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Chris Betcher

MediaShift . Teaching Innovation Is About More Than iPads in the Classroom | PBS - 2 views

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    Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: "Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing."
Tony Searl

http://www.forumforeducation.org/ - 4 views

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    "In conjuction with our partners in the Rethink Learning Now campaign, we have produced an ESEA Toolkit for you to use in making your voice heard around ESEA reauthorization."
Tony Searl

http://www.smallschoolsproject.org/PDFS/co10103/transforming.pdf - 2 views

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    IMAGINE AN assessment system in which teachers had a wide repertoire of classroom-based, culturally sensitive assessment practices and tools to use in helping each and every child learn to high standards; in which educators collaboratively used assessment information to continuously improve schools; in which important decisions about a student, such as readiness to graduate from high school, were based on the work done over the years by the student; in which schools in networks held one another accountable for student learning; and in which public evidence of student achievement consisted primarily of samples from students' actual schoolwork rather than just reports of results from one-shot examinations.
Tony Searl

Turning Children into Data - 4 views

  • The teachers understood that learning doesn’t have to be measured in order to be assessed. 
  • It focused on teachers’ personal “connection[s] with our subject area” as the basis for helping students to think “like mathematicians or historians or writers or scientists, instead of drilling them in the vocabulary of those subject areas or breaking down the skills.”  In a word, the teachers put kids before data.
  • All that does is corrupt the measure (unless it’s a test score, in which case it’s already misleading), undermine collaboration among teachers, and make teaching less joyful and therefore less effective by meaningful criteria.
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  • kids should have a lot to say about their assessment.
  • we want to create an environment where students can “experience success and failure not as reward and punishment but as information."  
  • students’ desire to learn?
  • The more that students are led to focus on how well they're doing, the less engaged they tend to become with what they're doing. 
  • A school that’s all about achievement and performance is a school that’s not really about discovery and understanding.
  • teachers’ isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost).
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    "While some education conferences are genuinely inspiring, others serve mostly to demonstrate how even intelligent educators can be remarkably credulous, nodding agreeably at descriptions of programs that ought to elicit fury or laughter, avidly copying down hollow phrases from a consultant's PowerPoint presentation, awed by anything that's borrowed from the business world or involves digital technology. Many companies and consultants thrive on this credulity, and also on teachers' isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost). With a good dose of critical thinking and courage, a willingness to say "This is bad for kids and we won't have any part of it," we could drive these outfits out of business -- and begin to take back our schools."
Tony Searl

P2P Foundation » Blog Archive » How Different Is Your Bow-tie? - 1 views

  • As these systems evolve, the number of inputs and outputs generally increases. Each time a new node is added to the network, the number of potential connections required scales exponentially
  • Furthermore, because there is only one standard, there is no incentive for innovation, which means that the system cannot evolve.
  • Single standards are notoriously difficult to overcome or dislodge, even when they become ludicrously inefficient, as is the case with the Western “QWERTY” keyboard layout.
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  • the system has great difficulty overcoming its own internal structure and adapting to the change.
  • Complex systems of this type, that are too loosely structurally coupled, maximize their openness to innovation but do so entirely at the cost of being able to exploit those innovations when they are useful
  • a panarchy
  • The bow-tie structure manages these tensions by occupying an “edge of chaos” zone in between too much rigidity and too much flexibility, between too little diversity, and too much.
  • There is a need to capitalize on potential efficiencies in one’s current environment while at the same time remaining flexible enough to adapt if the environment changes
  • confusing the necessary cluster of evolving core elements with a “standard
  • Future networks operate on multiple standards in the core — optimal levels of infrastructure arrived at by open innovation in the periphery that makes its way into the core as adoption and usage increase.
  • widely agreed upon cultural understandings and practices.
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    Single standards are notoriously difficult to overcome or dislodge, even when they become ludicrously inefficient,
Tony Searl

A Self-Appointed Teacher Runs a One-Man 'Academy' on YouTube - Technology - The Chronic... - 2 views

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    And it serves as a reminder to be less reverent about those long-held assumptions.
Tony Searl

Irving Wladawsky-Berger: The Power of Pull - 3 views

  • “It is no accident that most of these early examples of creation spaces are initially attracting individuals rather than institutions.  Passionate individuals (that’s you) naturally seek out these creation spaces to get better faster, while most institutions are still deeply concerned about protection of knowledge stocks and do not yet see the growing importance of knowledge flows in driving performance improvement.  As passionate individuals engage and experience the performance benefits of participation, they will help to drag institutions more broadly into relevant creation spaces, becoming catalysts for the institutional innovations required for effective participation.”
    • Tony Searl
       
      so true, all educators should read this
    • Ruth Howard
       
      Thanks so much Tony it also looks like 'intuitive' flow will become the norm, pre-paving the way for mind transference, of course it's totally serendipitous of you to alert me to this site and I've also been meaning to look at John Seely Brown....if intuitive serendipitous learning does become validated as mainstream this surely is consciousness SHIFT. Then time wont be a problem! We will reach for the solutions and they will be here already. Yes I know its a bigger jump but it's a natural extension and one outcome I already see in my own life. mmm think I'll repost this on the site itself to show my appreciation. This has huge impact on learning but massive for society.
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    "We are literally pushed into educational systems designed to anticipate our needs over twelve or more years of schooling and our key needs for skills over the rest of our lives. As we successfully complete this push program, we graduate into firms and other institutions that are organized around push approaches to resource mobilization. Detailed demand forecasts, operational plans, and operational process manuals carefully script the actions and specify the resources required to meet anticipated demand."
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