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
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
“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.”
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.
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