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
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views
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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.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.
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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:
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Forget E-Books: The Future of the Book Is Far More Interesting | The Penenberg Post | F... - 1 views
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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.
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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.
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where there's chaos, there's opportunity
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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.
Education/EduCourse/Announcement - MozillaWiki - 0 views
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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.
How Web-Savvy Edupunks Are Transforming American Higher Education | Fast Company - 0 views
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"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.
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MIT in 2001, when the school agreed to put coursework online for free.
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"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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