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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
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.
Linda Raymond-Hagen

New structures of learning: The systemic impact of connective knowledge, connectivism, ... - 5 views

elearnspace.org/...systemic_impact.htm

shared by Linda Raymond-Hagen on 27 Aug 14 - Cached
  • The limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.
    • paul_size
      paul_size on 04 Sep 14
       
      I like this line about physical structures delaying innovation.  
  • long timeline of slow change
  • almost all technological advancements related to information and communication have influenced three dimensions: 1.      Our ability to create and share information and content 2.      Our ability to connect and dialogue with others, a progressive minimization of the tyranny of space and time 3.      Our ability to experience a simulated reality
  • ...75 more annotations...
  • barriers to the creation of content and information
  • This timeline has enabled anyone with access to an internet connection to create and share information.
  • The barriers of expense and technical expertise - such as printing presses - are now lowered to the ease of creating a blog or podcast.
  • validating information accuracy
  • increased ease of content creation is the ability for conversations to occur,
  • in both real and delayed time, on a global level. Through tools such as mobile phones, Skype[2], video conferencing, instant message, and microblogging tools such as Twitter[3], conversations are no longer confined by space and time
  • For many individuals, the reduced cost of information communication technologies reduces the economic barrier of participating in global conversations.
  • While technology is the undercurrent that has influenced much of the development in society and our ability to communicate, share, and create content, technology creates a different dimension not fully reflected in those advancements.
  • unattainable due to cost and access
  • Knowledge - the core product and source of engagement in education - has become increasingly fluid
  • What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual. (p. 207)
    • paul_size
      paul_size on 04 Sep 14
       
