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paul_size

The Challenges (and Future) of Networked Learning ~ Stephen's Web - 2 views

www.downes.ca/346

networked learning nglpeople connectivism

shared by paul_size on 05 Sep 14 - No Cached
  • djplaner on 05 Sep 14
     
    Presentation from Stephen Downes (slides and audio) - the abstract A conversation about challenges (and future?) of networked learning. A broad understanding of the meaning and potential of networked learning can help educational institutions to rethink their role beyond the provision of LMS and centralized information systems. What skills are needed? What happens if we don't develop them? What kind of technology supports the development of said skills? What's the relation between this and issues of information property and citizenship in a digital context (POSSE models, Indie web movement)?
  • paul_size on 11 Sep 14
     
    The future of networked learning
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?
  • 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.
  • ...7 more annotations...
  • 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?”
  • 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.
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
  • 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.”
  • 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
  • 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
  • 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.
djplaner

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views

www.ascilite.org.au/...drexler.html

ltngl

shared by djplaner on 24 Aug 14 - No Cached
  • Students engaging in networked learning research must be more self-directed
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Raises the question - what about those students who do not possess these skills?
    • paul_size
      paul_size on 27 Aug 14
       
      I agree, if they do not possess these skills then what?  And is that necessarily a bad thing?  How do we support those with the skills at the same time as those without the skills?
  • balance between structure and learner autonomy
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Recognises that particular skills are require and may need to explicitly taught.
  • take an active role in the learning process by making decisions
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Active participation = decision making
  • ...39 more annotations...
  • If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
  • The students in this study are in effect, networked learners in training.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Love this view of students working to acquire NGL skills - "networked learners in training"
  • A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Just as well we are all taking this course! :)
  • Figure 2: The Networked Student
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A model of the networked student.  Like how it incorporates all aspects of a students life, not just online!
  • He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
  • He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Constructivism influences.
    • paul_size
      paul_size on 27 Aug 14
       
      This is a really nice line.  I like the idea that through collaboration we can leverage off diversity.  
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Technology SUPPORTS the learning.
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      To achieve depth of understanding, students still require teacher assistance and guidance. 
    • paul_size
      paul_size on 27 Aug 14
       
      I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
  • Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Teacher beliefs about the value of technology = successful integration.
    • paul_size
      paul_size on 27 Aug 14
       
      I agree.  The teacher plays such an important role in all of this.
  • Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
  • The personal learning environment can take the place of a traditional textbook
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Interesting concept given Brendon's current textbook debate!
    • paul_size
      paul_size on 27 Aug 14
       
      I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications.  What about the implications for the work environment?  As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work.  How do we empower ourselves in a limited environment?
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I liked this line - for me it really sums up my work environment at present. It's a passive, top down culture where you are lucky if you are the recipient of knowledge rather than a partaker in the journey.
    • paul_size
      paul_size on 27 Aug 14
       
      I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.  
  • "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
  • scaffold the learning process
  • Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
    • paul_size
      paul_size on 27 Aug 14
       
      scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
  • Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
  • It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
  • The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • The networked student follows a constructivist approach to learning.
  • The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
  • Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
    • paul_size
      paul_size on 27 Aug 14
       
      I think the key here is being able to discern between fact and opinion.  How is this taught to kids today?  I am not a teacher, on the ground with students so any thoughts on this would be great. 
  • The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I think this links in nicely with Communities of Practice the construction of knowledge.  The knowledge is held within the community and it is by participation that one moves towards mastery (Wenger, 1988).
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
    • paul_size
      paul_size on 27 Aug 14
       
      So meaningful learning comes through knowledge construction.  Not cutting and pasting.  It's about getting out there and into the real world and feeling the experience.
  • Learning potential exists in what the student does with the compilation of content and how it is synthesised.
  • exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
  • The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
  • The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
  • The process and tools are overwhelming to students if presented all at once.
    • paul_size
      paul_size on 27 Aug 14
       
      Here here!
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
  • While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
  • Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
    • paul_size
      paul_size on 27 Aug 14
       
      Makes you think about the future of NGL and implications.
  • cognitive apprenticeship model
  • The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
  • djplaner on 28 Aug 14
     
    Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
anonymous

Elearning Trends - Latest Learning Trends| elearningindustry - 2 views

elearningindustry.com/...elearning-trends

connected education people connectivism socialmedia equity nglpeople learning

shared by anonymous on 04 Aug 14 - No Cached
  • anonymous on 04 Aug 14
     
    "Find here the latest news and trends in eLearning. Read articles about the future of the learning industry with forecasts, written from our e-learning experts"
  • anonymous on 04 Aug 14
     
    "Find here the latest news and trends in eLearning. Read articles about the future of the learning industry with forecasts, written from our e-learning experts"
  • paul_size on 07 Aug 14
     
