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This article proposes an evolution in teaching and learning that will facilitate the needs of the 21st century learner. Successful examples are highlighted to introduce the various pieces needed to create the picture of a new learningscape, a hybrid model of learning. First, the atlier form of learning, modeled after the architecture studio is described where student work is public within the studio and is critiqued by fellow students and directed by the instructor or master architect. He then describes an apprenticeship model in which students "learn to be" and practice productive inquiry in which they actively seek what they need in order to do what they want to do. Next, Seely-Brown explored the use of backchanneling, and bringing it to the forefront, which transforms a class into a collaborative team. Finally he describes the passion based learning exhibited by the "pro-amatuer". These are niche communities forming on the web, sharing ideas and information. The example provided was amateur astronomers who share tips, post images, and interact with each other and with professionals in the field. Seely-Brown combines these various thoughts, into what he calls the Grand Transition in our educational approach from supply-push mode to demand-pull mode. The hybrid model of learning is a culture of peer-based learning and building in which students participate in passion-based niche communities of co-creation complemented by a core curriculum.

I really liked her mention of how her grading practices had to change with the use of new technologies

GAFE sessions 2014

This article tries to answer the questions "What kinds of products should we consider having our students construct as a result of PBL and what factors should we consider as we design project tasks. " Some examples of artifacts would be: physical model, theory, multimedia project, Web site, video or radio program, lesson for younger learners, computer program, robot, or hypermedia. Whatever the end product, it is in the process of construction that their knowledge is forming and it is in the design phase that "learners construct their initial understandings." The product should come about through these 4 things: * an extended time frame (a few weeks to an entire year), the goal is deeper understanding and this takes time * collaboration, this will enhance the learning process * inquiry/investigation/research, this an active search for explanations * and a consequential task. The end task is considered by the article as just a ploy to trap students into thinking deeply. The article also gives examples of successful artefacts. One was a geometry project where students had to design a case to carry 18 cans. They needed to use their school mascot in the design (cowboys) and consider marketing, geometric factors, as well as write a persuasive letter to sell the product. They also talked about a web page where women were interviewed about their experiences during the second world war. They learned not only about that time in history, but about interviewing and listening skills.

This article begins with a discussion of "connectivism" as a learning theory and it's acceptance by the educational community. It extends beyond the traditional theories of behaviorism, congnitivism, and contructivism to describe learning within a network. Connectivism is a theory in which complex learning occurs through recognition and adaptation of patterns in social, technologically enhanced networks. He explores the overlay vs. transformation paradigm now occurring in education and provides an interesting historical perspective, the introduction of electricity to factories. Originally factories were designed to take advantage of a single power source. Electricity was introduced and replaced the original power source but was simply overlaid - used to power the original device on which the entire factory was dependent. If a problem occurred with this device, the entire factory was incapacitated. It took a complete redesign of the factories, utilizing multiple power sources, to fully realize the improvement brought by the new technology. Next, Siemens examines the various metaphors for educators in recent literature. The first is of the master artist, as in the atelier or studio model, in which the students learn from each other and are guided by the more knowledgeable and experienced teacher. Another is of the network administrator who assists students in forming connections and creating learning networks. Next is the concierge who acts as a tour guide, assisting with resource acquisition and permitting student exploration. Finally, he settles on his preferred metaphor of the educator as curator who creates learning spaces and allows learners the freedom to explore and make connections. Siemens proposes that we should consider the change caused by our networked society and rethink and reconsider our view of learning and knowledge, as well as our approach to teaching.