      Is this not concerning?  Knowledge produced to create a world of instability?
  • Border-less education - such as is evident by global universities like Open University (UK) and Athabasca University (Canada) Private for-profit - as defined by organizations such as University of Phoenix and Laureate Education Corporate universities - such as Defense Acquisition University. (Scott, 2002, pp. 4 - 5)
  • vital combat of lucidity
  • his era of complexity, or as defined by Barnett (2004) - supercomplexity - requires a transition from an epistemological to an ontological emphasis. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge.
  • The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
  • adoption of innovation and systemic views of change.
  • adoption of innovation and systemic views of change.
  • A view of change is required that moves beyond Christensen's (1997), Moore's (1999), and Senge et al.'s (1999) models and begins to addresses the impact of trends and innovations on the spaces and structures of learning.
  • New trends drive innovation
  • when educators, school systems, and research groups begin to adopt new approaches for learning.
  • Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning. As noted by David (1990), new innovations are adopted in the context of existing physical spaces.
  • Given the opportunities of technology to extend access to content, experts, and peer learners, does an existing classroom model still make sense? Do one-instructor classrooms need to give way to more diverse approaches of many instructors and many peer learners? How should curriculum be developed? How much structure needs to be applied to this type of model in the development of curricula and in the planning of instruction? Does instructional design similarly need to be rethought?
  • Once spaces
  • complex problem solving through collaboration, and new relationships between educational institutions and society are all possible as systems ch
  • catalyst and push-back factors
  • Social pressures were building that resulted in the eventual eruption of political reorganization.
  • Prior Learning Assessment and Recognition
  • Yet learning occurs in many places, formats, and process
  • limitless dimensions exist in our learning (
  • n addition to formal education, learning occurs through games and simulations, mentoring and apprenticing, performance support at the point of a learning need, self-learning that arises through critical and creative thinking, communities of practice and personal learning networks, as well as the many informal learning situations that arise through conferences, reading, volunteering, and hobbies.
  • (a) long-term trends influencing information creation, interaction, and technological change; (b) the nature of systemic change; and (c) the multi-faceted, dimension-less nature of learning. Consideration can now be given to a creative exploration of what educational structures might look like if created on the premises presented thus far.
  • Many of the assumptions that influence current school design are challenged when learners and educators have the ability to form global learning networks outside of the realm of traditional education. As we create "space and place, we create ourselves" (Cannatella, 2007, p. 632). Our ability to learn, grow, and adapt to change pressures is directly linked to the nature of our learning environments. Oblinger (2006) addressed the link between space design and opportunities for learning:
  • Space - whether physical or virtual - can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities. (para 1)
  • carrier of patterns of previous reasoning
  • hierarchical mindset exists with regard to educational content
  • classification schemes of individuals such as Aristotle and Linnaeus
  • The multi-faceted aspects of learning - the criticality of context, the importance of social interaction and negotiation, the need for active "doing" - are all of such nebulous character that they fail to avail themselves to classification
  • structure content and interaction into hierarchical structures.
  • The limitations of hierarchy in capturing interconnectedness of information and the failure of classrooms to reflect technological developments permitting multi-perspective interactions and networked learning establish a need for different metaphors to guide learning design.
  • an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
  • suggests a certain view of
  • learning
  • Learning is seen as bounded, structured, managed by a single expert (the teacher),
  • different affordances
  • ecology of learning with
  • If ecologies are the spaces of learning, then networks are the structures of learning.
  • They arise in a space that both supports and confines their creation. The last decade has generated much thought on networks. A range of researchers from physics, mathematics, and sociology (Barabasi, 2002; Watts, 2003; Wellman, 1999) have explored the nature of networks and how they are a central component in all aspects of society, biology, and physics. The centrality of networks as an organizing scheme is also reflected in education, teaching, and learning (Siemens, 2006) under the concept of connectivism. Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks. The distributed nature of knowledge and the growing complexification of all aspects of society require increased utilization of technology to assist our ability to stay current, manage information abundance, and solve highly complex problems.
  • A pedagogy of participation
  • Davidovitch (2007) suggested, "The call for a new pedagogy to accompany new instructional technologies, however, has largely remained unanswered."
  • The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms.
  • duplicate the structure of a classroom, little innovation is seen
  • pedagogy of oppression
  • discussion of participatory pedagogies
  • Learners are able to contribute to existing curricula.
  • Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
  • progressively rigid intellectual property laws or increased emphasis on learning outcomes
  • an attempt to create an educational system that recognizes the fluidity of learning and knowledge,
  • Questions shaping future directions
  • When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around
  • Content is not filtered according to the ideology of one professor.
  • MIT's OpenCourseWare
  • A fluid network of relationships
  • Accreditation is a value statement.
  • learner has sufficiently engaged with the knowledge of a domain to be worthy of a particular designation
  • Some prefer a high degree of social interaction, while others prefer a more individual approach.
  • The motivation of peer-contact and schedule of learning activities and events may provide critical support to ensure learners do not drop out of their
  • Existing services like Diigo[8], Amazon[9], Digg[10], and StumbleUpon[11] provide a glimpse of what a rating system might
  • brokering
  • funding model of universities relates to providing support for educators and i
  • societies to participate in the information and knowledge age. The critical challenges facing humanity are many. A highly connected and well educated populace appears to hold the greatest prospect for meeting these challenges.
    • Linda Raymond-Hagen
      Linda Raymond-Hagen on 28 Sep 15
       
      Why is there still large investments being made in brick and mortar and not alternative deliveries?
  • e primacy of the educator and the role of the learners as receptive agents
  • learning management systems
  • Subscription fees to
  • as a source of guidance
  • djplaner on 27 Aug 14
     
    Paper/presentation by Siemens talks about the difficulty of change and tries to develop a new view of teaching, learning and research. The abstract of the presentation is... "Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning."
thaleia66

Re-imagining school | Playlist | TED.com - 1 views

www.ted.com/...re_imagining_school

shared by thaleia66 on 13 Aug 15 - No Cached
  • What we're learning from online education 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.
  • djplaner on 13 Aug 15
     
    The xMOOC approach - which is the label for Coursera and most of the "AI" driven MOOCs - is taken a very automated approach. The idea that algorithms and automation can help. Personally, I think this is an incomplete foundation for learning. For me networked learning is better based on the idea of using technologies to help/augment people, rather than remove them from the process. The cMOOC approach is more along those lines, but has only started to scratch the surface.
  • thaleia66 on 16 Aug 15
     