    Thanks for sharing - that's a great link.
anonymous

Imagining Successful Schools - NYTimes.com - 0 views

www.nytimes.com/...gining-successful-schools.html

future education learning predictions

shared by anonymous on 01 Sep 14 - No Cached
  • This system has infuriated and shamed teachers, and is a lot of the reason that teacher turnover is so high, causing even many of the best teachers to abandon the ranks.
    • anonymous
      anonymous on 01 Sep 14
       
      This was always a topical conversation and was the reason some of my colleagues left. I saw engineers go from somebody with pride in themselves to saying that they had to leave because they did not like what was happening to them.
  • in order to meet the demands of a global economy, our educational system needs to be re-engineered for much higher performance.
  • No other country believes that you can get to a high quality educational system simply by instituting an accountability system,” he says.
    • anonymous
      anonymous on 01 Sep 14
       
      Accountability is not the answer because it creates an "tick and flick" control mechanism, meaning more of the same.
  • ...11 more annotations...
  • test-based accountability is “doing untold damage to the profession of teaching.”
  • The main thing that works is treating teaching as a profession, and teachers as professionals.
    • anonymous
      anonymous on 01 Sep 14
       
      Oh gosh, how I wished this was so when I was in there. You do sometimes feel like the proverbial "glorified baby sitter." 
  • That means that teachers are as well paid as other professionals, that they have a career ladder, that they go to elite schools where they learn their craft, and that they are among the top quartile of college graduates instead of the bottom quartile.
    • anonymous
      anonymous on 01 Sep 14
       
      Wow, I'm so with this, as a professional tutor my rate is less than 25% of what a lawyer or accountant would get for the same time.
  • When I suggested that American cities couldn’t afford to pay teachers the way we pay engineers or lawyers, Tucker scoffed. With rare exception, he said, the cost per pupil in the places with the best educational systems is less than the American system, even though their teachers are far better paid. “They are not spending more money; they are spending money differently,” he said.
    • anonymous
      anonymous on 01 Sep 14
       
      When an individual is treated like a professional they raise the bar. I have seen this in all my encounters with students. How they are treated is how they behave.
  • Tucker would not abolish tests, but he would have fewer of them.
    • anonymous
      anonymous on 01 Sep 14
       
      This is great! I don't think we should do away with assessment completely but we should be using them as more of a tool for innovation.
  • And they would have a different purpose: In the high-performing countries, the tests exist to hold the students accountable, rather than the teachers.
    • anonymous
      anonymous on 01 Sep 14
       
      This is what I thought would happen when wanting to become a teacher but then I felt that the teachers were criticised if students did not perform. As a senior English teacher this is definitely the prevailing discourse.
  • When a school falls short, instead of looking to fire teachers, the high-performing countries “use the data to decide which schools will receive visits from teams of expert school inspectors. These inspectors are highly regarded educators.”
    • anonymous
      anonymous on 01 Sep 14
       
      Back to the inspectors, or I would rather say more like advisors who work with teachers improving their craft. I loved the idea of team teaching but a lot of teachers were not open to it, mostly I think due to the fear of being judged but for others it was a control issue too, "no one can teach like I do"mantra, which happens because of a perceived threat to ego that makes individuals more fearful.
  • Tucker envisions the same kind of accountability for teachers as exists for, say, lawyers in a firm — where it is peers holding each other accountable rather than some outside force. People who don’t pull their own weight are asked to leave. The ethos is that people help each other to become better for the good of the firm. Those who successfully rise through the ranks are rewarded with higher pay and status.
    • anonymous
      anonymous on 01 Sep 14
       
      I am wondering whether this only works in private organisations. In public institutions as there is a lack of the profit motif, there is much more of an inclination to remove individuals perceived as a threat to one's status or worldview rather than how they are performing for the company. 
  • Would the teachers’ unions go along with such a scheme? The unions would certainly have to shed some of the things they now have, such as control of work rules.
    • anonymous
      anonymous on 01 Sep 14
       
      This points illustrates something fundamental - you never hear of lawyer or accountant unions, only teacher unions. Why?
  • fixation with test-based accountability
    • anonymous
      anonymous on 01 Sep 14
       
      There is certainly this happening.
  • every other successful country has
    • anonymous
      anonymous on 01 Sep 14
       
      Is this a blanket statement, or a the grass is greener on the other side of the fence or is it true? 
  • anonymous on 01 Sep 14
     
    There are quite a few of us who are thinking a lot about the future of schooling. What do you think of his recent article?
djplaner

Me as a teacher | The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...me-as-a-teacher

spta teacher

shared by djplaner on 06 Aug 14 - No Cached
  • Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
    • djplaner
      djplaner on 06 Aug 14
       
      Using ideas/principles from other sources
  • rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
    • djplaner
      djplaner on 06 Aug 14
       
