The Uber-Tool. Notes from today's discussion in PLENK2010 - problem of multiple tools - individually they're very simple, - but together they are daunting - similarity of function - aggregating functionality - similar interface - eg Athabasca Landing - that end-to-end functionality - workflow - role of Education? - it seems that education is no longer innovating - now it seems private companies set trends, ed follows Handbook of emerging technologies - need a tool that helps me synthesize - helps me put it all together Building tools?
The Theory of Everything - physicist/surfer - might be different for everyone - enables me to be online/offline, in my head in my screen The foundational elements of a discipline - that may be achievable - eg., critical literacies - but these would be reflected differently in different tools - eg., audio - will be different in local radio, satellite radio - but the core element remains the same - 'listening' How do we get at the core? Is our uber-tool like the eye? BBC Radio 4 Programmes - In Our Time, Socrates. AUSpace: Managing and Learning in MOOCs (massive open online courses) PLE/Ns of the Future and the Ocean of Maya. Week 7 of #PLENK2010 has been focused on PLE/Ns tools with the adjective "new" used three times in the questions to we students to answer.
While tool talk can be interesting, I am more taken with the need for us to understand what a PLE truly encompasses because I see so much of what is in the PLE simply unchartered, save for a passing remark in Wilson's "Patterns of personal learning environments" where he says; "Connect the metadata and sensors of the object to the network; allow the object to describe itself. " In my September post, "Focusing a PLE/PLN with a Personal Intuitive Map", I began to feel my way into the space of describing the totality of the personal learning environment, inspired to a great extent by my ongoing study of neuroeconomics. In this post, I have now attempted to classify and identify both the common human elements and the unique individual elements that form my PLE.
In the above, Top type = Me, the living human, and Superclass = intuition. 1. Category:Creativity Techniques. This A to Z of Creativity and Innovation Techniques, provides an introduction to a range of tools and techniques for both idea generation (Creativity) and converting those ideas into reality (Innovation). Like most tools these techniques all have their good and bad points. I like to think of these creativity and innovation techniques as tools in a toolbox in much the same way as my toolbox at home for DIY. It has a saw, spanner, hammer, knife and all sorts of other things in it, they are all very useful, but you have to pick the right tool (creativity / Innovation technique) for each job. This site will try and provide a little guidance along with each tool to let you know whether it's best used for cutting paper or putting in nails.
For the future, the aim is to also have sub-categories which will identify Techniques for; Problem Definition - including problem analysis, redifinition, and all aspects associated with defining the problem clearly. Subcategories. #PLENK2010 The place of content in teaching and learning. October 27, 2010 by jennymackness Today’s PLENK presentation from Maria Anderson was based on her paper – The Holy Grail of Education: Personalized Learning Unfortunately, like many others, I hadn’t had time to read the paper before attending the session (Note to PLENK convenors – many of us might need more advance notice of pre-reading - or did I miss the advance notice?)
There was lots of interest in Maria’s presentation and many avenues I could follow – but I’ll pick one, which is of particular interest to me – and that is the place of content in teaching and learning in a digital age. Currently my work is always in Higher Education, talking to lecturers about how they could take advantage of technology to enhance their teaching and learning and I often find myself saying that technology can release you from the tyranny of delivering content (which was a revelation to me when I recognised the idea for myself in my own teaching and learning). Questioning Toolkit. Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions.
What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration.
Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit. A model of a PLE: Socratic questioning or connectist participation in an information stream? Maria Andersen presented at #PLENK2010 today. She discussed her ideas of a Personal Learning Environment. she proposed a new model of education, rather than to rebuild the old system. A revolution, rather than an evolution as she couldn't really see institutions changing very much. Her ideas for a PLE are quite different from the connectivist model and this has in my view a lot to do with her view of knowledge. As a mathematician she still sees a place for a basic body of knowledge that can be built upon, while I think connectivists prefer to see knowledge as a mesh of interwoven connections at which learners pull and push to give it shape by actively engaging with and in it. She would like learning button where people could go to for answers to Socratic questions about a certain topic.
Of course first a great number of people should be willing to ask the questions, but if enough people engage in it, a world of questions would be out there related to the interests of many people. x28’s new Blog » Blog Archive » #PLENK2010 Connectivist Folder Window. PLE/N Tools « Viplav Baxi’s Meanderings. Really nice collection of links for this week’s #PLENK2010 discussions. I especially liked Patterns of personal learning environments, Wilson.
Wilson looks at patterns of use of and activity in personal learning tools and learning networks, revising a previous approach which was very functional and tool-specific. One of the ongoing challenges I have is with the constant comparison between LMS and PLE, which I happen to think, is an apples to oranges comparison. They serve different needs and are differently located on the spectrum between self-learning and managed-learning (if there is such a phrase). The MOOC and the LMS are comparable, as are NBTs (which I define as Network Based Training, the natural networked learning successors to WBTs) and PLEs. Let us picture this. The LMS is used to launch a WBT course. What would you call the WBT then? Would the PLE look similar to a NBT. Most of the discussion, even in Wilson’s paper, focuses around the tools in the end.
And for PLNs: Like this: Learning is the Future of Math. Teaching College Math » Presentations. Grockit Test Prep - SAT, ACT, GMAT, GRE, and LSAT. Rent seeking. In public choice theory, rent-seeking is spending wealth on political lobbying to increase one's share of existing wealth without creating wealth. The effects of rent-seeking are reduced economic efficiency through poor allocation of resources, reduced wealth creation, lost government revenue, national decline, and income inequality.
Current studies of rent-seeking focus on the manipulation of regulatory agencies to gain monopolistic advantages in the market while imposing disadvantages on competitors. The term itself derives, however, from the far older practice of gaining a portion of production through ownership or control of land. Description[edit] Georgist economic theory describes rent-seeking in terms of land rent, where the value of land largely comes from government infrastructure and services (e.g. roads, public schools, maintenance of peace and order, etc.) and the community in general, rather than from the actions of any given landowner, in their role as mere titleholder. Teaching College Math » Blog Archive » Random But Organized Thoughts (9-5-2010) Test your blog, please! | Heli on Connectivism. The Evaluation Week in PLENK2010 is going and I remembered the opportunity to test one’s blog via Myers-Briggs Personality.
It is very easy: just write the name of the blog here and you will get the answer in a second. This is technology-enhanced assessment, one of many easy ways. I am wondering why we have so negative attitude against measuring in PLENK even we have many research following happenings. All facilitators do not believe in research or what is this attitude? Research is one (important) way to reflection.
This blog typeanalyzer has scientific research beyond it – it has grounds on Myers-Briggs Personality analysis. Where primarily do you prefer to direct your energy? We have habits, we use same mental muscles to live in this changing world. Something it knew about me: If your personality type is INFP then you have some deeply-held values, though there are probably very few people, if any, who know what those values actually are.
My blog is written by a Thinker (INTP). Tools for the 21st Century Teacher « via פλenK.