    I wonder whether different kinds of MOOCs are more suited to different contexts or to different disciplines, or even to different learning styles or aptitudes? For me, the more ad hoc nature of a cMOOC approach seems somewhat incomplete also. There are times when I'd rather put myself in the hands of a trusted, experienced guide, and if this guide has recognised the common pitfalls on the trail - through algorithms and automation - all the better. I wonder if there's room for a blended approach. Aren't you using algorithms and automation to grade our work for this course, David?
ollie1

Chapter 3. A Typology of Social Forms for Learning - 5 views

teachingcrowds.ca/...y-of-social-forms-for-learning

shared by ollie1 on 07 Aug 15 - No Cached
  • In brief, the evolved form illustrates three kinds of aggregation of learners in either formal or informal learning: groups, networks, and sets. We originally conflated sets with a further emergent entity that is not a social form as such, which we have referred to as the collective
  • the tutor can respond directly to questions, adapt teaching to the learner’s stated or implied reactions, and the learner can choose whether to intervene in the course of his or her own tuition without contest with others (Dron, 2007
  • one-to-one dialogue represents an “ideal” form of guided learning, at least where there is a teacher who knows more than the learner and is able to apply methods and techniques to help that learner to learn
  • ...4 more annotations...
  • t continues to play an important role in network forms of sociality because of the essentially one-to-one edges between nodes that lead to what Rainie and Wellman (2012) refer to as “networked individualism”—
  • However, one of their defining characteristics is that their members are, in principle and often in practice, listable.
    • djplaner
      djplaner on 07 Aug 15
       
      For me, this category is where all of Riel and Polin's (2004) types of community fit. The notion of community (as per Riel and Polin) doesn't capture the full set of possibilities that are observable on in netgl
  • People may be unaware that they are part of a set (e.g., people with a particular genetic marker), or they may identify with it (e.g., people who are fans of football or constructivist teaching methods).
    • djplaner
      djplaner on 07 Aug 15
       
      In my context "as teacher" - helping other academics learn how to learn online - the Set may be one of the missing considerations in staff development. i.e. all of those people teaching huge first year university courses could be said to belong to a set. Yet there is - at least at my institution - very little sharing/engagement/learning within this set. Most of it occurs within their group (e.g. the school of education) even though chances are that someone teaching a large first year education course has more to learn from someone teaching a large first year accounting course than from someone teaching a Master of Education course with 12 people in it.
  • Group-oriented systems tend to provide features like variable roles, restricted membership, and role-based permissions. Network-oriented systems tend to provide features like friending, linking, and commenting. Set-oriented systems tend to provide tools like topic- or location-based selections, tags, and categories.
    • djplaner
      djplaner on 07 Aug 15
       
      The design of the technology you use can be very important. Trying to create network learning with a group learning tool (e.g. Moodle) can be difficult. One of the reasons why this course has moved to using an open blog, rather than Moodle.
  • djplaner on 07 Aug 15
     
    Chapter from the Dron and Anderson book that expands upon the "group, networks and collectives" paper (by Dron and Anderson) from week 3
djplaner

The Most Intolerant Wins: The Dictatorship of the Small Minority - Medium - 1 views

medium.com/...he-small-minority-3f1f83ce4e15

complexity

shared by djplaner on 15 Aug 16 - No Cached
  • The interactions matter more than the nature of the units.
    • djplaner
      djplaner on 15 Aug 16
       
      Interactions == connections. What are the interactions in a NGL situation? Who interacts with what? How? To what end?
  • This is called an “emergent” property of the whole, by which parts and whole differ because what matters is the interactions between such parts.
  • The rule we discuss in this chapter is the minority rule
    • djplaner
      djplaner on 15 Aug 16
       
      What are other rules that apply? Can these be usefully applied to NGL? The minority rule can be a negative influence, does it exist in NGL?
Anne Trethewey

