Skip to main content

Home/ Networked and Global Learning/ Group items tagged peer

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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.
anonymous

Peer Review of my Proposal - Instructions on How-To Provide Feedback in Edmodo | Dreams... - 2 views

www.dreamsys.com.au/...-to-provide-feedback-in-yammer

education teaching learning peer review proposal instructions feedback

shared by anonymous on 26 Oct 14 - No Cached
  • anonymous on 26 Oct 14
     
    Thank you for participating in this peer feedback exercise on My Networked and Global Learning Assignment 2.  
Trevor Haddock

Daphne Koller: What we're learning from online education | Video on TED.com - 0 views

www.ted.com/...ing_from_online_education.html

education ted Coursera online education

shared by Trevor Haddock on 17 Oct 12 - No Cached
  • Trevor Haddock on 17 Oct 12
     
    Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed. With Coursera, Daphne Koller and co-founder Andrew Ng are bringing courses from top colleges online, free, for anyone who wants to take them.  We should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity … by actually talking with them." (Daphne Koller)
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."
muzedujourney

Ed tech promoters need to realize we're not all autodidacts. - 1 views

www.slate.com/...we_re_not_all_autodidacts.html

ed tech tech connecting

shared by muzedujourney on 01 Aug 14 - No Cached
  • muzedujourney on 01 Aug 14
     
    An interesting article that suggests that we are not all automatically inquisitive learners. Considering networked learning requires a certain amount of self-directed learning which would be driven by curiosity perhaps networked learning is not for everyone. The article does suggest that some of the curiosity can be taught and that teachers and peers still have an role to play in learning
  • muzedujourney on 01 Aug 14
     
    An interesting article that suggests that we are not all automatically inquisitive learners. Considering networked learning requires a certain amount of self-directed learning which would be driven by curiosity perhaps networked learning is not for everyone. The article does suggest that some of the curiosity can be taught and that teachers and peers still have an role to play in learning
djplaner

Study Schedule | An experiment in Networked & Global Learning - 4 views

netgl.wordpress.com/study-schedule-2

shared by djplaner on 15 Jul 14 - No Cached
  • Diigo
  • Feel free to use Diigo
    • djplaner
      djplaner on 15 Jul 14
       
      At this stage I don't know how Diigo will handle it as I edit and change this page
  • (25-29 Aug) Technology and NGL
    • djplaner
      djplaner on 15 Jul 14
       
      ATM, weeks 5 and 6 are perceived as being somewhat "lighter" weeks. The plan is that some additional assessment work might be done during this time.
  • ...6 more annotations...
  • (8-12 Sep) Your learning? Your networks?
    • djplaner
      djplaner on 15 Jul 14
       
      This is a week where you are meant to explore the areas of NGL that you need to explore before finalising how you're going to apply it to your learners
  • (DBR) What is DBR?
  • (15-19 Sep) Design-based rese
    • djplaner
      djplaner on 15 Jul 14
       
      Whether DBR is the only research method/approach mentioned here, or even it is the one mentioned is still a little open. I do have a personal preference for this. But may be open to flexibility.
  • What will you do and how?
    • djplaner
      djplaner on 15 Jul 14
       
      Where you start work on your final essay/DBR-plan to apply NGL to your learners
  • Writer’s workshops???
    • djplaner
      djplaner on 15 Jul 14
       
      The idea is to require some form of peer feedback on your essay. Whether it's in the form of a writers' workshop is to be resolved. It's a great process, but the reality of how to implement it in this course is to be decided.
  • he final polish
    • djplaner
      djplaner on 15 Jul 14
       
      Take your peer feedback, improve your essay and submit it.
  • djplaner on 15 Jul 14
     
    What will eventually be the final study schedule for EDU8117 in 2014.
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.
thaleia66

Sugata Mitra | School in the Cloud | TED.com - 2 views

www.ted.com/...sugata_mitra

shared by thaleia66 on 06 Aug 15 - No Cached
  • The "Hole in the Wall" project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.
  • thaleia66 on 06 Aug 15
     
    I wonder if 'ask Mr YouTube' comes under the category of peer-shared knowledge? I think the gaming community might think it does if the industry of 'let's play' videos is any indication. I wonder then if this industry might also come under the category of student-generated learning?
thaleia66

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

www.ted.com/...re_imagining_school

shared by thaleia66 on 13 Aug 15 - No Cached
  • What we're learning from online education Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.
  • djplaner on 13 Aug 15
     
