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djplaner

The End of 'Genius' - NYTimes.com - 0 views

mobile.nytimes.com/...the-end-of-genius.html

example

shared by djplaner on 21 Jul 14 - No Cached
  • djplaner on 21 Jul 14
     
    Or perhaps an explanation of why genius never really existed. It's all about the connections. @gsiemens tweeted this article with the comment "The essence of networked learning "one entity helping to inspire another" Am thinking seriously of setting this as one of the core readings in the coming week or two. Mainly trying to really challenge the common conception that learning is all in your head and not in the connections.
Linda Raymond-Hagen

Differences in Understandings of Networked Learning Theory - Connectivity or Collaborat... - 0 views

www.researchgate.net/..._Connectivity_or_Collaboration

networked learning connectivity collaboration

shared by Linda Raymond-Hagen on 08 Oct 15 - No Cached
  • Linda Raymond-Hagen on 08 Oct 15
     
    Defines Networked Learning, compares NL, connectivism, and constructivism
murramumma

Vark preferred learning styles and online education: Management Research News: Vol 27, ... - 0 views

www.emeraldinsight.com/...01409170410784211

Learning people nglpeople

shared by murramumma on 01 Sep 15 - No Cached
  • murramumma on 01 Sep 15
     
    Vark preferred learning styles and online education. This is available in full text through USQ however I could not link to it there.
rebeccalwhite

Technology and education - why it's crucial to be critical | Neil Selwyn - Academia.edu - 1 views

www.academia.edu/...why_its_crucial_to_be_critical

technology education future critical theory

shared by rebeccalwhite on 05 Sep 15 - No Cached
  • not assume the future to be any less problematic than the present).
  • Instead, take this as a challenge to talk through some alternate ways of approaching our field and our work … these are discussions that certainly need to ‘cont’.
  • For instance, technology and education remains an area of academic study, policymaking, commercial activity and   popular debate where promises of what might/could/should happen far outstrip the realities of what actually happens.
  • ...10 more annotations...
  • This marginal standing is reflected in the tendency for educational technology academics to be located often within ‘support’ units and divisions, such as cross-faculty ‘Teaching & Learning Divisions’ or departmental ‘E-Learning Units’. Physically as well as intellectually, then, the field of technology and education is often found to be operating on the peripheries of academe
  • In short, we need to accept that academic work in the area of technology and education is currently falling short of what should now be a significant and substantial area of contemporary education scholarship.
  • Instead, the academic study of technology and education should be developing as much along the lines of critical social science as it does in the guise of a cognitive learning science.
  • attempting to move “outside the assumptions and practices of the existing order and struggling to make categories, assumptions and practices of everyday life problematic”.
  • As Sonia Livingstone (2012) puts it, this problematizing of technology and education usually pursues three basic lines of inquiry: What is really going on? How can this be explained? How could things be otherwise? As these questions imply, a critical approach also involves speaking up for, and on behalf of, those voices usually marginalized in discussions of what technology and education ‘is’ and ‘sh
  • What to do about digital technology?’ remains a high-profile
  • As Alison Hearn has argued, contemporary higher education is now predicated around ambitions to produce human capital rather than critical thinkers; and to foster creativity, innovation and knowledge rather than critical thinking.
  • This stems, at least in part, from the fundamental desire amongst most educational technologists to improve education through the implementation of digital technology. For many academics, then, technology and education is approached as an inherently ‘positive project’. Indeed, I suspect that most people working in this area are driven to some degree by an underlying belief that digital technologies are capable of improving learning and/or education in some way
  • to ‘harness the power’ of technology.
  • I would argue that any academic who is working in the area of technology and education should feel obliged to be critical, or at least justify why they have chosen not to be critical
thaleia66