9/15-9/28 Unit 1: Why We Need a Why | Connected Courses - 1 views

connectedcourses.net/...why-we-need-a-why

shared by Anne Trethewey on 09 Sep 14 - No Cached
  • the “whats” to be learned
  • We usually start by addressing the “What” question first
  • If we have time, we address the “How” question by considering how we can best teach the material
  • ...4 more annotations...
  • we rush into the semester, rarely asking, “Why?”
  • Starting with “Why” changes everything.
  • As Neil Postman has noted, you can try to engineer the learning of what-bits (The End of Higher Education, Postman), but “to become a different person because of something you have learned — to appropriate an insight, a concept, a vision, so that your world is altered — is a different matter. For that to happen, you need a reason.”
  • So what is the real “why” of your course? Why should students take it? How will they be changed by it? What is your discipline’s real “why”? Why does it matter that students take __________ courses or become _________ists? How can digital and networked technologies effectively support the real why of your course?
  • djplaner on 09 Sep 14
     
    Intro page to week one of Connected Courses. The connection here to what we're doing in NGL is the text from Mike Wesch - "Why we need a why" It connects with course design - not a big leap from there to what you're doing "as teacher" in NGL - and talks about the importance of why
Brendon Willocks

iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views

willocksb.wordpress.com

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • previous Blog post
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Reference to previous thinking in relation to NGL. Not 100% sure here how to add the spta tage. #spta
  • r 8 Humanities class and also my Yr 12 ITS classes
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Turn to face-to-face network for information first. Perhaps this is just a comfort zone. I need to a more PCP approach. #spta
  • Flappy Golf
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Multiple links to external sites. I wonder if this link opens in a new browser window, or if it is the same. ??? Dont want it to be the same window becasue we always want to keep the user on the original blog. #spta
  • ...41 more annotations...
  • poll.
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
    • djplaner
      djplaner on 18 Aug 14
       
      I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
  • “Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
  • learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
  • it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
  • We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
  • “transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
  • Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
  • Learning is a process of connecting specialized nodes or information sources
  • The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
  • When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
  • ‘As Student’
  • “It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
  • Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
  • ‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
  • feeding forward’, as identified by Downes (2011).
  • “We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • ‘As Student’
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • feeding forward’, as id
  • We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • d social bookmarking in t
  • “Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
  • ‘The past always looks easy and the future always looks challenging’.
  • Our information overload is a filtering issue and we are having filter failure.
  • lexibility is the greatest strength.
  • online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
  • Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.
  • “Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
  • Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
mari marincowitz

Can a test measure your imagination skills? | ideas.ted.com - 0 views

ideas.ted.com/...-test-measure-your-imagination

shared by mari marincowitz on 16 Aug 14 - No Cached
  • there is growing evidence that the capacity for imagination is tied to something called the “default mode network,
  • the default mode network
  • springs to life
  • ...6 more annotations...
  • whenever you’re thinking about nothing in particular
  • Universities, businesses and government agencies all compete for cognitive “talent,” and they frequently rely on intelligence testing to help them find it. Meanwhile, the evidence that intelligence testing may not work as advertised has been growing
  • you have to think of intelligence — when defined as problem-solving ability — not as a singular quality but as a spectrum. On one end is deductive, rules-based reasoning and on the other is imaginative, possibilities-based improvisation
  • our apparently mindless moments are actually humming with cognitive activity. Instead of letting moments of free time slip away, they say, our brains “capitalize on them to consolidate past experience in ways that are adaptive for our future needs.”
  • Like any human performance metric — IQ, LSAT scores, batting averages — the imagination quotient is intended to predict a competitive advantage
  • “If you have an imaginative capability to envision future possibilities, alternatives and scenarios — that’s going to be predictive [of success] across the board,” he says.
  • mari marincowitz on 16 Aug 14
     
    Albert Einstein said: "Imagination is more important than knowledge." Hopefully there would be more scope in future educational systems to measure those skills. Can imagination be measured in all subjects? In the visual arts, I certainly think it could. Even just from observation in my art classes, it doesn't take much to see which students can "think for themselves" and come up with intelligent solutions to creative problems.
Anne Trethewey

Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views

www.ascd.org/...dents-to-Learn-Without-Us.aspx

shared by Anne Trethewey on 12 Aug 14 - No Cached
  • The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
    • anonymous
      anonymous on 12 Aug 14
       
