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SLumming » Almost a Year: Education (in SL) - 0 views

durandus.org/...almost-a-year-education education elearning secondlife
shared by Adam Bohannon on 03 May 08 - Cached
  • I believe that any college or university which accepts US federal dollars and requires students to use second life as a classroom space is in violation of regulation 508 because SL is not accessible to individuals who are blind.
  • I’ll be anxious to see how long it takes the educational community to realize that SL affords capabilities that transcend and exceed the capabilities of the classroom.
  • The much bruited installation of “voice chat” as accessibility option is merely an indication of how very little the educational establishment actually understands the issue of accessibility.
  • ...8 more annotations...
  • Second, the main instantiation of educational activity in SL seems to be the recreation of the classroom in virtual space.
  • Third, efforts to introduce games and problem-based instruction as educational strategies have focused on adding a “game layer” on top of the SL environment rather than using the environment itself as a game.
  • The creation of an inaccessible school is a de facto violation of US laws governing accessibility including IDEA, and regulations 504 and 508.
  • Fourth, my sense is that educators are generally tourists — outsiders looking in, just visiting — in the environment.
  • Few hold jobs. Comparatively few even “get off the island.” This is especially true of those educators who participate through the auspices of a private island. They’re very busy controlling the environment to suit their own purposes without really taking the time to understand the culture and environment. It’s no wonder they’re unable to recognized the inherent value of the space.
  • Fifth, everybody is interested in the space as an educational environment and almost nobody is looking at it as a learning environment.
  • They still think that there’s a direct correlation between teaching and learning in RL as well. That bias has been brought in world.
  • Conclusion: Teachers want to use the space. Most of them want to use it for the wrong reasons. Many don’t have a clue what it means to be “in the world” in any real sense, instead focusing on imposing RL constraints on SL constructs — even when those constraints are irrelevant.
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The New Atlantis » Is Stupid Making Us Google? - 0 views

www.thenewatlantis.com/...is-stupid-making-us-google Carr Bowman socialmedia critic learning effects
shared by Mike Wesch on 03 Jan 09 - Cached
  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
  • ...11 more annotations...
  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
      Kevin Champion on 04 Jan 09
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
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Paulo Freire, Pedagogy of the Oppressed - 0 views

www.marxists.org/...ch03.htm pedagogy love Freire ELI2009
shared by Mike Wesch on 08 Jan 09 - Cached
  • When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.”
  • since dialogue is the encounter in which the united reflection and action of the dialoguers are addressed to the world which is to be transformed and humanized, this dialogue cannot be reduced to the act of one person’s “depositing” ideas in another; nor can it become a simple exchange of ideas to be “consumed” by the discussants.
  • Dialogue cannot exist, however, in the absence of a profound love for the world and for people.
  • ...32 more annotations...
  • Because love is an act of courage, not of fear, love is commitment to others.
  • If I do not love the world — if I do not love life — if I do not love people — I cannot enter into dialogue.
  • dialogue cannot exist without humility.
  • Dialogue further requires an intense faith in humankind, faith in their power to make and remake, to create and re-create, faith in their vocation to be more fully human
  • the “dialogical man” believes in others even before he meets them face to face.
  • Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is the logical consequence.
  • naming of the world
  • Whereas faith in humankind is an a priori requirement for dialogue, trust is established by dialogue.
  • Nor yet can dialogue exist without hope. Hope is rooted in men’s incompletion, from which they move out in constant search
  • critical thinking — thinking which discerns an indivisible solidarity between the world and the people and admits of no dichotomy between them — thinking which perceives reality as process, as transformation, rather than as a static entity — thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.
  • We must never merely discourse on the present situation, must never provide the people with programs which have little or nothing to do with their own preoccupations, doubts, hopes, and fears — programs which at times in fact increase the fears of the oppressed consciousness. It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours. We must realize that their view of the world, manifested variously in their action, reflects their situation in the world. Educational and political action which is not critically aware of this situation runs the risk either of “banking” or of preaching in the desert.
  • Often, educators and politicians speak and are not understood because their language is not attuned to the concrete situation of the people they address. Accordingly their talk is just alienated and alienating rhetoric.
  • he dialogue of education as the practice of freedom
  • oncept of a generative theme
  • For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
  • Generative themes can be located in concentric circles, moving from the general to the particular.
  • I consider the fundamental theme of our epoch to be that of domination — which implies its opposite, the theme of liberation, as the objective to be achieved.
  • For example, underdevelopment, which cannot be understood apart from the relationship of dependency, represents a limit-situation characteristic of societies of the Third World.
  • I must re-emphasize that the generative theme cannot be found in people, divorced from reality; nor yet in reality, divorced from people; much less in “no man’s land.” It can only be apprehended in the human-world relationship.
  • t is as transforming and creative beings that humans, in their permanent relations with reality, produce not only material goods — tangible objects — but also social institutions, ideas, and concepts
  • Actually, themes exist in people in their relations with the world, with reference to concrete facts.
  • We must realize that the aspirations, the motives, and the objectives implicit in the meaningful thematics are human aspirations, motives, and objectives.
  • a common striving towards awareness of reality and towards self-awareness,
  • As a process of search, of knowledge, and thus of creation, it requires the investigators to discover the interpenetration of problems, in the linking of meaningful themes.
  • the comprehension of total reality
  • Thus, the process of searching for the meaningful thematics should include a concern for the links between themes, a concern to pose these themes as problems, and a concern for their historical-cultural context.
  • Just as the educator may not elaborate a program to present to the people, neither may the investigator elaborate “itineraries” for researching the thematic universe, starting from points which he has predetermined.
  • That is, they must consist of communication and of the common experience of a reality perceived in the complexity of its constant “becoming.”
  • Human beings are because they are in a situation. And they will be more the more they not only critically reflect upon their existence but critically act upon it.
  • One of these basic themes (and one which I consider central and indispensable) is the anthropological concept of culture. Whether men and women are peasants or urban workers, learning to read or enrolled in a post-literacy program, the starting point of their search to know more (in the instrumental meaning of the term) is the debate of the concept. As they discuss the world of culture, they express their level of awareness of reality in which various themes are implicit. Their discussion touches upon other aspects of reality which comes to be perceived in an increasingly critical manner These aspects in turn involve many other themes.
  • I am more and more convinced that true revolutionaries must perceive the revolution, because of its creative and liberating nature, as an act of love
  • This affirmation contains an entire dialogical theory of how to construct the program content of education, which cannot he elaborated according to what the educator thinks best for the students.
  • Mike Wesch on 08 Jan 09
     
