Networked and Global Learning

Jobs instructed the architect of Pixar’s new headquarters to design physical space that encouraged staff to get out of their offices and mingle, particularly with those with whom they normally wouldn’t interact. Jobs believed that serendipitous exchanges fueled innovation

The more diverse a person’s social network, the more likely that person is to be innovative.

Just exposing oneself to diverse fields, opinions and beliefs on Twitter by itself is not sufficient to enhance innovativeness. Additional capabilities are needed to ensure that the ideas triggered via Twitter can be transformed into actual innovative outcomes

Agency, risk, creativity, unpredictability, empowerment — these are characteristics of open pedagogy that are much tougher to cultivate in an LMS.

Groups require coordination. They require a leadership or a leader which is why we get all of this stuff on leadership.

Networks, by contrast, require autonomy. That is to say each individual in a network operates independently.

Weinberger presents us with a long, fascinating account of how knowledge itself changes in the age of the Internet

That is, the kind of question whose answer depends on what you, personally, do to make the answer come true.

He explores the merits and demerits of "echo chambers" -- the fact that it's easier to get stuff done if you exclude those who question all of your axioms

To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future?

If older theories are to be replaced by connectivism, then what are the grounds for this measure?

If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?

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.

In 2020, people won’t be talking about online learning as such. It will be so integrated with teaching and learning that it will be like talking today about whether we should use classrooms.

Because academic content is almost all open, free and easily accessible over the Internet, students will not pay tuition fees for content delivery, but for services such as academic guidance and learning support, and these fees will vary depending on the level of service required.

Lastly, and most significantly, the priority for teaching will have changed from information transmission and organization to knowledge management, where students have the responsibility for finding, analyzing, evaluating, sharing and applying knowledge, under the direction of a skilled subject expert. Project-based learning, collaborative learning and situated or experiential learning will become much more widely prevalent. Also many instructors will prefer to use the time they would have spent on a series of  lectures in providing more direct, individual and group learner support, thus bringing them into closer contact with learners.

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.