      Comments like this make teachers appear lazy. Using the word "slow" implies that teachers are ignorant and not proactive. I have seen many teachers wanting to integrate these technologies but finding the curriculum and day to day life of being a teacher as exhausting.
    • mari marincowitz
      mari marincowitz on 16 Aug 14
       
      I totally agree on this, Annelise. The problem is that the whole school system has not kept up the way technology has changed our daily lives and ways we interact and learn. For example, I'm teaching the IB Visual Art curriculum, a rigorous 2-year course for grade 11 and 12 learners. The sheer amount of work that need to be achieved in a very short period, makes it impossible to spend hours integrating new technologies that are not directly related to achieving the objectives set out by the IB to pass this exam. My husband teaches IB Psychology and the final examination is a traditional written exam, mostly based on students' ability to memorize large amounts of work. This means that students need to practice writing traditional pen and paper tests. This leaves little space for interactive games or application of new technologies. The curriculum will need to change before teachers can effectively discover the potential of these new technologies and consequently redefine their teaching.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
    • anonymous
      anonymous on 12 Aug 14
       
      Not in the schools I have been in.
  • we need to fundamentally rethink what we do in the classroom with kids
    • anonymous
      anonymous on 12 Aug 14
       
      True, we do need to rethink but I think the model is fundamentally flawed.
  • ...9 more annotations...
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn
    • anonymous
      anonymous on 12 Aug 14
       
      This is what the subject NGL is encouraging. We learn without teachers, where we answer our own questions, develop patience with uncertainty and ambiguity, appreciate and learn from our "mistakes," and follow our passion.
  • writing blog posts
    • anonymous
      anonymous on 12 Aug 14
       
      A very good idea and something I was doing with my year 11s and 12s. Some loved it and others wanted the "paper and pen" approach. I found female students were more resistant as they were not as active in online forums as the males, but this is only my experience. I had many females complain, even some to their parents saying that they wanted to receive everything I did in hard copy, despite even the parents having access to all the online materials.
  • model the learning process together
    • anonymous
      anonymous on 12 Aug 14
       
      A great idea, modelling active learning.
  • Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
    • anonymous
      anonymous on 12 Aug 14
       
      I can see how it will take very brave souls to implement this approach in the current schooling model. I have seen massive resistance, and mostly because it is seen as "extra" on top of everything else. Education is like a "black hole" - never ending and constantly growing. :0
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
    • anonymous
      anonymous on 12 Aug 14
       
      I think the demand for personal learning is increasing, particularly amongst male students. The proliferation of information on the web and the active engagement. Argghh, I just found out that Robin Williams has died. I'm heartbroken, i loved him.
    • djplaner
      djplaner on 12 Aug 14
       
      You're not alone in that feeling.
    • djplaner
      djplaner on 12 Aug 14
       
      On a less important topic, how would personal learning fit within a school setting with set curriculum etc? I can see a distinct difference with what is possible in NGL and what could be done in my undergraduate course.
  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
    • Anne Trethewey
      Anne Trethewey on 16 Aug 14
       
      An interesting statement - especially in light of many of the restrictions now placed on teachers in Australia with the new national curriculum, especially P-6.  Over the last few years, the explicit teaching focuses and prescriptive nature of many subject outcomes has seen my teaching change fundamentally, and I do not believe for the better. I know longer have the same scope and professional leeway to tailor learning to needs and interests of my students.  One-size DOES NOT FIT ALL!
  • Finding Their Passion
    • Anne Trethewey
      Anne Trethewey on 16 Aug 14
       
      Have explored 'Genius Hour' with my students in an attempt to introduce more opportunity for my students to engage in learning that is more in turn with their interests and passions.  Find time in a very hectic curriculum and timetable is the greatest hurdle!
  • It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn. (personal communication, October 3, 2011).
  • anonymous on 12 Aug 14
     
    A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
  • djplaner on 12 Aug 14
     
    A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
djplaner

Celebrations! - USQ pre-service teacher looking for partner - 0 views

education.skype.com/...10252-celebrations

shared by djplaner on 20 Oct 14 - No Cached
  • djplaner on 20 Oct 14
     
    A student in the undergrad course I teach trying to find a partner class for a Skype session on Celebrations. A little/very late in terms of notice, wondering if anyone might have a contact that might be interested.
Charmian LORD

