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paul_size

Personal Learning Networks: Using the Power of Connections to Transform Education: Will... - 3 views

www.amazon.com/...ref=as_li_ss_til

nglpeople learning

shared by paul_size on 15 Sep 14 - No Cached
  • paul_size on 15 Sep 14
     
    Review Will Richardson and Rob Mancabelli have created an essential book for educators, students, and anyone concerned about the future of education. Personal Learning Networks provides the perspectives and the processes we need to use personal learning networks to become educated, empowered and ready for the global economy. --Jason Ohler, Professor Emeritus, Educational Technology, University of Alaska, Juneau This book presents an innovative, comprehensive strategy for reinventing education to meet the needs of 21st century students and society. Much more than familiar rhetoric on what is wrong with education, the authors provide a compelling vision for education as it could and should be and a road map to help get us there. Mancabelli & Will Richardson have provided us with a step-by-step guide to create globally-connected classrooms, implement powerful project-based curriculum, and introduce our students to tools and technologies with transformative potential. --Angela Maiers, President of Maiers Educational Services, Clive, Iowa This book is chock-full of useful information and highlights numerous practitioners who are walking the walk. A fantastic resource for administrators, teachers, policymakers, and others who are trying to lead their organizations into the digital, global world in which we now live. --Scott McLeod, Director at UCEA Center for Advanced Study of Technical Leadership in Education, Ames, Iowa
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."
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

Critical Theories on Education and Technology - PhD Wiki - 0 views

sites.google.com/...es-on-education-and-technology

education technology critics

shared by Charmian LORD on 30 Aug 14 - No Cached
  • Feenberg and other critical theorists such as Ellul, Ihde and Irrgang maintain that technology is neither neutral nor autonomous but ambivalent. Ambivalent technology is distinguished from neutrality by the role it attributes to social values in the use and the development of technical systems.
  • technology is not a thing in itself but is inherently a process of social, historical and political cultures.
  • technology mediates experience, and through this mediation, it alters the experience of the phenomena.
  • ...12 more annotations...
  • Arisaka (2001)
  • The future development of educational technology will not be determined by the technology itself, states Feenberg, but rather the politics within the educational community and national political trends. In taking a dialogic approach, he stresses educational technology of an advanced society should be shaped by educational dialogue rather than the production-oriented logic of automation.
    • Charmian LORD
      Charmian LORD on 07 Sep 15
       
      If this is the case, I may be "won over" by Feenberg's dialogic approach.  Let's see :)
  • According to Feenberg (1991), critical theory explains how technology is embedded in society through ‘technological code’ that is dialectical, contextual, aesthetic, and humanly, socially, and ecologically responsible.
  • In summary, Feenberg (2002; 5) calls for a profound democratic transformation of technologies, asking “can we conceive an industrial society based on democratic participation in which individual freedom is not market freedom and in which social responsibility is not exercised through coercive regulation?” He argues a good society should support the personal freedom of its members enabling them to participate effectively in a range of public activities. This can be manifest in democratizing technological design; pursuing a ‘democratic rationalization’ where actors participate in the technological design processes. For Illich (1973), ‘tools of conviviality’ produce a democratic and convivial society in which individuals communicate, debate, participate in social and political life, and help make decisions. Convivial tools free individuals from dependency and cultivate autonomy and sociality.
  • Don Ihde (1990)
    • Charmian LORD
      Charmian LORD on 07 Sep 15
       