The Role of the Educator | Stephen Downes - 1 views

www.huffingtonpost.com/...-of-the-educator_b_790937.html

shared by thaleia66 on 11 Sep 15 - No Cached
  • The problem with focusing on the role of the teacher, from my perspective, is that it misses the point.
  • We continue to expect educators to play an active role in learning, but it has become more difficult to characterize exactly what that role may be.
  • students need prototypes on which to model their own work
  • ...9 more annotations...
  • We begin by copying successful practice, and then begin to modify that practice to satisfy our own particular circumstances and needs
  • In addition to being expert in the discipline of teaching and pedagogy, the educator is now expected to have up-to-date and relevant knowledge and experience in it. Even a teacher of basic disciplines such as science, history or mathematics must remain grounded, as no discipline has remained stable for very long, and all disciplines require a deeper insight in order to be taught effectively.
  • What's significant about these examples is not so much the new opportunities they offer students, though there is that. It's that all of them redefine the educator's role in some significant way. They create entirely new categories of educator, such as "online lecturer" or "scientist studying polar bears". Entire disciplines, far removed from traditional "instructional design", are being created and populated by people who direct online videos, design learning communities, program massive games like Evoke. And they create new categories of roles and responsibilities for in-person educators.
  • Historically, it has been impractical to break up the roles of the teacher. You need a certain scale even to have a separate person assigned as a librarian or an audio-visual coordinator. You need a much greater scale, not to mention much better coordination, to have separate people assigned as lecturers, coaches, theorizers and evaluators. Yet relatively few of these roles need to be performed in person, and most of them scale pretty well.
  • what I find as I offer more and more types and instances of learning, both online and in person, is that we can achieve much more efficient, effective and rewarding learning by organizing the educational system according to the sorts of educational services people might want and need, rather than by predefined collections of students assigned, almost randomly, to individual teachers
  • one thing I have been observing is that educators have been gravitating toward one or another of these 23 roles. Some of them, presumably the more extroverted, have taken on the role of lecturer or demonstrator. Others, who were perhaps more technically inclined, have become programmers or bureaucrats. Still others, those perhaps work best with presence or human contact, prefer to function as coaches or mentors. Not everybody can perform every role; not everybody wants to perform every role.
  • it is frustrating when people identify the role of the teacher as the central factor influencing the success or failure of a student's education. Leaving aside any influence of external factors, such a statement begs us to question what aspect of the educator's role it is that is so vitally important. And while the likely answer may be that they all are, or that it depends on the individual student, it seems clear that continuing to treat them as a single role, to be performed by a single person, increasingly defies the reality that is today's educational system
  • Though there may still be thousands of people employed today with the job title of "teacher" or "educator", it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these individuals.
  • not every student wants or needs the services of every role
Charmian LORD

Sugata Mitra: Build a School in the Cloud | TED Talk Subtitles and Transcript | TED.com - 1 views

www.ted.com/...transcript

education technology cloud

shared by Charmian LORD on 08 Aug 15 - No Cached
  • I tried to look at where did the kind of learning we do in schools, where did it come from? And you can look far back into the past, but if you look at present-day schooling the way it is, it's quite easy to figure out where it came from. It came from about 300 years ago
  • They created a global computer made up of people. It's still with us today. It's called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. They must be identical to each other. They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head.
  • schools as we know them now, they're obsolete. I'm not saying they're broken. It's quite fashionable to say that the education system's broken. It's not broken. It's wonderfully constructed. It's just that we don't need it anymore. It's outdated.
  • ...6 more annotations...
  • The Victorians were great engineers. They engineered a system that was so robust that it's still with us today, continuously producing identical people for a machine that no longer exists.
  • We know that people will work from wherever they want, whenever they want, in whatever way they want. How is present-day schooling going to prepare them for that world?
  • If you allow the educational process to self-organize, then learning emerges. It's not about making learning happen. It's about letting it happen.
  • The teacher sets the process in motion and then she stands back in awe and watches as learning happens.
  • We need to shift that balance back from threat to pleasure.
  • think we need a curriculum of big questions.
thaleia66