9 Powerful Android Apps to Boost Your Teaching Productivity ~ Educational Technology an... - 0 views

www.educatorstechnology.com/...our-teaching-productivity.html

apps teaching

shared by Charmian LORD on 26 Oct 15 - No Cached
  • Charmian LORD on 26 Oct 15
     
    Had to share this. Not just because some of these may be helpful but also because of the final app. So many teachers and schools are insisting that students keep their phones off or silent and well away from them during class. This app works best if the student has it with them. What do you think Bec?
Trevor Haddock

New Service From Harvard Aims to Replace Classroom Lectures | Diigo - 0 views

www.diigo.com/...atalytics_classroom_mobile.php

flipped class edtech

shared by Trevor Haddock on 07 Sep 12 - No Cached
  • Trevor Haddock on 07 Sep 12
     
    Eric Mazur, Harvard physics professor and Learning Catalytics
mari marincowitz

edX - online courses and classes from the world's best - 1 views

www.edx.org

MOOCs

shared by mari marincowitz on 20 Jul 14 - No Cached
  • mari marincowitz on 20 Jul 14
     
    An alternative to "coursera," but a little less varied
Charmian LORD

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 1 views

www.irrodl.org/...1103%2522

connectivism learning theory review

shared by Charmian LORD on 17 Aug 15 - No Cached
  • To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future?
  • If older theories are to be replaced by connectivism, then what are the grounds for this measure?
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...8 more annotations...
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information.  Simply put, “The capacity to know is more critical than what is actually known” (Siemens, 2008, para. 6)
  • The developmental implications of Downes’ definitions of learning and knowledge are far-reaching.  If learning transpires via connections to nodes on the network, then it follows that the maximization of learning can best be achieved through identifying the properties of effective networks, which is precisely what Downes sets out to achieve in Learning Networks and Connective Knowledge.
  • Siemens (2006b) highlights other factors that may inform the development of a new learning theory, namely “how we teach, how we design curriculum, the spaces and structures of learning, and the manner in which we foster and direct critical and creative thought in our redesign of education” (p. 6).
  • roponents of connectivism are “exploring a model of learning that reflects the network-like structure evident in online interactions,” (p. 12) but is this enough to constitute its formulation as a new learning theory, and does connectivism have anything new to offer?
  • the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education
    • Charmian LORD
      Charmian LORD on 17 Aug 15
       
      do I classify as young? :)
  • his will undoubtedly cause friction in institutions and class rooms, particularly as (adult) educators themselves do not always feel comfortable with the new developments because they have not been shown adequately, or explored for themselves, how the new and emerging technologies could enhance their working practice.
    • Charmian LORD
      Charmian LORD on 17 Aug 15
       
      This is the issue I am facing.  People need time to work it out, good questions about the use of technology and information about how it will not increase their workload or decrease it (leading to a lack of work).  Is this possible?  How possible?
  • A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right.  Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.
thaleia66

Groups Vs Networks: The Class Struggle Continues ~ Stephen's Web - 0 views

www.downes.ca/42521

shared by thaleia66 on 26 Aug 15 - Cached
    • thaleia66
      thaleia66 on 26 Aug 15
       
      Group - melting pot; Network - salad bowl. Put in a food metaphor, and suddenly I get it!
  • Groups require coordination. They require a leadership or a leader which is why we get all of this stuff on leadership.
  • Networks, by contrast, require autonomy. That is to say each individual in a network operates independently.
  • ...1 more annotation...
  • a radical concept. Students can learn autonomously. Who would have believed?
djplaner

How Twitter Users Can Generate Better Ideas - 1 views

sloanreview.mit.edu/...sers-can-generate-better-ideas

diversity networks innovation

shared by djplaner on 29 Aug 15 - No Cached
  • Jobs instructed the architect of Pixar’s new headquarters to design physical space that encouraged staff to get out of their offices and mingle, particularly with those with whom they normally wouldn’t interact. Jobs believed that serendipitous exchanges fueled innovation
  • The more diverse a person’s social network, the more likely that person is to be innovative.
    • djplaner
      djplaner on 30 Aug 15
       