      I think he missed the idea that some people like to learn online.  It may have come about for (mostly) financial reasons but has been put to good use by many.
  • E-learning literature increasingly perceives the role of the tutor as facilitator (Salmon, 2004), whilst in a connectivist learning environment, it may become further marginalised or even obsolesced (Siemens, 2004). This emphasis on informal and autonomous learning and student engagement with experts outside their formal educational institutions also recalls Illich’s (1970) community webs. Critical educators such as Freire and Feenberg are critical of the diminishing of critical engagement by the tutor and believe it is essential that teachers continue to have a directive role.
  • Friesen (2008) explores three myths pertinent to current e-learning literature: Knowledge Economy Anyone, Anywhere, Anytime Learning Technology drives Educational Change
  • Kellner stresses that multiple literacies, such as media, computer, and information literacies are required in response to emergent technologies and cultural conditions to empower students to participate in the expanding high-tech culture and networked society.
  • Karlsson (2002) however, suggests so called web literacies should be recognised and studied merely as print literacies that appear on the web. Feenberg (2002) reminds us arguments emerging around new educational technologies are nothing new. He suggests writing was one of the first (narrow bandwidth) educational technologies, and describes how Plato denounced writing as destructive to the dialogic relationship between teacher and student evident in spoken discourse. (Noble (1997) points out the irony in Plato using written text to critique writing, suggesting that similarly, the majority of current attacks on web-based media circulate online.)
  • What originated as a hastily-conceived title for a conference presentation has since become a catch-all term for a range of ‘ontologically non–compatible’ elements (Allen, 2008). In an attempt to conceptualize the meaning of Web 2.0, Allen identifies four key components: Technological implementations that prioritise the manipulation and presentation of data through the interaction of both human and computer agents. An Economic model. Using the Web to put people and data together in meaningful exchanges for financial gain. Users are perceived as active participants, engaged in creating, maintaining and expanding Web content. The politics of Web 2.0 are expressed in traditional democratic terms, which emphasises freedom of choice and the empowerment of individuals.
  • Under a critical perspective, the democratic forms of media consumption and production of Web 2.0 are challenged by the underlying “dictates of a neo-liberal socio–political hegemony” (Jarrett, 2008), as evidenced in the exploitation of user–generated content by major corporations (Petersen, 2008). As Silver (2008) reminds us, “when corporations say community they mean commerce, and when they say aggregation they mean advertising.” Scholz (2008) contends the Web remains largely the domain of “professional elites that define what enters the public discourse,” In addition, social conditions inherent in Web 2.0 practices such as personalization (Zimmer, 2008) and participatory surveillance (Albrechtslund, 2008) require a rethinking of traditional notions of identity, privacy and social hierarchies. As educationalists demonstrate an increasing determination to tap into the apparent technological and sociological affordances of Web 2.0, these are issues that cannot be ignored.
  • djplaner on 30 Aug 14
     
    PhD students article summarising critical theories.
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
djplaner

European Journal of Open, Distance and E-Learning - 3 views

www.eurodl.org/?p=archives&year=2012&halfyear=2&article=523

distance bad set dejavu

shared by djplaner on 09 Aug 14 - No Cached
  • The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
    • anonymous
      anonymous on 09 Aug 14
       
      Note: 3 Generations of technology enhanced teaching 1. cognitive/behaviouralist 2. social constructivist 3. connectivist
    • djplaner
      djplaner on 06 Aug 15
       
      That prior note is not a great example of value adding - just repeating what was in the text.
  • tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
  • pedagogy and the technology must create an engaging and compelling dance
  • ...97 more annotations...
  • postal correspondence
  • three (or more) overlapping generations
  • mass media including television, radio and film.
  • interactive
  • Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Connection between technology and pedagogy
  • technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs
  • We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
  • instructional designer
  • positivist research paradigms and methodologies.
  • From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
  • empirical testing
  • Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • “scientific models”
  • that guided the development, application and assessment of learning.
  • CB-based distance education is often developed in the suggested order
  • The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
  • This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
  • ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
  • creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
  • Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
  • f primary use are distributed text tools such as Google Docs, DropBox and wikis
  • As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
  • Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
  • gh quality content defines CB models of distance education, its effective management and control is extremely important
  • the capacity to re-use content created by others is compelling – if not without its challenges.
  • multiple ways of sharing content
  • blogs to Facebook to YouTube and content management systems
  • Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
  • Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
  • The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
  • mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
  • In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
  • strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
  • Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
  • important source of data to constructing the model is the user’s current and past activities with content in the learning context.
  • data minin
  • data mining
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
  • From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
  • MOOCs
  • CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
  • groups of learners, learning together with and from one another.
  • Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
  • efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
    • anonymous
      anonymous on 10 Aug 14
       
      "social constructivist learning contexts...places 'where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities" Sounds a lot like the NGL course!
  • eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
  • New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Characteristics of Social Constructivism
  • learning is located in contexts and relationships rather than merely in the minds of individuals.
  • leave more room for negotiation about learning goals and activities among teachers and students.
  • less prescriptive
  • Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
  • that being the loss of freedom associated with a commitment to meeting at a common time.
  • Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
  • ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
  • extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
    • anonymous
      anonymous on 10 Aug 14
       
      Example of using data mining and learning analytics with the group.
  • LMS Moodle
  • Standard Moodle analytics allow teachers to view contributions or activities of individual learners
  • Google Analytics
  • Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
  • Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
  • connectivism
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivism = learning is the process of building networks of information, contacts, and resources that are applied to real problems.
  • communities of practice
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
  • capacity to find, filter and apply knowledge when and where it is needed
    • anonymous
      anonymous on 10 Aug 14
       
      role of the learner is to have "capacity to find, filter and apply knowledge when and where it is needed"
  • The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
    • anonymous
      anonymous on 10 Aug 14
       
