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Tero Toivanen

The Innovative Educator: Think You Need to Graduate High School to Be Successful? These... - 0 views

theinnovativeeducator.blogspot.com/...d-to-graduate-high-school.html

high school drop out rates graduate school schools Shakespeare Twain Austen Lincoln George Washington Einstein Albert Einstein

shared by Tero Toivanen on 17 May 11 - No Cached
  • Writers Jane Austen, novelist. She left school at the age of 11. William Shakespeare, playwright, poet. Only a few years of formal schooling. Mark Twain, printer, riverboat pilot, prospector, newspaper reporter, humorist, author of the first great American novel, The Adventures of Huckleberry Finn. Left school in fifth grade.
    • Tero Toivanen
      Tero Toivanen on 17 May 11
       
      Koulupudokkaita
  • Presidents Abraham Lincoln, lawyer, U.S. president. Finished barely a year of formal schooling. He self-taught himself trigonometry (for his work as a surveyor) and read Blackstone on his own to become a lawyer. Martin Van Buren, U.S. president. Little formal education. Began studying law at the age of 14 while apprenticing at a law firm. George Washington, U.S. president, general, plantation owner. Ended his education after a few years of elementary school. Andrew Jackson U.S. President, lawyer. Little formal education; Luiz Inacio Lula da Silva, Brazilian president. With a fifth grade education only, he shined shoes on the streets of Sao Paulo as a kid but later became a steelworker union leader. Scientists Albert Einstein, Nobel prize-winning physicist, discoverer of the General and Special Theories of Relativity. He left school at 15.
    • Tero Toivanen
      Tero Toivanen on 17 May 11
       
      Lisää koulupudokkaita
  • Writers Jane Austen, novelist. She left school at the age of 11. William Shakespeare, playwright, poet. Only a few years of formal schooling. Mark Twain, printer, riverboat pilot, prospector, newspaper reporter, humorist, author of the first great American novel, The Adventures of Huckleberry Finn. Left school in fifth grade.
Tero Toivanen

The Special Agents of Change - playDUcation - 0 views

www.playducation.org/...-special-agents-of-change.html

innovation learning education Invisible Learning teaching future

shared by Tero Toivanen on 05 Jan 12 - No Cached
  • Tero Toivanen on 05 Jan 12
     
    "Here are insights from the team of educational innovators at one of the most transformational schools I have visited: SCIL, the Sydney Centre for Innovation in Learning at NBCS, the Northern Beaches Christian School." (via Pekka Ihanainen)
Tero Toivanen

The Innovative Educator: Children can educate themselves without the control of adults - 7 views

theinnovativeeducator.blogspot.com/...ducate-themselves-without.html

invisible learning educator children control adults educate themselves education learning oppiminen teaching

shared by Tero Toivanen on 15 Oct 11 - No Cached
  • The Sudbury Valley School has, for the past forty years, been the best-kept secret in American education.
  • Professors of education ignore it, not out of malice but because they cannot absorb it into their framework of educational thought.
  • Adults do not control children's education; children educate themselves.
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Tässä mennään kyllä todella lähelle näkymättömän oppimisen ideoita.
  • ...7 more annotations...
  • today's approach to education will be seen by many if not most educators as a barbaric remnant of the past.
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Niin minäkin ennustan ;-)
  • Children educate themselves; we don't have to do it for them.
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Opettajan tärkein tehtävä on tehdä itsensä tarpeettomaksi... Tässä se onnistuu jo ennen opettamisen aloittamista...
  • As the student voters outnumber the staff by a factor of 20 to 1, the staff who survive this process and are re-elected year after year are those who are admired by the students.
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Tämä on kyllä todella kova juttu... Oppilaat pääsevät päättämään, ketkä tekevät heidän kanssaan töitä.
  • Students are free, all day, every day, to do what they wish at the school
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Aivan näkymättömän oppimisen sekä autotelisen oppijan ideaalien mukaista!
  • The school gives no tests
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Kokeeton koulu... tästä olen haaveillut...
  • There is no curriculum and no attempt to motivate students to learn
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Ei opetussuunnitelmaa, jonka mukaan edetään... Tulevaisuuden koulu?
  • The staff members at the school do not consider themselves to be teachers. They are, instead, adult members of the community who provide a wide variety of services, including some teaching. Most of their "teaching" is of the same variety as can be found in any human setting; it involves answering sincere questions and presenting ideas in the context of real conversations.
    • Tero Toivanen
      Tero Toivanen on 15 Oct 11
       