      When it comes to teachers engaging with e-learning, how diverse are their networks?
  • Just exposing oneself to diverse fields, opinions and beliefs on Twitter by itself is not sufficient to enhance innovativeness. Additional capabilities are needed to ensure that the ideas triggered via Twitter can be transformed into actual innovative outcomes
  • ...1 more annotation...
  • In particular, two activities emerged as being significantly correlated with increasing individual absorptive capacity and personal innovation: “idea scouting” and “idea connecting.” In an earlier paper that two of us coauthored, we defined an idea scout as an employee who looks outside the organization to bring in new ideas. An idea connector, meanwhile, is someone who can assimilate the external ideas and find opportunities within the organization to implement these new concepts.5
  • djplaner on 29 Aug 15
     
    Description of research exploring the impact of network participation and diversity on the quality of ideas/innovation.
laurac75

Week 3 Reflection on Me as a student | Learning to learn with NGL - 1 views

learningtolearnwithngl.wordpress.com/...me-as-a-student

spta; student;

shared by laurac75 on 05 Sep 14 - No Cached
  • digital natives and digital immigrants as defined by Prensky (2001).
    • laurac75
      laurac75 on 05 Sep 14
       
      Using ideas and principles from other sources
  • The answer is that I have been exploring where I fit both as a student and as a teacher.
  • ...17 more annotations...
    • laurac75
      laurac75 on 05 Sep 14
       
      Reflecting on my own practice
  • In my last post, I introduced Helsper and Enyon’s (2009) idea that exposure to, and experience using, various digital technologies can have more of an influence that generation age on determining whether a person has the characteristics of a digital immigrant or a digital native. Of course, nothing is ever so clear cut. In his blog, Wesley Fryer discusses this, and expands the immigrant vs native classification into four categories, as shown below.
  • Personally, I think even this is a simplification, and that a person’s classification may vary depending on the technology referred to. For example, until recently I was a digital refugee with regards to smart phones and associated apps – and yet reading news report on-line is an integral component of my daily routine. I would probably class as a Voyeur with regards to Twitter and Flickr in that I am aware of them, and will use them to gain information but I do not follow anyone, or actively participate myself. Thus there are multiple shades of grey.
  • Goodyear, Carvalho and Dohn (2014, p 140) state that networked learning “ is no longer exotic”, however, I would argue that this very much depends on on one’s own perspective, which in turn would be shaped by personal experience and knowledge (aka the whole digital landscape debate).
  • (see Koutropoulis, 2011) Prensky’s division
  • I would generally agree that as a student, I tend to be quite focused, like an ordered approach, and work better as an individual than as part of a community. The concepts of ‘shared learning’ is quite alien to me – as is the concept of allowing the “mess” to be apparent. It is quite contradictory to my scientific researcher – the data is analysed, the results and interpretation finalised, and the presentation polished before the work is released to the world at large (typically via a published paper or article). Only those directly collaborating on the work see the mess, being asked to share this process on-line is really quite intimidating to me, and conflicts with my view of professionalism (as well as my tendency towards perfectionism).
  • So, as a student, I think I challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator.
    • laurac75
      laurac75 on 05 Sep 14
       
      Using other resources; linking concepts and ideas
    • laurac75
      laurac75 on 05 Sep 14
       
      NGL principles in a brpader context; Using other sources
  • about herself in the capacity of being a student,
  • smiss this message
    • laurac75
      laurac75 on 05 Sep 14
       
      Use of other sources
    • laurac75
      laurac75 on 05 Sep 14
       
      Use of other sources
    • laurac75
      laurac75 on 05 Sep 14
       
      Personal reflection on NGL principles
  • So, as a student, I think I face challenges on several fronts, not just learning the technology, and associated pedagogy, but also challenges to how I perceive and present myself to the world, and what that means to me as a person, and as a collaborator
    • laurac75
      laurac75 on 05 Sep 14
       
