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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.
Charmian LORD

Sugata Mitra: Build a School in the Cloud | TED Talk Subtitles and Transcript | TED.com - 1 views

www.ted.com/...transcript

education technology cloud

shared by Charmian LORD on 08 Aug 15 - No Cached
  • I tried to look at where did the kind of learning we do in schools, where did it come from? And you can look far back into the past, but if you look at present-day schooling the way it is, it's quite easy to figure out where it came from. It came from about 300 years ago
  • They created a global computer made up of people. It's still with us today. It's called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. They must be identical to each other. They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head.
  • schools as we know them now, they're obsolete. I'm not saying they're broken. It's quite fashionable to say that the education system's broken. It's not broken. It's wonderfully constructed. It's just that we don't need it anymore. It's outdated.
  • ...6 more annotations...
  • The Victorians were great engineers. They engineered a system that was so robust that it's still with us today, continuously producing identical people for a machine that no longer exists.
  • We know that people will work from wherever they want, whenever they want, in whatever way they want. How is present-day schooling going to prepare them for that world?
  • If you allow the educational process to self-organize, then learning emerges. It's not about making learning happen. It's about letting it happen.
  • The teacher sets the process in motion and then she stands back in awe and watches as learning happens.
  • We need to shift that balance back from threat to pleasure.
  • think we need a curriculum of big questions.
thaleia66

The End of the University as We Know It - The American Interest - 0 views

www.the-american-interest.com/...f-the-university-as-we-know-it

shared by thaleia66 on 09 Aug 15 - No Cached
  • People will not continue to pay tens of thousands of dollars for what technology allows them to get for free.
  • Power is shifting away from selective university admissions officers into the hands of educational consumers, who will soon have their choice of attending virtually any university in the world online.
  • Now anyone in the world with an internet connection can access the kind of high-level teaching and scholarship previously available only to a select group of the best and most privileged students.
  • ...13 more annotations...
  • researchers at Carnegie Mellon’s Open Learning Initiative, who’ve been experimenting with computer-based learning for years, have found that when machine-guided learning is combined with traditional classroom instruction, students can learn material in half the time.
  • Top schools like Yale, MIT and Stanford have been making streaming videos and podcasts of their courses available online for years, but MOOCs go beyond this to offer a full-blown interactive experience.
  • Teens now approaching college age are members of the first generation to have grown up conducting a major part of their social lives online. They are prepared to engage with professors and students online in a way their predecessors weren’t
  • What is emerging is a global marketplace where courses from numerous universities are available on a single website. Students can pick and choose the best offerings from each school; the university simply uploads the content.
  • The era of online education presents universities with a conflict of interests—the goal of educating the public on one hand, and the goal of making money on the other.
  • One potential source of cost savings for lower-rung colleges would be to draw from open-source courses offered by elite universities. Community colleges, for instance, could effectively outsource many of their courses via MOOCs, becoming, in effect, partial downstream aggregators of others’ creations, more or less like newspapers have used wire services to make up for a decline in the number of reporters.
  • To borrow an analogy from the music industry, universities have previously sold education in an “album” package—the four-year bachelor’s degree in a certain major, usually coupled with a core curriculum. The trend for the future will be more compact, targeted educational certificates and credits, which students will be able to pick and choose from to create their own academic portfolios.
  • The open-source educational marketplace will give everyone access to the best universities in the world. This will inevitably spell disaster for colleges and universities that are perceived as second rate.
  • Likewise, the most popular professors will enjoy massive influence as they teach vast global courses with registrants numbering in the hundreds of thousands (even though “most popular” may well equate to most entertaining rather than to most rigorous).
  • Because much of the teaching work can be scaled, automated or even duplicated by recording and replaying the same lecture over and over again on video, demand for instructors will decline. 
  • Large numbers of very intelligent and well-trained people may be freed up from teaching to do more of their own research and writing. A lot of top-notch research scientists and mathematicians are terrible teachers anyway.
  • Big changes are coming, and old attitudes and business models are set to collapse as new ones rise.
  • if our goal is educating as many students as possible, as well as possible, as affordably as possible, then the end of the university as we know it is nothing to fear. Indeed, it’s something to celebrate. 
  • thaleia66 on 09 Aug 15
     