The End of the University as We Know It - The American Interest - 0 views

www.the-american-interest.com/...f-the-university-as-we-know-it

shared by thaleia66 on 09 Aug 15 - No Cached
  • People will not continue to pay tens of thousands of dollars for what technology allows them to get for free.
  • Power is shifting away from selective university admissions officers into the hands of educational consumers, who will soon have their choice of attending virtually any university in the world online.
  • Now anyone in the world with an internet connection can access the kind of high-level teaching and scholarship previously available only to a select group of the best and most privileged students.
  • ...13 more annotations...
  • researchers at Carnegie Mellon’s Open Learning Initiative, who’ve been experimenting with computer-based learning for years, have found that when machine-guided learning is combined with traditional classroom instruction, students can learn material in half the time.
  • Top schools like Yale, MIT and Stanford have been making streaming videos and podcasts of their courses available online for years, but MOOCs go beyond this to offer a full-blown interactive experience.
  • Teens now approaching college age are members of the first generation to have grown up conducting a major part of their social lives online. They are prepared to engage with professors and students online in a way their predecessors weren’t
  • What is emerging is a global marketplace where courses from numerous universities are available on a single website. Students can pick and choose the best offerings from each school; the university simply uploads the content.
  • The era of online education presents universities with a conflict of interests—the goal of educating the public on one hand, and the goal of making money on the other.
  • One potential source of cost savings for lower-rung colleges would be to draw from open-source courses offered by elite universities. Community colleges, for instance, could effectively outsource many of their courses via MOOCs, becoming, in effect, partial downstream aggregators of others’ creations, more or less like newspapers have used wire services to make up for a decline in the number of reporters.
  • To borrow an analogy from the music industry, universities have previously sold education in an “album” package—the four-year bachelor’s degree in a certain major, usually coupled with a core curriculum. The trend for the future will be more compact, targeted educational certificates and credits, which students will be able to pick and choose from to create their own academic portfolios.
  • The open-source educational marketplace will give everyone access to the best universities in the world. This will inevitably spell disaster for colleges and universities that are perceived as second rate.
  • Likewise, the most popular professors will enjoy massive influence as they teach vast global courses with registrants numbering in the hundreds of thousands (even though “most popular” may well equate to most entertaining rather than to most rigorous).
  • Because much of the teaching work can be scaled, automated or even duplicated by recording and replaying the same lecture over and over again on video, demand for instructors will decline. 
  • Large numbers of very intelligent and well-trained people may be freed up from teaching to do more of their own research and writing. A lot of top-notch research scientists and mathematicians are terrible teachers anyway.
  • Big changes are coming, and old attitudes and business models are set to collapse as new ones rise.
  • if our goal is educating as many students as possible, as well as possible, as affordably as possible, then the end of the university as we know it is nothing to fear. Indeed, it’s something to celebrate. 
  • thaleia66 on 09 Aug 15
     
    I came across this piece looking for connectivism at TED after reading the Downes piece. I remembered a talk I watched last semester that spoke of connectivism historically - as something very old, not necessarily connected to the digital revolution. This was such a provocative piece, though, I thought I would share it, and will post more reflections on my blog. Lisa
djplaner

Ed tech promoters need to understand how most of us learn ~ Stephen's Web - 4 views

www.downes.ca/...page.cgi

shared by djplaner on 28 Jul 14 - No Cached
  • djplaner on 28 Jul 14
     
    Can some, most or all people engage in self-directed learning? Is it innate or can it be developed? What if they are "pursuing their own interests"? Questions that have already come up for some, especially given the design of NGL. Thoughts?
  • ggdines on 29 Jul 14
     
    Maybe its both? I think some will be better than others but I don't think those for whom it isn't innate can't become more informed and skilled at self direction as a practice for learning.
Anne Trethewey

Education 2020 - 'Connectivism' - 3 views

education-2020.wikispaces.com/Connectivism

shared by Anne Trethewey on 04 Aug 14 - No Cached
  • Anne Trethewey on 04 Aug 14
     
    Includes: 1. A definition of connectivism 2. Video by George Siemens - 'Connectivism: Socializing Opening Learning.' 3. Video 'The Networked Student' 4. Slideshare - 'Elements of Connectivism' Stephen Downes 5. Slideshare - 'Connectivism and Personal Learning' by Stephen Downes
  • paul_size on 07 Aug 14
     
    Thanks Anne, I love Siemen's Principles of connectivism - really hits the nail on the head.
debliriges

Is there such a thing as too little cognitive load? - 2 views

kerryj.com/...g-as-too-little-cognitive-load

Higher education cognitive load adult learners

shared by debliriges on 08 Aug 14 - No Cached
  • debliriges on 08 Aug 14
     
    For adult learners - what is the balance between ensuring cognitive overload doesn't discourage learning and offering too much in the way of support so incidental learning doesn't happen?
  • muzedujourney on 10 Aug 14
     
    Deb Thank you for sharing this. Working in the tertiary sector I found this article struck a few notes with me about how we do things and the culture within the organisation in which I work and how I would liek to do things considering all my new knowledge.
djplaner

Half an Hour: Connectivism as Learning Theory - 1 views

halfanhour.blogspot.com.au/...tivism-as-learning-theory.html

ltngl

shared by djplaner on 30 Aug 14 - No Cached
  • djplaner on 30 Aug 14
     
    Downes describing in more detail what makes Connectivism a learning theory and in passing it's relationship to pedagogy.
anonymous