      Tulevaisuuden "opettajat"?
  • Pekka Ihanainen on 18 Oct 11
     
    Mitenkäs Sudbury eroaa Summerhillista http://www.summerhillschool.co.uk/ ?
  • ...1 more comment...
  • Tero Toivanen on 18 Oct 11
     
    Totta, Pekka! Olin kokonaan unohtanut vanhan kunnon Summerhillin. Oletko muuten koskaan vieraillut itse siellä? Minä en, mutta yksi ystäväni on. Tässä olisi ainesta syvempäänkin tutkimiseen...
  • Pekka Ihanainen on 18 Oct 11
     
    No en, mutta vois olla hauska. Otavan opiston jengi on kaiketi työstänyt jossain vaiheessa demokraattinen koulu -liikettä?
  • Tero Toivanen on 18 Oct 11
     
    http://sometu.ning.com/events/n-kym-t-n-oppiminen-jatko-webinaari :ssa aion puhua vähän asiaan liittyen. Ekassa osassa oli enemmän perusasioita ja nyt mennään ehkä vähän syvemmälle, ja teen enemmän omia johtopäätelmiäni. Koskee aika paljon tätäkin juttua :-)
Tero Toivanen

Mitä uutta Piilaaksossa? - Blogit - HS.fi - 8 views

blogit.hs.fi/...avistelevat-koulutusrakenteita

learning education Invisible Learning oppiminen teaching future futures technology hs Tanja Aitamurto

shared by Tero Toivanen on 09 Dec 11 - No Cached
  • Tero Toivanen on 09 Dec 11
     
    Näkymätön oppiminen on muuttumassa näkyväksi. Tässä hyvä esimerkki siitä. Nyt pannaan töpinäksi ja aletaan toteuttamaan näitä ideoita myös Suomessa!
  • ...5 more comments...
  • Oskari Niitamo on 12 Dec 11
     
    Mä näin viimeyönä unta että olin juuri "tullut kirjoille" edupunkkarien kouluun. Muistan unesta että luokat olivat avoimia tiloja, alkoveja, joiden läpi pystyi vapaasti kulkemaan. Joka puolella oli menossa keskusteluja, dialogeja ja neuvotteluita. Oppilaat vaikuttivat kiinnostuneilta toimijoilta.... Uni liittyy kans varmaan tenttikirjallisuuteen, jota tankkaan keskiviikoksi: Bereiter, Carl. Education and mind in the knowledge age. 2002. Erlbaum. Wells, G. & Glaxton, G., eds. Learning for life in the 21 st century: Sociocultural perspectives on the future of Education. 2002. Blackwell. Yamazumi, K., Engeström, Y. & Daniels, H. eds. New learning challenges: Going beyond the industrial age system of school and work. 2005. Kansai University Press.
  • Oskari Niitamo on 12 Dec 11
     
    The system of education must extend beyond the factory-like machine model of mass production and the industrial age system of school and work characterized by strong classification, control and images of machines that imply static and linear ways of human behavior... In contrast to the machine model we must reinforce a broader, more complex image of collaborative self-organization, an organic activity system in which the school continues to offer growth, self-evalutaion, development and creativity for all concerned individuals... (Yamazumi et al. pp. 29-30)
  • Tero Toivanen on 12 Dec 11
     
    Nyt tehdään vaan sun unesta totta! Onpa mielenkiintoisia tenttikirjoja!
  • Oskari Niitamo on 13 Dec 11
     
    Hehehe! Toi Bereiterin 500sivuinen opus tuli muuten PDF:nä vastaan: http://www.cocon.com/observetory/carlbereiter/
  • Tero Toivanen on 13 Dec 11
     
