Group items tagged

Writing in 1992 about technology in museums, Bearman neatly summarizes a profound shift in museums' perception of their mission, which has only accelerated since then with the explosion of the Internet and the World Wide Web . This shift has inevitably placed stress on the curator's central role in the museum. Not that they weren't already under fire on many fronts, from issues of omniscient authority in a postmodern age of multiple meanings to accusations of parsimonious gatekeeping to the challenges of communicating difficult ideas and complex research to a "general audience" (which usually means a lot of very different audiences with specific needs and often-entrenched points of view). Regardless of how the curatorial role is defined, however, the Net in particular and interface culture in general introduce interesting and perhaps profound opportunities, which might also be perceived as competitive pressures in the culture arena quite old but stil interesting

Steve LeBlanc on the importance of exposing ourselves and risking feeling silly

An important contribution the the PLE v LMS debate that will be the focus of Week 2. Dave Cormier says that "The PLE/LMS debate is not about autodidacticism, it's about the decentralization of power". Dave and commentors Michael Feldstein and Alan Levine see a a role for institutions, educators and even an LMS in the "brave new world" of the PLE.

"About four years ago, I wrote an article on Learning Ecology, Communities, and Networks. In many ways, it was the start for me of what has become a somewhat sustained dialogue on teaching, learning, knowledge change, connectivism, and so on. Connectivism represents the act of learning as a network formation process (at an external, conceptual, and neural level …and, as I've stated previously, finds it's epistemological basis in part on Stephen's work with connective knowledge). Others have tackled the changes of technology with a specific emphasis on networked learning - Leigh Blackall, for example). And some have explored network learning from a standards perspective (Rob Koper). While not always obvious, there is a significant amount of work occurring on the subject of networked learning. What used to be the side show activity of only a few edubloggers now has the attention of researchers, academics, and conferences worldwide. Networked learning is popping up in all sorts of conference and book chapter requests - it's largely the heart of what's currently called web 2.0, and I fully expect it [networked learning] will outlive the temporary buzz and hype of all thing 2.0."

A (relatively) early discussion of the role of educator as curator published by George Siemens back in August 2007. I wonder if his perspective has changed since?

Bruce W. Tuckman produced one of the most quoted models of group development in the 1960s. It makes interesting reading at this stage of the MOOC when some roles have become quite transparent

Does Connectivism continue 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