      "The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity"....a nice reminder
  • iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
  • gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
  • Bloom’s (1956) cognitive taxonomy place creation at the highest level of cognitive processing
  • elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
  • Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
  • hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
  • individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
  • second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
  • Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
  • eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
  • The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
  • Privacy concerns are also being recognised by the social networking giants.
  • Connectivist designs also involve the discovery of and contribution to new learning communities.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivist pedagogy encourages contribution to new learning communities - make your work accessible to others!
  • Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
  • create and rate bookmarked resources t
  • hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
  • the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
  • arder to apply analytics than in the more contained contexts of CB and social constructivist models.
    • anonymous
      anonymous on 10 Aug 14
       
      It is harder to apply analytics than with CB and social constructivist models.
  • There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
  • edagogy is, at heart, entirely focused on the individual learner.
  • The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
  • Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
  • Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
  • Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
  • here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
  • No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
  • As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
  • For each mode of engagement, different types of knowledge, learning, and contexts must be applied.
  • students be skilled and informed to select the best mix(es) of both pedagogy and technology.
  • from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
  • which students become teachers and teachers become students,
  • Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
  • he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
    • djplaner
      djplaner on 06 Aug 15
       
      This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
  • djplaner on 06 Aug 15
     
    One of the readings from the course. Sharing it now as a little experiment in sharing annotations. In theory, if you view this page, you should be able to see the bits that I've highlighted and shared with the group.
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.
thaleia66

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 1 views

www.irrodl.org/...2087

shared by thaleia66 on 30 Sep 15 - No Cached
  • Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).
  • Heutagogy is of special interest to distance education, which shares with heutagogy certain key attributes, such as learner autonomy and self-directedness, and has pedagogical roots in adult teaching and learning.
  • Distance education and heutagogy also have in common the same audience: mature adult learners.
  • ...19 more annotations...
  • Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667). In addition, Web 2.0 encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Lee & McLoughlin, 2007; McLoughlin & Lee, 2008, 2010).
  • A key attribute of andragogy is self-directed learning
  • Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur
  • The role of the educator in an andragogical approach is that of tutor and mentor, with the instructor supporting the learner in developing the capacity to become more self-directed in his or her learning. The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al., 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.
  • Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”
  • As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
  • The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2).
  • More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).
  • In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met
  • learners are self-directed to continue to learn on their own and “can personalize their learning paths in the way they desire
  • Recent research also indicates that the use of social media can support self-determined learning.
  • Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.
  • Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.
  • A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content.
  • Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit”
  • Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process
  • Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning
  • The literature review conducted here indicates that there is substantial work to be done in researching heutagogy within this research construct, for example examination of the means in which Web 2.0 and social media support a self-determined teaching and learning approach, and investigation of the effectiveness of the approach in higher education and in creating lifelong learners able to effectively and successfully translate competencies into capability in complex, real-world situations. Another area of research includes defining and testing criteria for heutagogy as a framework for teaching and learning.
  • By incorporating heutagogical practice, educators have the opportunity to better prepare students for the workplace and for becoming lifelong learners, as well as to foster student motivation by cultivating students who “are fully engaged in the topic they are studying because they are making choices that are most relevant or interesting to them” (Kenyon & Hase, 2010, p. 170).
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
Trevor Haddock

Taylor & Francis Online :: Literacy, literacies and the digital in higher education - T... - 1 views

www.tandfonline.com.ezproxy.usq.edu.au/...13562517.2011.544125

digital literacy

shared by Trevor Haddock on 05 Oct 12 - No Cached
  • Trevor Haddock on 05 Oct 12
     
    Abstract This paper is a critical review of some recent literature around the 'literacies of the digital' in schools and higher education. It discusses the question: 'what does the conjoining of the terms "digital" and "literacy" add to our understanding of teaching and learning in higher education'? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.
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.
djplaner

Traditional pedagogic factories usurp cyber-utopian dreams | Giverny's Posits, Ponderan... - 0 views

givernywitheridge.wordpress.com/...ies-usurp-cyber-utopian-dreams

tension cmooc xmooc

shared by djplaner on 21 Aug 15 - No Cached
  • djplaner on 21 Aug 15
     
    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.
thaleia66

The Global Search for Education: Can Tech Help Students Learn? | C. M. Rubin - 0 views

