Peter Senge and the learning organization contents: introduction · peter senge · the learning organization · systems thinking – the cornerstone of the learning organization · the core disciplines · leading the learning organization · issues and problems · conclusion · further reading and references · links Peter M. Senge (1947- ) was named a ‘Strategist of the Century’ by the Journal of Business Strategy, one of 24 men and women who have ‘had the greatest impact on the way we conduct business today’ (September/October 1999). On this page we explore Peter Senge’s vision of the learning organization. Peter Senge Born in 1947, Peter Senge graduated in engineering from Stanford and then went on to undertake a masters on social systems modeling at MIT (Massachusetts Institute of Technology) before completing his PhD on Management. Peter Senge describes himself as an ‘idealistic pragmatist’. The learning organization According to Peter Senge (1990: 3) learning organizations are: The core disciplines Personal mastery. Mental models.
Keep it Social: Using Social Learning Theory to Improve Instructional Strategies - Designed:2:Learn I’m going to come right out and say it: learning is social. All learning occurs in a social context. Whether it is the social pressures/motivators for pursuing an education, the interactions between students and teachers, the interactions between students and peers, even the interaction between students and the class content (books, movies, pictures, handouts, materials, etc. are all created or organized by people for the social purpose of transmitting information from one person to another), our learning is wrapped in a social context. And, it is not just the nature of the material that makes learning social, it is the fact that learning as a cognitive process takes place in a social context (Bandura, 1963). But, not all classrooms are equally social. Social Learning Theory But, let’s take a step back and return to my original statement: learning is social. Bandura (1977) identifies three modes for stimulating this observational and modeling learning process: 1. 2. 3. Attention Retention
Learning - Global Development Learning Network Initiated by the World Bank in June 2000, the Global Development Learning Network (GDLN) is a global partnership of more than 100 learning centers (GDLN Affiliates) that offer the use of advanced information and communication technologies to people working in development around the world. Through videoconferencing, high-speed internet resources, and interactive facilitation and learning techniques, GDLN Affiliates enable their clients to hold coordination, consultation, and training events in a timely and cost-effective manner. The Network’s "anchor unit", GDLN Services, is housed in WBI, and consists of the GDLN Secretariat and the GDLN Activity Services team. GDLN coordination teams in the Bank’s regional departments work with Affiliates and partners in their respective regions. Furthermore, the Bank provides the Network’s technology backbone through its global communications group. For more information, visit
MOOCs and OERs for web talent: efficacy, acknowledgement and fit-for-purpose - A hybrid open panel at OER15 The European Commission has highlighted the potential of web and mobile startups to boost economic growth and well-being in Europe. Yet this potential is threatened by a predicted shortage of over a million skilled workers. The MOOCS for web talent network was initiated by the EC's Startup Europe initiative to address this challenge. During 2014, the network has run webinars, conducted desk research and a survey of employers, employees and MOOC providers, connected a workshop at EC TEL 2014, and a stakeholder meeting adjacent to Slush in Helsinki. The aim of this hybrid open event is to share the findings of our work and open up the network to a wider community. At the OER15 conference, we will conduct a live panel which would draw on and summarise the online discussion. Moderated by Yishay Mor and Laia Canals, the panelist include Allison Litlejohn, Carlos Alario, Tom Staubitz, Davinia Hernández-Leo, Mar Pérez Sanagustin, and Catherine Mongenet amongst others.
Blended and Online Assessment Taxonomy Design By Anissa Vega, Full Tilt Ahead K12 Perhaps you’ve seen this comic make its rounds on the internet [artist unknown]. Sure, we quickly see the obsurdity in asking an elephant to climb a tree, and the commentary of our unjust education system and standardized testing warrants a good giggle. However, let’s use this image for just a moment to talk more deeply about the practicalities of assessment design in the everyday classroom outside of mandated standardized testing. Notice that in this assessment only the learner’s activity is communicated: climb the tree. The conditions under which the animals will climb the tree and how they will be graded are not communicated by the teacher. The learner was able to get only himself/herself into the tree (0 points)The learner was able to get 1-5 classmates into the tree (1 point)The learner was able to get all 6 classmates into the tree, but not himself/herself (2 points)The learner was able to get all classmates and self into the tree (3 points)
NMC Horizon Report > 2015 Higher Education Edition | iTeach @ Leeward The NMC Horizon Report > 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning. The report aims to provide these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership and practice. View the work that produced the report atwww.horizon.wiki.nmc.org.
