To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future?
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Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 1 views
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If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
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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.
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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)
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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.
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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).
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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?
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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
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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.
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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.
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Week 3 - Where you and NGL have come from, and where you're going | An experiment in Ne... - 3 views
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Sugata Mitra: Build a School in the Cloud | TED Talk Subtitles and Transcript | TED.com - 1 views
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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
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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.
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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.
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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.
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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?
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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.
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The teacher sets the process in motion and then she stands back in awe and watches as learning happens.
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How to see Diigo annotations | An experiment in Networked & Global Learning - 2 views
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Life-changing Learning: Me as student - 2 views
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designed to encourage students to become autonomous learners who are actively engaged within a global community
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mmersing themselves in an on-line environment, and acquiring the skills to use a variety of tools that encourage interconnection, students become networked in an on-line community
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hat is happening in NGL is what I envision as the purpose of learning. Learning, regardless of the environment, should foster the ability of individuals to actively participate in creating something that they, themselves, find as valuable. It took me many years to realise this, and I realise that I needed to go through learning in environments that provide the opposite to understand that in order to learn anything effectively, I needed to be intrinsically motivated to learn it. If I wasn't, or my students were not, then we were both unlikely to continue with the learning after the subject or course was over. And what was worse, we were both unlikely to feel fulfilled.
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Now this is what real learning is about.
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Pushing the Boundaries with Networked Learning | Boldly going where I haven't... - 0 views
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I was just reviewing GG’s Blog and came across a post where GG posted a personal teaching philosophy mind map. The philosophy matched very closely with my approach to teaching and also my aims through this course. One aspect of GGs philosophy which I had not really considered in my own context however, was the idea of Life Long learning.
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Edit: 17 August – Oops, I just revised my first ‘As teacher’ post and realised I did in fact allude to life long learning as one of my teaching objectives here, although I did not consider the idea in depth at all. I am surprised that this was part of my thinking in week one and that I had forgotten this 2 weeks later. As a student of NGL, this has shown me what an excellent idea blogging is for tracking my learning, and also how valuable it is to be able to reflect and edit/build on previous posts. It has also demonstrated to me what a ‘messy’ pathway my learning follows – a concept which has been identified by Bigum and Rowan (2013) “Learning new material, developing new skills or making new discoveries can be complicated, lengthy
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I was just reviewing GG's Blog and came across a post where GG posted a personal teaching philosophy mind map. The philosophy matched very closely with my approach to teaching and also my aims through this course. One aspect of GGs philosophy which I had not really considered in my own context however, was the idea of Life Long learning.
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Reducing the digital literacy divide through disruptive innovation | Simon McIntyre - A... - 0 views
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Deutsche Post DHL | Partnership Teach For All - 0 views
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"As part of our commitment, we provide support to the worldwide Teach For All parent organization as well as to seven national organizations in Germany, India, Argentina, Peru, Chile, Spain and the Philippines. " As part of our commitment, we provide support to the worldwide Teach For All parent organization as well as to seven national organizations in Germany, India, Argentina, Peru, Chile, Spain and the Philippines.
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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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The main thing that works is treating teaching as a profession, and teachers as professionals.
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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.
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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.
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Tucker would not abolish tests, but he would have fewer of them.
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And they would have a different purpose: In the high-performing countries, the tests exist to hold the students accountable, rather than the teachers.
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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.”
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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.
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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.
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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.
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fixation with test-based accountability
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every other successful country has
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