Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.
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continuous learning and for the ongoing creation of new ideas and skills.
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f access to higher education is a necessary element in expanding economic prosperity and improving the quality of life,
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much of what we will need to know will not be what we learned in school decades earlier
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It is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education—at least not the sort of campuses that we have traditionally built for colleges and universities.
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created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning.
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Open Educational Resources (OER) movement,
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support and expand the various aspects of social learning.
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based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups.
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The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students.
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Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.
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networked communities of practice
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its principles have been adopted by communities dedicated to the creation of other, more widely accessible types of resources
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In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.
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change the game in education
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using technology to enhance social learning within formal education, it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people.
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By enabling students to collaborate with working scientists, this movement provides a platform for the “learning to be” aspect of social learning.
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what happened when his students were required to share their coursework publicly
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As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
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We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
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We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads.
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embedded in a community of practice
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emergence of new kinds of open participatory learning ecosystems
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The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by "social learning"? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning….