www.huffingtonpost.com/...-search-for-edu_b_8093230.html

shared by thaleia66 on 14 Sep 15 - No Cached
  • teachers who are more inclined and better prepared for what are known as student-oriented teaching practices, such as group work, individualized learning, and project work, are more likely to use digital resources. But in many cases, teachers were not adequately prepared to use the kind of teaching methods that make the most of technology
  • Overall, the most successful plans were incremental and built on lessons learned from previous plans.
  • There is increasing recognition of the important role of teachers in education. But we need to go beyond the idea that teaching is an art that requires exceptional talent. There are exceptional teachers, but we need to support the professional development of all teachers, and we can do so if we invest in the scientific base of the teaching profession and empower those very exceptional teachers to become leaders who inspire other teachers.Technology offers great tools in this respect. I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students' learning; or of the increasing use of blended learning models in teachers' training, in which online lectures are combined with individualized expert support and feedback from peers. Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like-minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars
  • ...1 more annotation...
  • Integrating technology successfully in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital textbook. The key elements for success are the teachers, school leaders and other decision makers who have the vision, and the ability, to make the connection between students, computers and learning.I would encourage all educators to invest in their professional knowledge about how technology can improve their work practices.
djplaner

Beyond Institutions - Personal Learning in a Networked World ~ Stephen's Web - 1 views

www.downes.ca/343

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • djplaner on 28 Aug 14
     
    Another presentation from Downes - perhaps giving a more extreme view of what NGL might do to education. There is a video of the presentation available. "In this presentation I look at the needs and demands of people seeking learning with the models and designs offered by traditional institutions, and in the spirit of reclaiming learning describe a new network-based sysyetm of education with the learner managing his or her education."
djplaner

Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 0 views

davecormier.com/...cation-community-as-curriculum

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • The increasingly transitory nature of what is lauded as current or accurate in new and developing fields, as well as the pace of change in Western culture more broadly, has made it difficult for society in general and education in particular to define what counts as knowledge
  • djplaner on 28 Aug 14
     
    A 2008 article introducing the idea of Rhizomatic Education
djplaner

Chris Bigum (cj13) on Twitter - 0 views

twitter.com/cj13

nglpeople people

shared by djplaner on 25 Jul 14 - No Cached
  • djplaner on 25 Jul 14
     
    Chris is a "retired" Professor of Education. Has been writing and thinking about the impact of ICT on formal education and learning (which he refers to as "the L word") for a long time. The Public Click Pedagogy reading from week 1 originates largely with Chris.
  • djplaner on 25 Jul 14
     
    Chris is a "retired" Professor of Education. Has been writing and thinking about the impact of ICT on formal education and learning (which he refers to as "the L word") for a long time. The Public Click Pedagogy reading from week 1 originates largely with Chris.
djplaner

Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning | User Generat... - 0 views

usergeneratededucation.wordpress.com/...y-heutagogy-of-mobile-learning

ltngl

shared by djplaner on 30 Aug 14 - No Cached
  • or example, procedural knowledge such as how to do first aid or fix a car; or a fixed body of knowledge such as human anatomy (for the medical field) or the study of law is typically best taught through a more teacher directed, “pedagogical” style.
  • Educators need to examine what they are teaching and the population to whom they are teaching
  • djplaner on 30 Aug 14
     
    A comparison of Education 1.0 (schools), 2.0 (more interaction) and 3.0 (connectivist/heutagogical)
anonymous

FuturistSpeaker.com - A Study of Future Trends and Predictions by Futurist Th... - 0 views

www.futuristspeaker.com/...ro-college-model-for-education

future education learning predictions

shared by anonymous on 31 Aug 14 - No Cached
  • how much training should be required prior to taking a job, and whether the investment of time and money spent on training should be optimized around the company or the employee, knowing there will always be some in-house training required.
  • When we look at the bigger picture of retraining for this and many other professions, knowing that people will be rebooting their careers far more often in the future, with time being such a precious commodity, how do we create the leanest possible educational model for jobs in the future?
  • On the other side of the equation are people who go through all the work of getting bachelor and master degrees and still not having the skills necessary to gain employment. Traditional colleges, for the most part, do a great job, but they are all oriented around seat time. They also come with the overarching philosophy that nothing of value can be learned in less than four years, a timeframe woefully out of sync with someone needing to change career paths. So at what point is education “too lean,” and conversely, when is it “too fat?”
  • ...7 more annotations...
  • Micro-Colleges are any form of concentrated post-secondary education oriented around the minimum entry point into a particular profession. With literally millions of people needing to shift careers every year, and the long drawn out cycles of traditional colleges being a poor solution for time-crunched rank-and-file displaced workers, we are seeing a massive new opportunity arising for short-term, pre-apprenticeship training.  Many Micro-Colleges will fall into the category we often refer to as vocational training, a term poorly suited for the professional craftsmen, artisans, and technicians they will be producing. Since status and credentialing are critical elements of every career choice, any training producing specialized experts will need to come with industry-recognized certifications and titles.
    • anonymous
      anonymous on 31 Aug 14
       