    The xMOOC approach - which is the label for Coursera and most of the "AI" driven MOOCs - is taken a very automated approach. The idea that algorithms and automation can help. Personally, I think this is an incomplete foundation for learning. For me networked learning is better based on the idea of using technologies to help/augment people, rather than remove them from the process. The cMOOC approach is more along those lines, but has only started to scratch the surface.
  • thaleia66 on 16 Aug 15
     
    I wonder whether different kinds of MOOCs are more suited to different contexts or to different disciplines, or even to different learning styles or aptitudes? For me, the more ad hoc nature of a cMOOC approach seems somewhat incomplete also. There are times when I'd rather put myself in the hands of a trusted, experienced guide, and if this guide has recognised the common pitfalls on the trail - through algorithms and automation - all the better. I wonder if there's room for a blended approach. Aren't you using algorithms and automation to grade our work for this course, David?
djplaner

Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 0 views

www.irrodl.org/...1686

ltngl learning

shared by djplaner on 23 Aug 14 - No Cached
  • The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint.
  • “the main challenge lies in the real transition to a less tutor-led approach to learning...content will not be delivered to learners but co-constructed with them
  • However, their practice is still substantially shaped by traditional teaching modes, prescriptive learning outcomes, normative expectations, and conventional hierarchies
  • ...1 more annotation...
  • Both these examples illustrate how students are taking control of their learning with the result that many currently perceived novices are actually becoming silent experts in how, where, and by whom they want to be educated (Alexander, 2003; Schmidt et al., 2009, on the emergence of peer-to-peer interaction)
    • djplaner
      djplaner on 23 Aug 14
       
      I'm personally not sure how widespread this practice is? There is a significant rise in student created Facebook groups around courses.
  • djplaner on 23 Aug 14
     
    A reading I might set for week 6 - but perhaps only for a skim. Might be worth a skim anyway. But you do need to make your own call on this.
djplaner

The Stepford syndrome in KM - Cognitive Edge Network Blog - 0 views

cognitive-edge.com/...the-stepford-syndrome-in-km

edu8117 edu8117literature cop

shared by djplaner on 11 Jul 14 - No Cached
  • means supporting local decisions, allowing peer-to-peer knowledge flow, encouraging messy coherence
    • djplaner
      djplaner on 11 Jul 14
       
      Touching here - perhaps - on the difference between a network perspective and a group/community perspective?
  • djplaner on 11 Jul 14
     
    Snowden critiques an aspect of the KM community and touches on something related to NGL in terms of CoP versus a networked approach.
djplaner

Explanation - What is Design-Based Research (DBR)? - 5 views

dbr.coe.uga.edu/explain01.htm

dbr

shared by djplaner on 16 Sep 15 - No Cached
  • iterative analysis, design, development, and implementation,
    • djplaner
      djplaner on 16 Sep 15
       
      For netgl you won't be doing "full/real" DBR. It won't be iterative and you won't be doing the development and implementation stages. Just the analysis and design. Mainly due to time constraints.
  • contextually-sensitive design principles and
    • djplaner
      djplaner on 16 Sep 15
       
      One of the challenges you'll face is identifying the design principles that will underpin your intervention. It is important that these design principles be based on good "theory"
  • current real-world problems
    • djplaner
      djplaner on 16 Sep 15
       
      Identifying what your problem is and how other people have understood it and how they have attempted to solve it, is a very useful first step in the analysis phase.
  • ...1 more annotation...
  • Design-based research requires interactive collaboration among researchers and practitioners
    • djplaner
      djplaner on 16 Sep 15
       
      Hence the peer review element in Assignment 2. Actively trying to encourage you to share your ideas and approaches with others, from both within and outside the course.
  • djplaner on 16 Sep 15
     
    Page used in the "what is DBR" week.
thaleia66

Choosing to Leave Private School for a Self-Directed Journey | GenDIY - 3 views

www.huffingtonpost.com/...o-leave-private_b_7675418.html

self-directed learning

shared by thaleia66 on 06 Aug 15 - No Cached
  • Nick initiated this experiment to convince others at his school that students need space to drive their own learning as part of their education
  • "By explaining something to a peer, synthesizing and concretizing vague concepts, it strengthens my confidence in the mastery of a topic."
  • We can go much farther, and get there far more efficiently, with self-paced study.... We can often reach more ambitious goals if we are given the latitude to set those goals for ourselves.
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?
anonymous

peedubu's Groups | Diigo - Groups - 1 views

groups.diigo.com/peedubu

Peer Review Collaborative networked learning

shared by anonymous on 25 Oct 14 - No Cached
  • anonymous on 25 Oct 14
     
    Use of Design-Based Research Methodology to Develop a Proposal to Implement a Networked and Global Learning Solution in Vocational Education and Training.
1 - 15 of 15
Showing 20▼ items per page