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.
New structures of learning: The systemic impact of connective knowledge, connectivism, ... - 5 views
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long timeline of slow change
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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
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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."
Beyond the LMS - 0 views
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Notes and slides from a presentation entitled "Beyond the LMS" may have some interesting perspectives for those thinking about the need for "walled gardens" in high school (and elsewhere). There's a response to this that I'll share next. Audrey Watters - the author of this presentation - provides an interesting and through provoking perspective on all things educational technology. A useful alternative to some of the more common, but less critical perspectives.
Connected Learning: Reimagining the Experience of Education in the Information Age - 1 views
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the idea of a learning ecology, within which learning occurs everywhere, and with their goal to remove some of the obstacles which block the flow of information, knowledge, skills, and wisdom between different sectors.
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ocus here on participation — in the learning process, in the governance of society — since the struggle to achieve a more participatory culture remains one of the central battles of our times.
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the focus is on valuing the kinds of learning that children and youth value, the kind that is deeply motivating and tied in meaningful ways to their construction of their identity, recognizing that the goal of education in the 21st century should be in allowing young people to discover and refine their own expertise as they follow their passions and inform their interests
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Imagining Successful Schools - NYTimes.com - 0 views
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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.
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in order to meet the demands of a global economy, our educational system needs to be re-engineered for much higher performance.
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No other country believes that you can get to a high quality educational system simply by instituting an accountability system,” he says.
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Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 1 views
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Draws on a range of theoretical perspectives to develop a framework for emergent learning ecologies that compares/contrasts prescriptive learning systems (standard education systems) with emergent learning networks (a more NGL approach). Argues that Web 2.0 and other technological advances make emergent learning much more possible. Draws on the work of Snowden, the gent from the Birthday Party story video from earlier on. Uses the framework to analyse various NGL type courses.
Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 3 views
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The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
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Comments like this make teachers appear lazy. Using the word "slow" implies that teachers are ignorant and not proactive. I have seen many teachers wanting to integrate these technologies but finding the curriculum and day to day life of being a teacher as exhausting.
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I totally agree on this, Annelise. The problem is that the whole school system has not kept up the way technology has changed our daily lives and ways we interact and learn. For example, I'm teaching the IB Visual Art curriculum, a rigorous 2-year course for grade 11 and 12 learners. The sheer amount of work that need to be achieved in a very short period, makes it impossible to spend hours integrating new technologies that are not directly related to achieving the objectives set out by the IB to pass this exam. My husband teaches IB Psychology and the final examination is a traditional written exam, mostly based on students' ability to memorize large amounts of work. This means that students need to practice writing traditional pen and paper tests. This leaves little space for interactive games or application of new technologies. The curriculum will need to change before teachers can effectively discover the potential of these new technologies and consequently redefine their teaching.
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schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
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we need to fundamentally rethink what we do in the classroom with kids
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A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
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A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.
Using a design-based research study to identify principles for training instructors to ... - 1 views
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In DBR, the content, structure, and instructional approaches of an intervention are first identified in the analysis and exploration phase of a design project through a literature review and the input of experts and practitioners. This information is then used to design the first iteration of the intervention. A preliminary literature review is conducted with the purpose of identifying draft design principles that have the potential to address the problem the intervention is being designed to solve. In the COAT project, the draft design guidelines included what content, structure, and instructional approaches might best be used to address the training and experiential needs of adjunct faculty who are making the transition to teaching online
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Two-thirds (16 out of 24) of focus group participants identified that their experience of being an online student in the COAT course had influenced their subsequent online teaching practice.
Chapter 3. A Typology of Social Forms for Learning - 5 views
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In brief, the evolved form illustrates three kinds of aggregation of learners in either formal or informal learning: groups, networks, and sets. We originally conflated sets with a further emergent entity that is not a social form as such, which we have referred to as the collective
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the tutor can respond directly to questions, adapt teaching to the learner’s stated or implied reactions, and the learner can choose whether to intervene in the course of his or her own tuition without contest with others (Dron, 2007
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one-to-one dialogue represents an “ideal” form of guided learning, at least where there is a teacher who knows more than the learner and is able to apply methods and techniques to help that learner to learn
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