    For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
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Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94 education future crowdsourcing Pesce trends
shared by Mike Wesch on 31 Dec 08 - Cached
  • The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • trend toward sharing lecture material online
  • what role, if any, the educational institution plays in coordinating any of these components
  • ...6 more annotations...
  • In this near future world, students are the administrators. All of the administrative functions have been “pushed down” into a substrate of software. Education has evolved into something like a marketplace, where instructors “bid” to work with students. Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
  • The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers, anywhere
  • The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Opening education up to market forces is a good thing when the market is a collection of people who want their children to get a great education (parents/guardians). Market forces are not a good thing when the market is a collection of people who want shorter, easier classes and more time to hang out (students).
  • If it can be rated, graded, or judged it will be. If that information can be archived it will be. If it can be accessed it will be. If it can be shared it will be. That is, as you point out, disruptive.
  • I read George’s comment with sadness. It does kids an injustice. Most kids don’t like a “soft” teacher. They want a fair deal. Think of your own school days- who were the teachers who inspired you - it wasn’t the guy who wanted to be your friend - it was the the guy who taught you with enthusiasm, knowledge and above all could communicate his ideas to you.
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Home tuition damansara : Education Act - Site Title - 0 views

hometuitiondamansara.wordpress.com/uition-damansara-education-act home tuition damansara tutor
shared by hometuitiondaman on 08 Nov 16 - No Cached
  • hometuitiondaman on 08 Nov 16
     
    Basic education for home tuition damansara is based on the Vision 2020 and the National Education Philosophy
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Postgraduate Courses Franchise - 0 views

www.franchiseindia.com/...G2-Education postgraduate education courses post graduate franchise
shared by ankityng on 20 Nov 13 - No Cached
  • ankityng on 20 Nov 13
     
    Find for Postgraduate Courses Franchise of G2 Education - one of the leading companies providing innovative education solutions, connect with Franchise India today.
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Games for Learning - The Future of Education Is Now - 0 views

blogs.sun.com/...the_future_of_education_is education future learning sun
shared by Adam Bohannon on 10 Apr 08 - Cached
  • Adam Bohannon on 10 Apr 08
     
    I remember hearing Jonathan talk about how the educational materials that we (Sun Learning Services) create should be free to those who want to learn about our products and services. He believes that free and open access to education will lead to brand awareness and adoption.
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Mimi Ito: When Youth Own the Public Education Agenda - 11 views

www.huffingtonpost.com/...h-own-the-public_b_787866.html mimi ito education walls beyondwalls vost2011
shared by Mike Wesch on 01 Apr 11 - No Cached
  • Imagine what it would mean to think of public education as a mission shouldered not only by schools, but by a wide range of public institutions committed to knowledge and learning? When we think of public education, do we include the efforts of those in public and independent media, who develop radio, television, movies and games with an educational mission? Do we include organizations like Mozilla, Wikipedia, Creative Commons, and the Internet Archive committed to the production of knowledge in the public interest and in the public domain? Do we think of the efforts in broadband policy that seek to make the online knowledge accessible to families across the country? To me, these are all efforts in public education that are often overlooked in our often exclusive focus on schools.
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Educative Social Media Tools - 0 views

www.ninjaessays.com/...a-educative-social-media-tools Education Internet
shared by Jason Oliver on 25 Feb 14 - No Cached
  • Jason Oliver on 25 Feb 14
     
