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Many resources for educators related to 21st century learning

In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher "was a complete illusion, a house of cards."

The thing that I liked most about this article (and I really liked it!) was the mention of numerous research studies that have looked into the effects of active learning. Also how Mazur himself collects data on his students' results. The fact that interactive learning can be backed by empirical research only adds to its strength as an effective pedagogical method.

A very interesting response to the Wiley article from Module 2. The case for forcing a choice between a CMS and only open resources seems to be one that is set for failure as I don't think it is realistic to expect every college student to have the self-motivation to persevere through learning how to navigate the open web for learning without the scaffolding and structure provided by a CMS

"So what did I learn from this novel experience? For me, it was the combined power of social media and open access publishing. Social media acted as a sign post to the research for a wide range of people, largely outside academia. Open access then meant that everyone could read it."

From the UNESCO Institute for Education, published in 2002. Quote "As humanity invented writing 5000 years ago, the culture of shared knowledge reached a new dimension; its horizon went on expanding until it became planetary through Internet." That is just something I needed while evaluating the John Willinsky video in module 5, hoping to find an answer to his question why do we want access to knowledge.

From classic model to IT model in University learning.

"So what does knowledge mobilization mean for education? It asks us to reimagine what it means in exchanging knowledge. It requires us to embrace being open and unselfish in our learning and knowledge exchange. It requires admitting that a large part of what continues to happen in our world isn't good for our students, our teachers, our communities - or our world. It means creating change in our education systems or risk the return to the tragedies of the early 20th century."

More about KMbeing: http://www.knowledgemobilization.net/

A great example of how to introduce open knowledge to the wider populace. This initiative provides facilities for the people of Exeter (a town in Devon, England) to experience and use open fabrication technology, using a variety of equipment, including 3D printers. Fablab also provide various workshops and Taster Courses to help people learn and understand how to use these new technologies. A great example of bringing new ideas to communities.

Participatory media may still have a ways to go if the 1% rule is correct. That rules says that the consumption of online media runs along these lines 90% passive consumers, 9% participants; 1% initiators. This article provides three takes on the accuracy and relevancy of the 1% rule and provides a long list of resources to learn more.

As a rough guide this will apply to OKMOOC students as well. Two of the course instructors will be the most active on the Google+ group, Twitter and Diigo. The big question is not who will be the top creator in the class, but who can effectively transform ideas gained and relations builded in new productive and profitable off line activities. Studies show that out of 100 MOOC students eventually 2 will finish the course with credit.

Knowledge, taken as a synonym for learning, and its properties in a matrix of types and qualities. Another resource I found while evaluating the John Willinsky video in module 5. You can find properties, if you look for them.

Argues that increasing corporate control is undermining the foundational values of higher education.

Here in Spain we have a similar evolution of higher education; private postgraduate private schools give masters that guarantee the access to top jobposts, but they are not focused on analysis, creativity and critical minds, but on pure business. What you need to be on your future job post is what you learn. Public institutions are still on air, but they are struggling with less and less public resources to survive. So I guess this is not only going on in USA.

Italy is going even worse...i'm an Adjunct Professor for maybe 1000 euro per year ... surviving by scholarships, call center mid term contracts, collaborations where i'm asked to pay for taxes the university should pay, all levels teaching.. I like "Some of the basic principles underlying effective pedagogy, such as small class size, individual attention and the importance of mentoring, are being sacrificed in order to increase head count, limit labor costs and create a one-size-fits-all educational experience." The problem is that universities are to make profits from fees (that's why they hire me instead of employing me) and offer any kind of courses, masters to increase their income! The problem is: how can we expect to increase the quality of learning as far as decisions are taking by political, business, organizational sides instead of scientific and educational ones?

The aim of the initiative is to bring the digital revolution to education with a range of actions in three areas: open learning environments, open educational resources, and connectivity and innovation.

Do you own too many devices? Posted: How many tech gadgets do you own? Chances are, you have a PC, Mac or Windows, desktop or laptop and a smartphone. Maybe you both kinds of PCs, a desktop workstation and a portable laptop. Maybe you have a tablet -- large or small? You might also have a Kindle e-reader.

I find myself constantly needing more devices, even though I know one is enough. We do live in this gadget-centric world, and with every year that Apple introduces something that blows away their last invention, I feel the need to acquire it. Though, what's actually stopped me from acquiring anything, is that I know year after year, there will be another 'revolutionary product' that will 'enhance' my life. So for now, it's just a laptop and a phone! Though a tablet does sound tempting...

In my household we have two adults, two children, one Mac desktop, two smartphones, a nexus and an iPad. It seems to work out that we have enough for my husband to be learning and practicing coding on the mac, my son learning Italian on an app, my daughter watching animal videos all while I'm looking up a recipe online. So far so good. I wouldn't add any to it. And sometimes I want to subtract, but we're in a new era and I'm done fighting it. I'm trying to embrace all the wonderful qualities the device era has to offer.

En este articulo se recoge una reflexión sobre el futuro de los MOOCS.

Rheingold puts his thoughts, videos,course syllabi on the skills to be network smart on this site. Here is his introduction: The future of digital culture-yours, mine, and ours-depends on how well we learn to use the media that have infiltrated, amplified, distracted, enriched, and complicated our lives. How you employ a search engine, stream video from your phonecam, or update your Facebook status matters to you and everyone, because the ways people use new media in the first years of an emerging communication regime can influence the way those media end up being used and misused for decades to come. Instead of confining my exploration to whether or not Google is making us stupid, Facebook is commoditizing our privacy, or Twitter is chopping our attention into microslices (all good questions), I've been asking myself and others how to use social media intelligently, humanely, and above all mindfully. This book is about what I've learned.

InformalScience.org is the website and online community of The Center for the Advancement of Informal Science Education (CAISE). CAISE works in collaboration with the National Science Foundation (NSF) Advancing Informal STEM Learning (AISL) Program to strengthen and advance the field of professional informal science education by providing resources for practitioners, researchers, evaluators and STEM-based professionals.