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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
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  • 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.
Anne Trethewey

Social Media and the 'Spiral of Silence' | Pew Research Center's Internet & American Li... - 2 views

www.pewinternet.org/...edia-and-the-spiral-of-silence

shared by Anne Trethewey on 04 Sep 14 - No Cached
laurac75 liked it
  • A major insight into human behavior from pre-internet era studies of communication is the tendency of people not to speak up about policy issues in public—or among their family, friends, and work colleagues—when they believe their own point of view is not widely shared. This tendency is called the “spiral of silence.
  • Not only were social media sites not an alternative forum for discussion, social media users were less willing to share their opinions in face-to-face settings.
  • The traditional view of the spiral of silence is that people choose not to speak out for fear of isolation
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  • People also say they would speak up, or stay silent, under specific conditions.
  • Their confidence in how much they know.
  • The intensity of their opinions.
  • Their level of interest.
  • djplaner on 04 Sep 14
     
    Social media (network learning) doesn't always change everything. Again perhaps the fear of being "wrong" in public is factor? Being different is hard
  • laurac75 on 06 Sep 14
     
    I found this article really interesting - particularly the hierarchy of relationships in which people were comfortable sharing their views - family, then friends, then colleagues and then facebook or twitter. To me, this suggests that discussions are most likely to occur in situations where people are confident of being accepted regardless of their views on an individual topic. This has interesting implications for teaching - and links in with some of the literature on creating "safe" learning environments. However, I wonder whether we need more of an emphasis on building/strengthening relationships between students - and what implications this has for group sizes, and how we manage learners.
anonymous

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

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

future education learning predictions

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

Celebrations! - USQ pre-service teacher looking for partner - 0 views

education.skype.com/...10252-celebrations

shared by djplaner on 20 Oct 14 - No Cached
  • djplaner on 20 Oct 14
     
    A student in the undergrad course I teach trying to find a partner class for a Skype session on Celebrations. A little/very late in terms of notice, wondering if anyone might have a contact that might be interested.
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