    Ehditkö jo lukea sen? Mitä mieltä olet? Suositteletko?
  • Oskari Niitamo on 13 Dec 11
     
    ekat kaksisataa sivua on vähän turhan teoreettista hmm hiusten halkomista,,, voi ihan aloittaa siitä kakkososasta ihan suosiollakin...mut bereiterillä on erittäin tarkka analyyttinen silmä, hyvää analyysia on lueskelen huomen vielä sitä loppuosaa
  • Oskari Niitamo on 14 Dec 11
     
    Kannattaa mielestäni lukea vain kakkososa tosta teoksesta. Keräsin tiivistelmän kakkososasta tähän dokumenttiin, jonka laitoin näköyväksi webiin, lupa kommentoida: https://docs.google.com/document/d/1k-zEqonRXSr2HKfRBENe8jH8R29eLwQvtlezcQPMqeg/edit On varsin innostavia ideoita, toi on tiukka toereetikko bereiter, ehkä hieman kyyninen?
Tero Toivanen

1. Introduction - 0 views

www.ictinedtoolkit.org/...p_page.php

shared by Tero Toivanen on 22 May 11 - No Cached
  • Twenty years ago, Seymour Papert, when he was at the MIT Technology Lab, predicted that, "there won't be schools in the future…. I think the Computer will blow up the school, that is, the school as something where there are classes, teachers running exams, people structured in groups by age, [who] follow a curriculum—all of that."[1]
    • Tero Toivanen
      Tero Toivanen on 22 May 11
       
      Tässä Seymour Papertin ennustus, johon viittaan Onko tulevaisuudessa kouluja? -blogikirjoituksessa
  • Seymour Papert. 1984. “Trying to Predict the Future.” Popular Computing, 3(13), pp. 30-44.
    • Tero Toivanen
      Tero Toivanen on 22 May 11
       
      Viitetiedot Seymour Papertin artikkelista
Tero Toivanen

P2P Foundation » Blog Archive » Towards distributed and collaborative learnin... - 2 views

blog.p2pfoundation.net/...14

distributed collaborative learning infrastructure education collective knowledge learning environments

shared by Tero Toivanen on 17 May 11 - No Cached
  • Our nation and our schools and universities should invest in distributed and collaborative learning experiences­—curricula emphasizing the interconnectedness of life and geochemical processes in the biosphere, empathy courses that promote social behavior, cyberspace classes connecting students around the globe, service-learning programs in communities, sharing knowledge in peer groups, and interdisciplinary and multicultural studies—with the objective of nurturing students’ empathic nature. “
  • Tero Toivanen on 17 May 11
     
    "Our nation and our schools and universities should invest in distributed and collaborative learning experiences­-curricula emphasizing the interconnectedness of life and geochemical processes in the biosphere, empathy courses that promote social behavior, cyberspace classes connecting students around the globe, service-learning programs in communities, sharing knowledge in peer groups, and interdisciplinary and multicultural studies-with the objective of nurturing students' empathic nature."
  • Tero Toivanen on 18 May 11
     
    via Pekka Ihanainen
Tero Toivanen

Informal Learning :: marciaconner.com - 1 views

www.marciaconner.com/...informal.html

informal learning Marcia Conner formal unexpected intentional accidental non-formal education

