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SUNY Oswego - Editorial: The Components of Authentic Learning (Journal of Authentic Lea... - 0 views

www.oswego.edu/...editorial_rule.html authenticlearning learning e-learning2.0 schule2.0
shared by Benjamin Jörissen on 22 Dec 08 - Cached
  • "authentic learning" is relatively recent, the idea of learning in contexts that promote real-life applications of knowledge
  • learning in contexts that promote real-life applications of knowledge
  • Approaches that focus on such authentic tasks include project-based learning, the case method, problem-based learning, cognitive apprenticeship (Collins, Brown, & Newman, 1989), situated learning, constructive learning environments (Jonassen, 1999), collaborative problem solving (Nelson, 1999), and goal-based scenarios (Schank, Berman, & MacPerson, 1999).
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  • Renzulli, Gentry, and Reis (2004) identified four criteria
  • investigate a real-life problem
  • problem needed to be open-ended
  • devise solutions that change people's actions, beliefs, or attitudes
  • targeted a real audience beyond the classroom
  • Callison and Lamb (2004)
  • authentic learning occurred at the intersection of workplace information problems, personal information needs, and academic information problems or tasks
  • Authentic Learning Involves Problems Rooted in the Real World
  • Authentic Learning through Inquiry and Thinking Skills
  • Authentic Learning Occurs through Discourse among a Community of Learners
  • Learners are Empowered through Authentic Learning

survey - Socialbookmarking and Education - 3 views

started by Michèle Drechsler on 12 Jul 09 no follow-up yet
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CCarter :: Knowledge - 0 views

www.cxknowledge.com/Intro_SL.html education secondlife
shared by James OReilly on 29 Jun 08 - Cached
  • James OReilly on 29 Jun 08
     
    Second Life's virtual environment offers a unique opportunity for educators to weave into their curriculum real-time interactive activities that support experiential learning.
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e-Start Web Area - 0 views

www.estart-net.org/index.php DigitalLiteracy schule2.0 e-start
shared by Benjamin Jörissen on 18 Dec 08 - Cached
  • How are pupils and teachers encouraged and motivated to relate to digital culture and use digital technology?
  • main incentives usually offered with respect to digital technology use are concerned with life after schooling and the promise of a future career in the workplace. The ineffectiveness of such incentives is clearly evidenced in the “lifestyle choices” of many children
  • the role of both face to face (friends, relatives, family, peers, neighbors, memberships to groups, etc) and remote (online help facilities, helplines, etc) social and resource networks needs to be recognized (Selwyn, 2004). Social networks may represent a significant determinant in the process within which different pupils and teachers, as members of diverse communities and collectivities, identify a “use” for digital technology in their daily and leisure lives, develop an interest towards this use, establish an initial and later a meaningful engagement with digital tools and contents and sustain this interest and engagement throughout time by expanding their skills and knowledge.
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  • Essentially then, pupils’ and teachers’ membership to different social communities, which may be considered as sources of advice and agents of socialization into differentiated forms of culture, is an influential aspect of digital literacy development.
  • Could the school as a significant socialization and enculturation agent address effectively factors related to issues of relevance and social networks and empower pupils and teachers to participate in digital practice, not only as consumers of digital dominant culture but also as producers and communicators of their own culture?”
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5 Tips for Knowledge Gardeners: How to Grow a Collaborative Learning Community - 2 views

www.learningsolutionsmag.com/...443 elearning2.0 collaborative workplace collaboration
shared by Joachim Niemeier on 13 Apr 10 - Cached
  • Joachim Niemeier on 13 Apr 10
     
    "The world is going open source, but that doesn't mean every organization's culture is open-sourced. New ideas and systems need nurturing."
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Vernacular | deschooling.classroom(o^o) - 0 views

www.deschoolingclassroom.tkh-generator.net/?tag=vernacular vernacular learning illich
shared by Benjamin Jörissen on 21 Jul 09 - Cached
  • Although deschooling resonates a kind of poststructuralist and deconstructionist model of critical interpretation of the power regimes of knowledge based control society and education system of control (think Jacques Derrida, Michel Foucault, Gilles Deleuze) we actually owe the term “deschooling” to Ivan Illich.
  • Ivan Illich
  • precursor of postcolonial critique of the church
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  • war on subsistence
  • argued for the creation of convivial, rather than manipulative institutions, for universal and self-directed education and intentional social relations in fluid, informal arrangements
  • referring to already exhisting ideas of Everett Reimer and Basil Yeaxlee
  • Before even Internet was widely spread he wrote that the most radical alternative to school would be a network
  • The concept of vernacular
  • obviously for Illich the process of destabilization of the vernacular language was also the starting point for establishing control society through education
  • from the 80s Illich’s work has been often neglected for being too radical and controversial
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