old and the ascension of the new" and constitutes a narrative that "has been widely accepted as unassailably true." When applied to education, disruptive innovation promises nothing less than "the end of school as we know it."
  • ...25 more annotations...
  • Benjamin Bratton has argued: "'Innovation' defined as moving the pieces around and adding more processing power is not some Big Idea that will disrupt a broken status quo: that precisely is the broken status quo."3
  • Will a countervailing vision of grassroots, generative innovation dedicated to strengthening higher education do better?4 If we think the open web and public education are ideas worth preserving, we have no option but to try to find out.
  • The demands of sustaining infrastructure have continued to dominate institutional priorities, and the recent promise of Web 2.0 has been unevenly integrated into campus strategies: instances of broad, culture-shifting experimentation along these lines in higher education can be counted on one hand
  • Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.
  • Higher education overall, perhaps concerned about the untamed territories of the open web and facing unquestionably profound challenges in extending its promise beyond the early adopters, cast its lot with a "system" that promised to "manage" this wild potential and peril.
  • before we even begin to encounter the software itself, we privilege a mindset that views learning not as a life-affirming adventure but instead as a technological problem, one that requires a "system" to "manage" it.
  • Systems.
  • But environments matter, and disturbingly often these systems promote formulaic and rigid instruction.
  • Silos.
  • There is a discussion to be had about where/when student interactions might merit or benefit from some degree of privacy and where/when we need to consider protections of identity and personal privacy. But that discussion happens too rarely; it is easier to default to locking everything behind digital slabs of access controls and inaccessible online spaces. Worse yet, this enclosure not only cuts the academy off from the wider world but also cuts students off from each other and the institution. Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").
  • Missed Opportunities.
  • even in an era when it is widely understood that we need to guide our students into an information age of immense complexity, promise, and uncertainty, we force them to spend countless hours on computers in a virtual environment that does nothing to equip them with practical web skills
  • Costs.
  • And any technologists who have been involved in a migration from one system to another, or in significant upgrades of the same system, can testify to how time-consuming and troublesome these processes will be. As Martin Weller argues: "This is serious business and I have a lot of respect for people who do it. The level of support, planning and maintenance required for such systems is considerable. So we developed a whole host of processes to make sure it worked well. But along the way we lost the ability to support small scale IT requests that don't require an enterprise level solution.
  • The myriad costs associated with supporting LMSs crowd out budget and staff time that might be directed toward homegrown, open-source, and user-driven innovation.
  • Confidence.
  • LMSs are seen as, at best, a "necessary evil." But perhaps they're not so necessary.
  • Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"
  • Can We Reclaim Innovation?
  • , Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years. This approach was started by two Canadians — George Siemens and Stephen Downes — at the University of Manitoba in the fall of 2008. The professor (Siemens) and the government researcher (Downes) decided to put into practice the connectivism and connected learning theories that they had been writing about and experimenting with for years. Their 2008 course, Connectivism and Connected Knowledge (CCK08), christened the idea of the MOOC and provided a brilliant example of educational technology praxis using the open web. Significantly, these origins of the MOOC arguably mark it as the first web-native learning environment, as opposed to e-learning that grafts old-style distance learning onto online platforms.
  • Yet within a couple of years, the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11 The most distressing part of the story is that many higher education administrators and even IT professionals seem to have little or no idea where the innovation started.
  • One encouraging result of the MOOC mania is the rising interest in open online learning, even if in this case innovation has become synonymous with how to scale a single course for many users.
  • MOOCs, currently being reimagined (and resold) by proprietary environments designed for scale and simplicity, lack the basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor.
  • These courses and systems are also distracting colleges and universities from the conversation that we should have been having since the late 1990s: how can we leverage open platforms and open access to augment our teaching and learning mission?13 Open-source, searchable, syndicated, and collaborative authoring systems can provide numerous efficiencies, such as publishing to multiple environments and ensuring interoperability and long-term digital preservation.
  • Imagine what higher education institutions could do if they started approaching academic publishing platforms as collaborative, open spaces for community-authored materials. What if educational institutions start reclaiming innovative learning on the web?14
Sasha Thackaberry

Mr. MOOC comes to Washington | education's digital future - 0 views

edf.stanford.edu/...mr-mooc-comes-washington

comes washington education future MOOC MOOCs

shared by Sasha Thackaberry on 03 Nov 14 - No Cached
  • A recurring theme of the daylong meeting, most of which was off the record, was that policymaking on higher education is a balancing act of encouraging innovation and safeguarding investments. And while the federal government has plenty of influence, it has only the “blunt instruments” of financial aid programs to actually tell colleges what to do.
Sasha Thackaberry

A Competency-Based Educational Shift Is Underway in Higher Ed | EdTech Magazine - 0 views

www.edtechmagazine.com/...ional-shift-underway-higher-ed

shift higher higher ed magazine edtech competency competency-based MOOCs credentialing MOOC Purdue University

shared by Sasha Thackaberry on 03 Nov 14 - No Cached
  • The Higher Education Act of 1965 is due for reauthorization this year, and direct assessment programs could be in the spotlight. The law, which governs how federal student aid functions, could see some major changes later this year. As part of ongoing discussions for revisiting the act, the U.S. House of Representatives unanimously passed legislation in July that would aid colleges employing competency-based education programs, according to Inside Higher Ed. The educational approach allows students to pursue a degree based on their demonstration of skill mastery instead of their letter grades. The intent is to provide more concrete skills that translate directly to a work environment rather than a theoretical educational approach.
1 - 12 of 12
Showing 20▼ items per page