shared by Tero Toivanen on 19 Jun 11 - Cached
  • Informal learning accounts for over 75% of the learning taking place in organizations today
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Informaalin oppimisen osuus 75 % organisaatioissa!
  • Formal learning includes the hierarchically structured school system that runs from primary school through the university and organized school-like programs created in business for technical and professional training.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Formaalin oppimisen määritelmä Connerilta.
  • Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educational influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Informaalin oppimisen määritelmä Connerilta.
  • ...5 more annotations...
  • Intentional learning is the process whereby an individual aims to learn something and goes about achieving that objective.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Tarkoituksellisen oppimisen määritelmä Connerilta.
  • Accidental learning happens when in everyday activities an individual learns something that he or she had not intended or expected.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Sattumalta oppimisen määritelmä Connerilta.
  • Non-formal learning. I define it is any organized educational activity outside the established formal system whether operating separately or as an important feature of some broader activity intended to serve identifiable learning objectives.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Non-formaalin oppimisen määritelmä Connerilta.
  • In my experience and from the work we have done with organizations, there are far more opportunities for informal accidental learning than any other single type of learning.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Satunnaista-informaalia oppimista kaikista eniten Connerin kokemuksen mukaan.
  • List all of the informal programs going on in your organization. Post that for others to add to and work with. Ask for employees to share informally gathered knowledge with peers in a formal way. Support informal communities of practice. Create others where you there are gaps. Look at what your meetings really offer. Find more opportunities for accidental learning and make it a topic of conversation.
    • Tero Toivanen
      Tero Toivanen on 20 Jun 11
       
      Miten oppia ymmärtämään informaalia oppimista organisaatioissa.
  • Tero Toivanen on 19 Jun 11
     
    Tähän viittaan Näkymätön oppiminen jättiläisten olkapäillä -blogissa. Conner ehdottaa, että oppimisen muodot voivat sekoittua keskenään ja näin syntyy tarkoituksellista-formaalia oppimista, odottamatonta-formaalia oppimista, tarkoituksellista-informaalia oppimista ja odottamatonta-informaalia oppimista.
Tero Toivanen

YouTube - John Seely Brown: Tinkering as a Mode of Knowledge Production - 0 views

www.youtube.com/watch

John Seely Brown schools tinkering knowledge production digital age learning teaching education youtube knowledge Video

shared by Tero Toivanen on 13 Jul 11 - Cached
  • Tero Toivanen on 13 Jul 11
     
    John Seely Brown: What can we do better in schools today? Hienoja näkymättömästä oppimisestakin  tuttuja ajatuksia vanhan miehen suusta siitä, mihin suuntaan kouluja ja oppimista tulisi kehittää: - peer based learning - new kind of learning environments - teacher as a mentor - learning community - teaching each other - best way to learn is teach - tinkering - open to criticism - distriputed learning environment - life-long learning - open-source world - creative world (new world)
Tero Toivanen

The new school | The Ideas Economy - 1 views

ideas.economist.com/...new-school

sirkenrobinson school economy ideas learning teaching oppiminen future

shared by Tero Toivanen on 20 Jul 11 - No Cached
  • Tero Toivanen on 20 Jul 11
     
    Ideas from Joel Klein and Sir Ken Robinson
Tero Toivanen

Cloud Learning as Universal Primary Education | Teemu Arina - 2 views

tarina.blogging.fi/...as-universal-primary-education

cloud learning universal primary Teemu Arina mobile education future teaching technology

shared by Tero Toivanen on 13 Nov 11 - No Cached
  • The most profound technologies are those that disappear.
    • Tero Toivanen
      Tero Toivanen on 13 Nov 11
       
      Näkymätön teknologia
    • Oskari Niitamo
      Oskari Niitamo on 14 Nov 11
       
      inspiroiva webinaari tänään joka on katsottavissa täältä: http://eoppimiskeskus.adobeconnect.com/p23jbkb0qcr/ Webinaarien pedagoginen selvitysraportti (Esitys) http://slidesha.re/sqYuPN
  • school teachers are no longer the primary means to knowledge, but should act as a coaches or curators, rather than broadcasters.
  • Now in the age of digital media, the best content and the best people to teach, co-learn and share with are accessible on the network, making centralized models less efficient.
  • ...6 more annotations...
  • you have to demonstrate life-long learning, ability to switch jobs, be certified by multiple authorities and effectively becoming someone who evaluates the learning done by others.
    • Tero Toivanen
      Tero Toivanen on 13 Nov 11
       
      Knowmad
  • It is evident that digitally distributed learning environments through mobile devices will be more scalable, more effective, more comprehensive, more social and more immersive than traditional physical class rooms and centralized locations for schools.
  • Mobile is about to liberate us from the walls and single point of access to content and resources.
  • We move from just-in-case learning (memorization) to just-in-time learning (interaction), where the real-time web combined with a mobile link enables contextual information to be readily accessible.
  • The whole world available in this manner through mobiles then becomes our 6th sense.
  • Through cloud-based mobile devices the global mind is effectively an extension of our minds – turning our minds from single brains to interconnected clouds.
Tero Toivanen

