What is the problem/challenge/focus?
Why is it a problem?
Who says, or, who agrees and doesn’t agree?
What has been done so far to deal with this?
Who tried it and what were their results?
In light of all this, what else could be done, and what will be best for this particular problem?
What makes this idea viable?
What process of implementation will work best, and why?
The End of 'Genius' - NYTimes.com - 0 views
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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.
Traditional pedagogic factories usurp cyber-utopian dreams | Giverny's Posits, Ponderan... - 0 views
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A short post the summarises the "war" between traditional hierarchica/factory-like approaches to education (almost all formal education institutions) and the more de-centarlised network-based approach characeterised by cMOOCs (the original MOOC model). This is a challenge you (and I) face in trying to bring network ideas into formal education. The link to Dave Cormier's work in the comments is a good one, I recommend following it up.
Some questions to guide your DBR - 1 views
Writer Unboxed » Networking for Writers - 1 views
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introverted writer
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You want to approach someone with the intent to have a long-term mutually respectful relationship
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treat the writer like you would your friend with a truck.
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Connected Learning: Reimagining the Experience of Education in the Information Age - 1 views
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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.
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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.
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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
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4 Ways Technology is Changing How People Learn - 1 views
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I really like the Infographic on this page. 4 ways tech is changing how we learn: 1. We're moving from individual learning towards more collaborative learning 2. We're moving from more passive learning to active learning 3. Differentiated instruction and personalized learning are becoming more popular 4. We're becoming multitaskers more than ever before
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Thanks for sharing Brendon! (finally, I've managed to comment in Diigo... silly as it may seem, it took me a bit of time to figure this out!) Anyway, I also like the graphics on this poster. I've experienced first hand how tech is changing the way we learn and teach. At my school, we are being challenged all the time to redefine our teaching instead of just using technology as a substitution for traditional tools. I'm sure you're familiar with Dr. Ruben Puentedura''s SAMR model (Substitution, Augmentation, Modification and Redefinition). I did a video on how that model applies to my own teaching and learning. http://youtu.be/nMZ2kuQQ7Qc Cheers, Mari
Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views
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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.
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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.
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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.
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schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
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we need to fundamentally rethink what we do in the classroom with kids
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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.
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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.
Chapter 3. A Typology of Social Forms for Learning - 5 views
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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
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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
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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
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