Peer Review of my Proposal - Instructions on How-To Provide Feedback in Edmodo | Dreams... - 2 views

www.dreamsys.com.au/...-to-provide-feedback-in-yammer

education teaching learning peer review proposal instructions feedback

shared by anonymous on 26 Oct 14 - No Cached
  • anonymous on 26 Oct 14
     
    Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  
thaleia66

Learning by Design: TPACK in Action - EdITLib Digital Library - 0 views

www.editlib.org/37022

shared by thaleia66 on 03 Nov 15 - No Cached
  • To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning environment, addressing the situated nature and complex interplay of technology, pedagogy and content.
  • thaleia66 on 03 Nov 15
     
    "One criticism of skill-focused technology training, a common practice in teacher preparation, is that these experiences develop teachers' technological knowledge and skills, but fail to challenge their underlying beliefs about teaching and learning, which are more fundamental barriers to technology integration (Ertmer 1999). This criticism stems from the argument that technology knowledge and skills alone are insufficient for teachers to utilize technology and initiate educational change."
Trevor Haddock

Daphne Koller: What we're learning from online education | Video on TED.com - 0 views

www.ted.com/...ing_from_online_education.html

education ted Coursera online education

shared by Trevor Haddock on 17 Oct 12 - No Cached
  • Trevor Haddock on 17 Oct 12
     
    Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed. With Coursera, Daphne Koller and co-founder Andrew Ng are bringing courses from top colleges online, free, for anyone who wants to take them.  We should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity … by actually talking with them." (Daphne Koller)
adamjosh

Web - An SBS documentary - 0 views

www.sbs.com.au/...web

connected learning

shared by adamjosh on 18 Sep 16 - No Cached
ollie1 liked it
  • adamjosh on 18 Sep 16
     
    A relevant documentary about connected learning on SBS. Gives a good demonstration of how transformative the Internet can be to learning in isolated communities.
djplaner

A Design-Based Approach To Teachers' Professional Learning | Canadian Education Associa... - 1 views

www.cea-ace.ca/...ers%E2%80%99-professional-lear

dbr

shared by djplaner on 11 Jul 16 - No Cached
  • Yet school leaders and classroom teachers often fail to see a connection between educational theory and research conducted in universities and the real-world, complex and contextually rich teaching, learning and leading contexts in schools.
  • “Best practice, evidence-based practice, and reflective practice all refer to ways of making optimum use of know-how”[3]; however, while necessary, these are insufficient for creating new insights into practice, or “know-why” directed towards advancing practice
  • Design-based professional learning, which builds upon design-based research findings and theories, provides the bridge for teachers to advance practice in a principled, practical way.
  • djplaner on 11 Jul 16
     
    Article arguing/explaining the value of design-based research to classroom teachers. The link with NGL is that the course uses DBR as the method by which you consider how to apply NGL principles to interventions in your role "as Teacher".
Trevor Haddock

Sir Ken Robinson: Bring on the learning revolution! | Video on TED.com - 0 views

www.ted.com/...n_bring_on_the_revolution.html

TED Education

shared by Trevor Haddock on 15 Sep 12 - No Cached
  • Trevor Haddock on 15 Sep 12
     
    A follow up to the first TED talk in 2006. Sir Ken Robinson discusses changing education from an 'industrial' model to an 'agricultural' model where we nurture learning not manufacture it.
Trevor Haddock

Ascilite - 0 views

www.ascilite.org.au/...auckland09

networked global learning conference

shared by Trevor Haddock on 29 Jul 12 - Cached
  • Trevor Haddock on 29 Jul 12
     
    Ascilite 2009 conference programme includes numerous full papers including Kligyte (2009) referenced in EDU8117 Study book p. 17 Has many other papers on using networked & global learning.
anonymous

http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2012)16&do... - 0 views

www.oecd.org/...publicdisplaydocumentpdf

learning education connectivism knowledge-building

shared by anonymous on 02 Oct 14 - No Cached
  • anonymous on 02 Oct 14
     
    INNOVATIVE RESEARCH-BASED APPROACHES TO LEARNING AND TEACHING
djplaner

Alec Couros' Keynote from FUSION 2013: Identity, Networks & Connected Learning - YouTube - 2 views

www.youtube.com/watch

shared by djplaner on 17 Jul 14 - No Cached
  • djplaner on 17 Jul 14
     
    @courosa keynote from a 2013 conference on Identity, Networks and Connected learning. Alec is one of the guys leading the exploration of how this is changing education.
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