The Flip: End of a Love Affair « Wright'sRoom - 6 views

shelleywright.wordpress.com/...the-flip-end-of-a-love-affair

learning education teaching flipped classroom blog homework

shared by Tero Toivanen on 21 Oct 12 - No Cached
  • As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.
    • Tero Toivanen
      Tero Toivanen on 21 Oct 12
       
      Luokassa siirryttiin opettajakeskeisyydestä oppijakeskeisyyteen. Oppijat alkoivat opettamaan toisiaan, he loivat projekteja... Oppiminen muuttui heille merkitykselliseksi... tässähän toteutuu paljon niistä ajatuksista, joista olemme puhunneet tässäkin ympäristössä. Näkymätön oppiminen alkaa muuttua näkyväksi :-)
  • I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.
    • Tero Toivanen
      Tero Toivanen on 21 Oct 12
       
      Opettaja muuttuu informaation välittäjästä oppimisen asiantunijaksi ja fasilitoijaksi... Yes!
  • As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.
    • Tero Toivanen
      Tero Toivanen on 21 Oct 12
       
      Käänteinen luokkahuone (Flipped Classroom) kuihtui pikku hiljaa pois, sillä sitä ei enää tarvittu... 
  • ...3 more annotations...
  • Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn’t have a device, so other students shared. We made it work and everyone learned.
    • Tero Toivanen
      Tero Toivanen on 21 Oct 12
       
      Laitteet eivät olleet ratkaisuna tässäkään tapauksessa, vaan tapa oppia ja jakamisen kulttuuri. Eikö kuullostakin tutulta ;-) 
  • I dislike the idea of giving my students homework
    • Tero Toivanen
      Tero Toivanen on 21 Oct 12
       
      Olen tästäkin asiasta samaa mieltä. Jos oppija ovat jo oppineet asian, niin miksi siitä pitäisi vielä antaa läksyjä? Tärkeintä on kuitenkin oppiminen.
  • Recently I’ve been reading Alfie Kohn’s book The Homework Myth.
    • Tero Toivanen
      Tero Toivanen on 21 Oct 12
       
      Tämäkin kirja pitää laittaa lukulistalle :-)
Tero Toivanen

The Wisdom of Motivated Crowds | FLOSSE Posse - 0 views

flosse.blogging.fi/...wisdom-of-motivated-crowds

wisdom flosse posse Teemu Leinonen mooc learning education oppiminen teaching

shared by Tero Toivanen on 23 Nov 11 - No Cached
  • People who work on Wikipedia … are not the indiscriminate crowd [but] are the part of the crowd who feels motivated to work with Wikipedia. Here it is: I’d replace the theory of the “wisdom of the crowd” with the theory of the “wisdom of the motivated crowds.” The general crowd says we should not pay taxes; the motivated crowd says that it’s fair to pay them. In fact, it’s not the ditch diggers or illiterates who contribute to Wikipedia, but people who already belong to a cultural crowd for the very fact they’re using a computer.”
    • Tero Toivanen
      Tero Toivanen on 23 Nov 11
       
      Umberto Eco -sitaatti
  • I have been sceptical about the idea of massive open online course (MOOC). I have a theory: many courses (not only the MOOCs) are not motivating because they do not pay enough attention to the participant’s desires.
  • In a good course students should have the opportunity to practice leadership, gain knowledge, and be autonomous. Students should be provided ways to get social attention and opportunities to play and compete with each other. But this is not enough.
  • ...1 more annotation...
  • Maybe the idea of school children gymnastics and the Bauhaus’ practice to began lessons with exercises is not that bad idea (I have tried the morning exercises, stretching, yoga, etc. in my lessons).
Tero Toivanen

