Group items tagged

The Blog of Tim Ferriss with guest post by Peter Diamandis about crowdsourcing problems and going to capital sources for funding. Reviews the changes in communication and cooperation and what is now possible with ICTs.

I was looking for a tool that allowed the "crowd" to create a database, which I think is ultimately what we would want. None of the ten listed seemed to fit that description. Did either of you see one that we may want to consider, or do we try to find something else? Does one of these seem like a good fit for us in other ways?

I haven't determined that any of these is the preferred channel for doing the W.W. database, Lyn. But the idea of incentivizing the creation and maintenance of a crowdsourced 'database' (for lack of a better term) is offered by these groups. A wiki that is set up for a Learning W.W. could be the beginning app until we find someone to do it or a tool to do it better. Even using Diigo in a paid account could work to gather tagged contributions with better organization to follow when we enlist someone to help us.

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

Authors did an opening exercise at a conference in 2010 to force choices by educators on organizationally controlled vs. individually controlled PLEs. It clear that the shift is toward individualized learning supported/guided by educators side by side not in front of the learner. Excerpt "To help them in this endeavour, institutions have an important role as guides (not leaders) that have to trespass their own walls and enter the environments (in plural) where learning actually takes place, which increasingly is outside of the framework of formality. In fact, this seems to be answering at the WHAT question: what is learning in the digital era? The rest of pairs (Openness and the Barriers) seem to be pointing at the HOW question: how should learning be carried on in the digital era?. The answer seems to be open and flexible institutions, new educational systems and methodologies and a dire organizational change."

article by Arnie Wickens, e-Volunteerism on getting better connected. January-April 2017 journal