    With all social media sites out there, which are useful for educators? These are the 15 best educative social media tools.
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Education killing creativity - 0 views

www.ted.com/...s_schools_kill_creativity.html
shared by Shawna Allen on 28 Jan 11 - Cached
  • Nate Bozarth on 28 Jan 11
     
    Sir Ken Robinson speaks about how our education system strips students of their creativity. It teaches us to not risk ever being wrong. "If you're not prepared to be wrong, you will not come up with anything original." The hierarchy of educational importance begins with math and science and ends with the arts. The system was born of the Industrial Revolution pragmatically. We're in post-Industrial Revolution times. Academic inflation is necessitating that one gets a MA for a good job.
  • Shawna Allen on 01 Feb 11
     
    This makes me think back to the other day in class when Dr. Wesch brought up excellent questions. Who decided in 16 weeks is enough time to be educated in a certain subject? We cram so much information into such a short amount of time. Even the way we are taught to learn is sometimes misguiding. Ken Robinson makes a great point when he states the following: "All children are born artists...either we grow into it or we grow out of it or rather we get educated out of it."
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Mapping education paradigms « Mediacology - 8 views

mediacology.com/...mapping-education-paradigms education criticism youtube
shared by anonymous on 03 Feb 11 - No Cached
  • anonymous on 03 Feb 11
     
    changing education paradigms, animated
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The Plagiarism Checker in Education - 0 views

educationaltech-med.blogspot.com/...rism-checker-in-education.html education internet
shared by anonymous on 08 Aug 11 - No Cached
  • anonymous on 08 Aug 11
     
    This is one of the important web2.0 tools i would highly recommend for educators .The Plagiarism Checker detects the plagiarized text or chunks of a text in your students assignments , essays, articles …ect
  • anonymous on 29 Sep 11
     
    This is one of the important web2.0 tools i would highly recommend for educators . The Plagiarism Checker detects the plagiarized text or chunks of a text in your students assignments , essays, articles .....
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Are We Really Educated? - 3 views

tytyliltyguy.tumblr.com/...are-we-really-educated education VOST2011 international development
shared by Nate Bozarth on 01 Feb 11 - No Cached
  • Nate Bozarth on 01 Feb 11
     
    My friend Tyler makes the observation that we think of the U.S. as a more developed country because of our standardized education system. He affirms that the ability and desire to ask questions is a mark of true learning. "Answering multiple choice questions does not show how much one has been learning; learning to ask multiple questions does!" Then he suggests a correlation between being passionate about a subject and the occurrence of true learning.
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What The US Could Learn From Finland About Education | The New Republic - 3 views

www.tnr.com/...education-reform-Finland-US
shared by anonymous on 11 Feb 11 - No Cached
  • anonymous on 11 Feb 11
     
    Finland alternative education model
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Peter Thiel: We're in a Bubble and It's Not the Internet. It's Higher Education. - 0 views

techcrunch.com/...-internet-its-higher-education education economics value
shared by flyingbananapeel on 14 Apr 11 - No Cached
    • flyingbananapeel
      flyingbananapeel on 14 Apr 11
       
      His point about the exclusionary aspect of Higher Education...interesting. Drexler has created "affliliates". Perhaps that is a better solution.
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Your 10 Basis to wish for to obtain UK education - 0 views

goo.gl/xrpCTT basis education Wish'' ''higer
shared by Devia Rajput on 26 Feb 16 - No Cached
  • Devia Rajput on 26 Feb 16
     
    Many students want to get for their higher education and went to the UK
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Montessori Academy in Valley Ranch | montessori schools in valley ranch - 0 views

wonderlandmontessori.com/valley-ranch-montessori-school montessori in valley ranch day school schools
shared by wonderlandmontes on 27 Sep 16 - No Cached
  • wonderlandmontes on 27 Sep 16
     
    Wonderland Montessori Academy is an unparalleled educational facility with a focus on building a foundation for a lifetime of learning. Our team of educators is committed to providing a safe, informative and child driven environment. We implement a traditional Montessori approach on general academics, phonics, concrete mathematics and most importantly an individualized program.
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Digital Marketing Services for Educational Institutes - 0 views

www.geekschip.com/...ces-for-educational-institutes DigitalMarketingforEducationalinstitutions DigitalMarketingforInstitution DigitalMarketingServices DigitalMarketingServicesforEducationalInstitutes DigitalMarketingStrategy ImportanceofDigitalMarketingServices Marketingplanforeducationalinstitute
shared by wjack3047 on 23 May 18 - No Cached
  • wjack3047 on 23 May 18
     
    Digital Marketing Services for Educational Institutes is paramount. It holds remarkable significance in institutions' enrollment process. Implementing productive digital marketing strategy, you can boost your online visibility and thus reach out to students effectively.
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