2011 Conference on High School Transformation Keynote Address by Sir Ken Robinson on Vimeo - 4 views

vimeo.com/32184731

transformation

shared by Tero Toivanen on 24 Nov 11 - No Cached
  • Tero Toivanen on 24 Nov 11
     
    Fantastinen sir Ken Robinsonin puhe: elämme vallankumousta... 
  • Oskari Niitamo on 12 Dec 11
     
    Ken Robinson! --> katselulistalle ;-) APUA: tuo video on salasanasuojattu!
  • Tero Toivanen on 12 Dec 11
     
    Ihmejuttu! Kun mä katsoin sen, niin se onnistui ilman mitään salasanoja. Outoa!
Pekka Ihanainen

Must read book - 4 views

www.amazon.com/...ref=sr_1_1

digital literacy learning

shared by Pekka Ihanainen on 12 Oct 11 - No Cached
  • Pekka Ihanainen on 12 Oct 11
     
    liekö jo tuttu monelle; olen katsellut kantta, mutta nyt sain koko opuksen käsiini. Jos pääsevät muutkin lukemaan, voisi miettiä, mitä tuo vaikkapa näkymättömän oppimisen ymmärtämiseen. Kunhan olen lukenut vähä tarkemmin, yritän sanoa keskeisiä löytöjäni
  • Pekka Ihanainen on 12 Oct 11
     
    Tässä yksi aika mainio lause viimeiseltä sivulta: "Rather than thinking of public education as a burden that schools must shoulder on their own, what would it mean to think of public education as a responsibility of a more distributed network of people and institutions." Ja tälle on sitten perusteluja kirjan täydeltä!
  • Pekka Ihanainen on 20 Oct 11
     
    Viimeisen luvun luennan saldoa! Hanging out (notkuilu/hengailu?), messing around (sekoilu/seikkailu?) ja geeging out (friikkailu/touhuaminen/uppoilu?) ovat aktiviteetteja verkostoituneissa julkisuuksissa/julkiporukoissa (networked publics), ja oppimisen näkökulmasta kyse on vertaisoppimisesta. Hengailu liittyy valtavirtaiseen kaveripohjaiseen (friendship-driven) oleiluun kuten FB-näkymiset. Friikkaileva uppoilu on alakulttuurista osallistumista kiinnostusperustaiseen (interest-driven) puuhaamiseen, esim. youtube videoiden tekemistä. Kaveripohjainen oleilu perustuu hengailuun ja statuspäivittelyyn sekä kuulumiseen paikalliseen tai vastaavaan vertaisverkostoon. Kiinnostusperustainen puuhailu tapahtuu usein hajautuneemmissa ja erikoistuneissa tieto/tietämysverkostoissa. Nuoret liikkuvat näiden erilaisten osallistumisgenrejen välillä, ja se tapahtuu usein kokeilevan sekoilun/seikkailun pohjalta uudessa mediassa. Nämä verkoistuneet julkisuudet/yleisöt mahdollistavat suhteellisen autonomisuuden tilan nuorille, ja siinä nuoret voivat sitoutua/liittyä oppimiseen ja maineen muodostamiseen keskinäisen ja vastavuoroisen vertaisuuden konteksteissa, jotka ovat opettajien, vanhempien ja muiden aikuisten auktoriteetin ja kontrollin ulkopuolella. Kaveripohjaisten kontekstien jokapäiväisissä tapaamisissa liittyen kaveruuteen, suosioon ja romanttisiin suhteisiin nuoret oppivat kavereittensa mielipiteitä ja arvoja testaamalla sosiaalisia normeja ja odotuksia. Kiinnostuspohjaisella puolella pelaajia, mediantekijöitä jne. motivoi itseopittu etiikka, jossa torjutaan tai väheksytään formaalia opetusta ja kurkotellaan kohti onlineverkostoja, joissa räätälöidään omia oppimiskäytäntöjä. Kun molemmille verkostoille annetaan keskeinen nuorten itsensä määrittelemä arvo ja asema haasteeksi muostuu se, miten rakentaa merkittäviä aikuisosallistumisen rooleja, joissa kunnioitetaan nuorten ammattitaitoa/ekspertiisiä,
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