    I came across this piece looking for connectivism at TED after reading the Downes piece. I remembered a talk I watched last semester that spoke of connectivism historically - as something very old, not necessarily connected to the digital revolution. This was such a provocative piece, though, I thought I would share it, and will post more reflections on my blog. Lisa
djplaner

Emergent learning and learning ecologies in Web 2.0 | Williams | The International Review of Research in Open and Distance Learning - 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.
Anne Trethewey

David Weinberger: Too Big To Know | ... My heart's in Accra - 1 views

www.ethanzuckerman.com/...vid-weinberger-too-big-to-know

shared by Anne Trethewey on 07 Sep 14 - No Cached
  • David warns, we still tend to think of knowledge in the ways we did when books had to sit on a single place on the shelf, when knowledge had a single, possible, right form, rather than multiple forms.
    • paul_size
      paul_size on 07 Sep 14
       
      Interesting to see how the perceived information overload may be attributed to the way we tend to think of knowledge.
  • This doesn’t mean there are no facts – but it does mean that people are going to insist on being wrong.”
  • David is actually quite concerned about difference, and just how much difference we can tolerate and still interact and function.
  • ...20 more annotations...
  • He acknowledges that there’s a human tendency towards homophily, flocking together in groups united by race, gender, belief, socioeconomic status, etc.
  • This can lead to a serious challenge to public discourse – echo chambers that can solidify beliefs, making them more extreme and
  • polarized.
  • ooking for solutions and common ground by trying to get to the facts.
  • To have a good conversation, you need to have 99% similarity and 1% difference.
  • When data.gov released sets of government information, they didn’t clean or normalize it ahead of time – they released raw data. They concluded that it was better to put the data out there than to constrain themselves to information that was consistent and known, for the simple reason that this constraint would have slowed them down badly. Darwin would not have agreed – he spent seven years on one fact.
  • It may be the one approach that’s scaleable
  • why were old knowledge systems so fragile?
  • hese systems assumed knowledge was bounded, settled, orderly and proceeded step by step. But that’s not what knowledge feels like in the age of the internet. It feels unbounded, overwhelming, unsettled, messy, linked and governed by our interests. And those properties are the properties of what it means to be human in the world.
  • raditionally, we’ve handled this by breaking off a brain-sized chunk of the world and getting an expert to understand it. Once we’ve got that expert, we can stop asking questions: we simply ask the expert. Experts, and the credentials that create them, are stopping points. They’re points beyond which we don’t need to look any further.
    • Anne Trethewey
      Anne Trethewey on 11 Sep 14
       
      Gatekeeping
  • it challenges our notion of what knowledge is, and introduces the uncomfortable question of how we navigate this new space
  • We tend to assume that knowledge gives us an accurate picture of the world, built up bit by bit, fact by fact. In acquiring knowledge, we nail down each piece with certainty. And we see knowledge as a product of filtering and winnowing – we move from perception to true perception, from a mob of opinion to true belief. Knowledge is about finding gold within the flux.
  • The manifestations of knowledge are at risk, and all it took was the touch of a hyperlink.
  • The internet is an environment that’s all about connection and our knowledge is picking up properties of the medium. Knowledge in this space is characterized by the fact that it’s “too much, messy, unsettled, and unstructured”.
  • Links are a new form of punctuation
  • We don’t just have a lot of information – the information is very messy
  • In a digital age, we simply make playlists. We end up with a mess of information, but it’s a rich and fertile mess.
  • Messiness is an essential feature of how we scale meaning.
  • Moynihan said “everyone is entitled to his own opinion, not his own facts”
  • releasing raw data and letting individuals and groups clean, analyze and share what they find
Anne Trethewey

Social Media and the 'Spiral of Silence' | Pew Research Center's Internet & American Life Project - 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
  • ...4 more annotations...
  • 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.
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