      Reflection of future development
    • laurac75
      laurac75 on 05 Sep 14
       
      Personal reflection of involvement in NGL
  • laurac75 on 05 Sep 14
     
    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
  • laurac75 on 05 Sep 14
     
    An attempt to demonstrate how (if) I am meeting the assessment criteria for Assignment 1. I think the grading is rather oblique - how does one distinguish between acceptable and exemplary? Where does this post fit? Feedback or thoughts on this would be welcome.
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
Anne Trethewey

Connected Learning: Reimagining the Experience of Education in the Information Age - 1 views

henryjenkins.org/...cted_learning_a_new_parad.html

shared by Anne Trethewey on 30 Aug 14 - No Cached
  • the idea of a learning ecology, within which learning occurs everywhere, and with their goal to remove some of the obstacles which block the flow of information, knowledge, skills, and wisdom between different sectors.
  • ocus here on participation — in the learning process, in the governance of society — since the struggle to achieve a more participatory culture remains one of the central battles of our times.
  • the focus is on valuing the kinds of learning that children and youth value, the kind that is deeply motivating and tied in meaningful ways to their construction of their identity, recognizing that the goal of education in the 21st century should be in allowing young people to discover and refine their own expertise as they follow their passions and inform their interests
  • ...8 more annotations...
  • he concept of “connected learning” remains a “work in progress,” and the best way to make progress is for thoughtful people, across a range of fields, to read, debate, and respond to their provocation and for those of us who find something here to value, to try to put its core principles into play through our work.
  • Connected learning is not, however, distinguished by a particular technology or platform, but is inspired by an initial set of three educational values, three learning principles, and three design principles
  • Equity — when educational opportunity is available and accessible to all young people, it elevates the world we all live in. Full Participation — learning environments, communities, and civic life thrive when all members actively engage and contribute. Social connection — learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity.
  • Interest-powered – Interests power the drive to acquire knowledge and expertise. Research shows that learners who are interested in what they are learning, achieve higher order learning outcomes. Connected learning does not just rely on the innate interests of the individual learner, but views interests and passions as something to be actively developed in the context of personalized learning pathways that allow for specialized and diverse identities and interests. Peer-supported – Learning in the context of peer interaction is engaging and participatory. Research shows that among friends and peers, young people fluidly contribute, share, and give feedback to one another, producing powerful learning. Connected learning research demonstrates that peer learning need not be peer-isolated. In the context of interest-driven activity, adult participation is welcomed by young people. Although expertise and roles in peer learning can differ based on age and experience, everyone gives feedback to one another and can contribute and share their knowledge and views. Academically oriented – Educational institutions are centered on the principle that intellectual growth thrives when learning is directed towards academic achievement and excellence. Connected learning recognizes the importance of academic success for intellectual growth and as an avenue towards economic and political opportunity. Peer culture and interest-driven activity needs to be connected to academic subjects, institutions, and credentials for diverse young people to realize these opportunities. Connected learning mines and translates popular peer culture and community-based knowledge for academic relevance.
  • Shared purpose — Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Today’s social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialized areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals. Production-centered — Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today’s rapidly changing work and political conditions. Openly networked – Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popular culture, educational institutions, home, and interest communities. Learning resources, tools, and materials are abundant, accessible and visible across these settings and available through open, networked platforms and public-interest policies that protect our collective rights to circulate and access knowledge and culture. Learning is most resilient when it is linked and reinforced across settings of home, school, peer culture and community.
  • The urgent need to reimagine education grows clearer by the day. Research has shown that too many students are disengaged and alienated from school, and see little or no purpose to their education
  • The principles of connected learning weren’t born in the digital age, but they are extraordinarily well-suited to it. Connected learning seeks to tie together the respected historical body of research on how youth best learn with the opportunities made available through today’s networked and digital media
  • Connected learning is real-world. It’s social. It’s hands-on. It’s active. It’s networked. It’s personal. It’s effective
  • djplaner on 30 Aug 14
     
    A description of some American academics getting together on the idea of connected learning. The post describes the values and principles underpinning their conception of connected learning.
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