European Commission - PRESS RELEASES - Press release - How digital is your country? New figures reveal progress needed towards a digital Europe There are plenty of digital opportunities waiting to be unlocked to benefit European citizens and companies. From shopping or studying online, to paying bills or using public services over the Internet – the Web is the answer, if the right conditions are in place. This is the conclusion of a new Digital Economy and Society Index developed by the European Commission and released today. Data shows that the picture of how digital countries are varies across the EU and that borders remain an obstacle to a fully-fledged Digital Single Market – one of the top priorities of the Juncker Commission. The new tool presented today gives snapshots, per country, of connectivity (how widespread, fast and affordable broadband is), Internet skills, the use of online activities from news to shopping, how key digital technologies (e-invoices, cloud services, e-commerce, etc) and digital public services such as e-government and e-health are developed. Günther H. Background
Economics of Education in Europe - Home www.education-economics.org is a forum to promote and disseminate research on the Economics of Education in Europe, provided by the European Expert Network on Economics of Education (EENEE). You will find detailed information by following the links of the menu on the left. EENEE is an EU Think Tank sponsored by the European Commission, Directorate General for Education and Culture. News 02/04/2015: EENEE Policy Brief 4/2015 EENEE has prepared a new policy brief on "Policies to Attract a High-Quality and Innovative Teaching Force". The 21st Century’s Raw Material: Using Open Data as Open Educational Resources In the first of our posts for Open Education Week #openeducationwk Javiera Atenas, Leo Havemann and Ernesto Priego introduce the idea of using open data as a form of OER. Javiera Atenas is a learning technologist at University College London and holds a PhD in education. Leo Havemann is a learning technologist at Birkbeck, University of London and holds an MA in Media and Cultural Studies. Ernesto Priego is a lecturer at the Department of Library and Information Science at City University London and holds a PhD in Information Studies. In the words of the Rt Hon. Francis Maude in the Foreword to the UK Government’s 2012 Open Data White Paper [PDF], “data is the 21st century’s new raw material.” According to the Open Definition, “universal participation” and interoperability are key components of open data practices. The development of critical thinking skills and the use of open data is also related with the use of open government data. Figshare
The History of Open Educational Resources Infographic Distance Education Infographics The History of Open Educational Resources Infographic The History of Open Educational Resources Infographic It used to be that an Ivy League education was reserved only for those with vast fortunes, family connections, or stellar grades. Open Educational resources (OER) Timeline January 1999: The University of Tubingen in Germany publishes a video series of its lectures online. Via: www.coursehero.com Embed This Education Infographic on your Site or Blog!
openingthecurriculum2014infographic.pdf Infographic: OER Textbooks Cut Costs - Getting Smart by Getting Smart Staff - digital textbooks, edchat, OER It’s been said before. The cost of college is rising between tuition, housing, and textbook costs. Yet, one area to cut spending for students is in the cost of learning materials. Open educational resources (OER) have been sweeping the market, especially with the help of higher education movers and shakers like Saylor.org and Open Courseware Consortium. The infographic below shows how open textbooks can save students big money on earning an education. Check out our coverage of open textbooks and OER below: From: OnlineColleges.net Infographic: How to Search for Free Open Education Resources Online - WiredAcademic The internet is chock full of amazing resources for teachers, but it’s hard to sift through the noise to discover the free nuggets. An added complexity is how to find the Open Education Resources (OER) — read: free teaching materials. Rachel Gilg over at The Center for Open Educational Resources and Language Learning (COERLL) put together a helpful step-by-step to explain a way to find open education resources online. COERLL focuses on teaching foreign languages, but these ideas can be used for teachers in any subject area. Happy digging!