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Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views

connect.educause.edu/...45823

education pedagogy web2.0 learning2.0 aroundtheworld beyondwebct

shared by Barbara Lindsey on 17 Nov 08 - Cached
  • 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.5
  • 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.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
  • ...6 more annotations...
  • The writing students did in the first few weeks was interesting but average. In the fourth week, however, I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • 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.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • The demand-pull approach to learning might appear to be extremely resource-intensive. But the Internet is becoming a vast resource for supporting this style of learning. Its resources include the rapidly growing amount of open courseware, access to powerful instruments and simulation models, and scholarly websites, which already number in the hundreds, as well as thousands of niche communities based around specific areas of interest in virtually every field of endeavor.22
  • 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. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
  • Barbara Lindsey on 17 Nov 08
     
    Seely Brown and Adler article
Barbara Lindsey

Forget E-Books: The Future of the Book Is Far More Interesting | The Penenberg Post | F... - 1 views

www.fastcompany.com/...say-so-long-book-we-know-it

ebooks books

shared by Barbara Lindsey on 25 Dec 09 - Cached
  • But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
  • Like early filmmakers, some of us will seek new ways to express ourselves through multimedia. Instead of stagnant words on a page we will layer video throughout the text, add photos, hyperlink material, engage social networks of readers who will add their own videos, photos, and wikified information so that these multimedia books become living, breathing, works of art. They will exist on the Web and be ported over to any and all mobil devices that can handle multimedia, laptops, netbooks, and beyond.
  • where there's chaos, there's opportunity
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  • For the non-fiction author therein lie possibilities to create the proverbial last word on a subject, a one-stop shop for all the information surrounding a particular subject matter. Imagine a biography of Wiley Post, the one-eyed pilot from the 1930s who was the first to fly around the world. It would not only offer the entire text of a book but newsreel footage from his era, coverage of his most famous flights, radio interviews, schematics of his plane, interactive maps of his journeys, interviews with aviation historians and pilots of today, a virtual tour of his cockpit and description of every gauge and dial, short profiles of other flyers of his time, photos, hyperlinked endnotes and index, links to other resources on the subject. Social media could be woven into the fabric of the experience--discussion threads and wikis where readers share information, photos, video, and add their own content to Post's story, which would tie them more closely to the book. There's also the potential for additional revenue streams: You could buy MP3s of popular songs from the 1930s, clothes that were the hot thing back then, model airplanes, other printed books, DVDs, journals, and memorabilia. A visionary author could push the boundaries and re-imagine these books in wholly new ways. A novelist could create whole new realities, a pastiche of video and audio and words and images that could rain down on the user, offering metaphors for artistic expressions. Or they could warp into videogame-like worlds where readers become characters and through the expression of their own free will alter the story to fit. They could come with music soundtracks or be directed or produced by renowned documentarians. They could be collaborations or one-woman projects.
  • Serious literature, and even perhaps much fiction will however, will be published in old book form…or maybe in the current “text on screen” form. The point of reading fiction IS to imagine your own characters and use your imagination…that’s why you read rather then watch a video about it!
  • Traditional books (especially literature) will be relegated to smaller, specialty houses and self-publishing, in its infancy, will boom!
  • The question is, how will the media companies (not just book publishers) respond? We're already seeing the effect on newspapers, as their ad revenue (and business model) collapses. Perhaps history can offer another analogy: When home refrigeration became affordable, it posed an existential threat to the large ice-delivery companies. Some of these firms manufactured ice by the ton in order to warehouse and deliver it at retail. They saw the threat, but not the opportunity - didn't realize the value of their core technology, the ice-making equipment itself. They saw only the falloff in their retail delivery logistics model. Had they licensed their chillers, they could have made a fortune. Likewise, buggy-whip-makers could have retooled as purveyors of leather goods for automobiles.
  • Barbara Lindsey on 25 Dec 09
     
    But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
Barbara Lindsey

Education/EduCourse/Announcement - MozillaWiki - 0 views

wiki.mozilla.org/...Announcement

oer free educators Wiley

shared by Barbara Lindsey on 22 May 10 - Cached
  • Barbara Lindsey on 22 May 10
     
    The Mozilla Foundation, in collaboration with ccLearn/Creative Commons and the Peer 2 Peer University, launches a practical online seminar on open education. This six week course is targeted at educators who will gain basic skills in open licensing, open technology, and open pedagogy; work on prototypes of innovative open education projects; and get input from some of the world leading innovators along the way.
Barbara Lindsey

How Web-Savvy Edupunks Are Transforming American Higher Education | Fast Company - 0 views

www.fastcompany.com/...who-needs-harvard.html

edupunk education higher ed

shared by Barbara Lindsey on 11 Aug 09 - Cached
  • "The Internet disrupts any industry whose core product can be reduced to ones and zeros," says Jose Ferreira, founder and CEO of education startup Knewton. Education, he says, "is the biggest virgin forest out there." Ferreira is among a loose-knit band of education 2.0 architects sharpening their saws for that forest.
  • MIT in 2001, when the school agreed to put coursework online for free.
  • "We're changing the culture of how we think about knowledge and how it should be shared and who are the owners of knowledge."
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  • "Colleges have become outrageously expensive, yet there remains a general refusal to acknowledge the implications of new technologies," says Jim Groom, an "instructional technologist" at Virginia's University of Mary Washington and a prominent voice in the blogosphere for blowing up college as we know it. Groom, a chain-smoker with an ever-present five days' growth of beard, coined the term "edupunk" to describe the growing movement toward high-tech do-it-yourself education. "Edupunk," he tells me in the opening notes of his first email, "is about the utter irresponsibility and lethargy of educational institutions and the means by which they are financially cannibalizing their own mission."
  • The edupunks are on the march. From VC-funded startups to the ivied walls of Harvard, new experiments and business models are springing up from entrepreneurs, professors, and students alike. Want a class that's structured like a role-playing game? An accredited bachelor's degree for a few thousand dollars? A free, peer-to-peer Wiki university? These all exist today, the overture to a complete educational remix.
  • "If universities can't find the will to innovate and adapt to changes in the world around them," professor David Wiley of Brigham Young University has written, "universities will be irrelevant by 2020."
  • The challenge is not to bring technology into the classroom, he points out. The millennials, with their Facebook and their cell phones, have done that. The challenge is to capture the potential of technology to lower costs and improve learning for all.
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