      We will always need some kind of industry-recognised certifications and titles. I think so as it would be ridiculous if someone could label themself as an engineer without showing that they have completed some kind of certificate outlining their skills. An individual could claim anything but would need social validation that they do indeed have the skills.
  • The Micro-College approach to training brewmasters would be an intense 2-4 month training program with a designated apprenticeship period learning on the job.
  • Since my coursework happened in the pre-computer era, most of the skills I needed after computers were introduced were primarily self-taught.
    • anonymous
      anonymous on 31 Aug 14
       
      This is an example of situational learning. He is learning in other contexts, not just formally.
  • Perhaps the most valuable courses with long-term relevance were classes in writing, English, speech, art, design, and the special research projects that forced me to find my own answers and write a final report. The art helped me understand that engineering was a form of creative expression.
    • anonymous
      anonymous on 31 Aug 14
       
      Creative expression is essential for understanding.
  • If the school were tied to an industry-specific apprenticeship program with a near-perfect handoff between academia and real-world work happening inside the industry, what would a super-lean engineering program like this look like?
    • anonymous
      anonymous on 31 Aug 14
       
      I remember in my first year of teaching saying to myself "this is what I have spent four years training for." I though something is seriously wrong when I was trained to be more of an academic than someone to manage a classroom.
  • It’s easy to imagine that as traditional colleges see their student base decline, many will begin to partner, merge, and purchase fledgling Micro-Colleges and begin incorporating these new areas of study into their own catalog of course offerings. 
  • Since existing colleges bring with them credit-granting accreditation, along with status, credibility, and the ability to offer student loans, in-house Micro-Colleges will likely become a rapidly growing part of campus life. Many colleges will find the Micro-College niche they take on to be the key differentiator between them and other schools.  Using the school-within-a-school approach, core Micro-College programs will become feeder mechanisms for additional types of credentialing.
    • anonymous
      anonymous on 31 Aug 14
       
      Very interesting idea. Judging by what I have heard from students this would be preferable. 
  • anonymous on 31 Aug 14
     
    The concept of "micro colleges" - colleges that offer qualifications at a fraction of the time and cost. What do others think about this? I'm certainly interested as I think the teaching degree of four years is way to long.
djplaner

Education in the information age: is technology making us stupid? - 2 views

theconversation.com/hnology-making-us-stupid-10844

issues dumbingeffect stupid

shared by djplaner on 30 Aug 14 - No Cached
  • A recent study suggests that our modern lifestyles are making us “less intelligent” than our ancestors, at least at a genetic level.
  • When it takes a mere few seconds to find information about almost any topic, the value of knowledge and expertise is being devalued as information becomes cheaper and more accessible.
  • Our relationship with and understanding of knowledge and expertise has struggled to keep pace with the rapid democratisation of information.
  • ...4 more annotations...
  • Although there is little conclusive evidence to support some of the more outrageous claims being made, there is at least a distinct possibility that while information is everywhere, knowledge is declining and technology is to blame.
  • So perhaps what is more important is not whether technology is making us stupid but if educational systems need to shift from teaching us what to think, to showing us how to think
  • In terms of what this means for education, psychologist Robert Bjork and his team at UCLA have been investigating what they call “desirable difficulties”. A desirable difficulty is a feature of a learning situation that is deliberately made more challenging to enhance learning.
  • Kahneman’s research on dual process theory suggests we mostly rely on what he calls “system one” thinking. That is thinking that is fast, efficient, mostly automated, and very good at detecting patterns, relying on short cuts or heuristics wherever possible. “System two”, on the other hand, requires slow, deliberate thought and is much more taxing of cognitive resources. System two is where the heavy lifting is done.
    • paul_size
      paul_size on 30 Aug 14
       
      Dual process theory...interesting way of viewing thinking processes.
Linda Raymond-Hagen

Education 3.0: Altering Round Peg in Round Hole Education | User Generated Education - 1 views

usergeneratededucation.wordpress.com/...nd-peg-in-round-hole-education

shared by Linda Raymond-Hagen on 30 Sep 15 - No Cached
  • Linda Raymond-Hagen on 30 Sep 15
     
    What follows is my Ignite talk for ISTE 2013.  It was rejected by the selection committee.  As I already conceptualized the talk and think it is such an important topic, I am disseminating my text ...
  • Linda Raymond-Hagen on 30 Sep 15
     
    What follows is my Ignite talk for ISTE 2013.  It was rejected by the selection committee.  As I already conceptualized the talk and think it is such an important topic, I am disseminating my text ...
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