      MOre from other resources
  • you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
    • djplaner
      djplaner on 06 Aug 14
       
      Some evidence of using principles/literature to understand what is going on (i.e. my reflections on my own approach)
  • ...7 more annotations...
  • . For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
    • djplaner
      djplaner on 06 Aug 14
       
      Some identification of future plans. Arguably fairly light on and not fleshed out in details, but probably appropriate for this post's purpose
  • is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
    • djplaner
      djplaner on 06 Aug 14
       
      More NGL principals.
  • Just how much is needed?
    • djplaner
      djplaner on 06 Aug 14
       
      A question to consider into the future - future planning
  • n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
    • djplaner
      djplaner on 06 Aug 14
       
      Building on Brendon's post. Pointing to some insights which suggest some limitations of an aspect of what he was talking about.
  • Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
    • djplaner
      djplaner on 06 Aug 14
       
      Making a connection to another participants post. Agreeing with it, linking it to what I'm doing
  • What do I want to do?
    • djplaner
      djplaner on 06 Aug 14
       
      All of the following really starting to talk about what I'd like to do.
  • Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
    • djplaner
      djplaner on 06 Aug 14
       
      Using the literature as part of my planning
  • djplaner on 06 Aug 14
     
    My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
  • laurac75 on 05 Sep 14
     
    Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
Anne Trethewey

David Price OBE - Keynote Flat Connections Global Project 2013 - 1 views

www.fuzemeeting.com/...6011599

ltngl

shared by Anne Trethewey on 01 Sep 14 - No Cached
  • Anne Trethewey on 01 Sep 14
     
    Quote from David's book 'Open: How we'll work, live and learn in the future' "Because information flows faster and more freely than ever, and because we are better connected than ever, the barriers to learning are being dismantled. We share what we learn instantly and generally without restrictions. How we learn and whom we learn from has been transformed. Our reliance upon anointed experts and authority figures has diminished, while our capacity to learn from each other has spiralled"
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
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.
sharonngl

http://conference.anglicanschoolsaustralia.edu.au/files/Stage1_RufusBlack_Gen%20E%20-%2... - 0 views

conference.anglicanschoolsaustralia.edu.au/...r%20Be%20Disrupted%20World.pdf

shared by sharonngl on 30 Aug 15 - No Cached
  • sharonngl on 30 Aug 15
     
    Something my headteacher passed onto me. A great read about where we as are today regarding Globalisation and digitalisation. It also tells us what we as a country need to do to increase our interaction with other countries and digitalisation in the future. A fantastic example of why we need to introduce NGL to young people.
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
anonymous

Opinion: the professor-less university | Opinion | Times Higher Education - 0 views

www.timeshighereducation.co.uk/...2015376.article

intgl

shared by anonymous on 04 Sep 14 - No Cached
  • anonymous on 04 Sep 14
     
    This article provides a good overview for the future of professors, something that I considered at one stage.
paul_size

The End Of Neighborhood Schools : NPR - 0 views

apps.npr.org/he-end-of-neighborhood-schools

neighborhood education learning people

shared by paul_size on 04 Sep 14 - No Cached
  • paul_size on 04 Sep 14
     
    Knowledge is power and the future of neighbourhood schools.
muzedujourney

Giving Good Praise to Girls: What Messages Stick | MindShift - 0 views

blogs.kqed.org/...e-to-girls-what-messages-stick

learning brain development praise motivation messages parenting

shared by muzedujourney on 18 Aug 14 - No Cached
  • muzedujourney on 18 Aug 14
     
    How praise impacts on learning and the brain development associated with that. I feel this article relates to connectivism as learning in this way invloves challenge and perhaps failure. The article alludes to the idea that failure is a good thing and if we praise the process rather than the outcome we support learning. I wonder if this is true for adult learners as well? Should we be placing more emphasis on encouraging and supporting the process of learning so that what is being learnt is just as important as how it is being learnt to equip people for the world of the future and for people to be job ready?
djplaner

Watch The Next Web's Vine, "There's an app for that... 1980's vs. 2015 [created by Harv... - 1 views

vine.co/evPXEPpTYDx

history future

shared by djplaner on 24 Aug 15 - No Cached
  • djplaner on 24 Aug 15
     
    A Vine that illustrates the evolution of technology on a office desk from 1980 to 2015. Two questions. What would a similar Vine of a classroom look like? This Vine shows an evolution over the last 25 years, what would a 2040 Vine look like? What would it would look like for your classroom.
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.
murramumma

2 Billion Jobs To Disappear By 2030 | Future Jobs | Futurist Predictions - Futurist Spe... - 1 views

www.futuristspeaker.com/...lion-jobs-to-disappear-by-2030

shared by murramumma on 07 Sep 15 - No Cached
Charmian LORD liked it
  • murramumma on 07 Sep 15
     
    Teaching requires experts. Learning only requires coaches.
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