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Why Things Matter Essay critiques the ideas of Clay Shirky and others advocating higher ed disruption Clay Shirky is a big thinker, and I read him because he’s consistently worth reading. But he’s not always right – and his thinking (and the flaws in it) is typical of the unquestioning enthusiasm of many thinkers today about technology and higher education. In his recent piece on "Napster, Udacity, and the Academy," for example, Shirky is not only guardedly optimistic about the ways that MOOCs and online education will transform higher education, but he takes for granted that they will, that there is no alternative. Just as inevitably as digital sharing turned the music industry on its head, he pronounces, so it is and will be with digital teaching. And as predictably as rain, he anticipates that "we" in academe will stick our heads in the sand, will deny the inevitable -- as the music industry did with Napster -- and will "screw this up as badly as the music people did." "In the academy, we lecture other people every day about learning from history. But what do you mean "we," Mr.

Designing a New Learning Environment 2012 | Designing a New Learning Environment Sign up What constitutes learning in the 21st century? Should reading, watching, memorizing facts, and then taking exams be the only way to learn? We construct, access, visualize, and share information and knowledge in very different ways than we did decades ago. The ultimate goal of this project-based course is to promote systematic design thinking that will cause a paradigm shift in the learning environments of today and tomorrow. Course Instructor: Dr Paul Kim Paul Kim is Chief Technology Officer and Assistant Dean for Stanford University School of Education. In the higher education space, he advises investment bankers and technology ventures focused on e-learning, knowledge management, and mobile communication solutions. Teaching Assistants: Pamela Levine Shawn Kim Shwetika Baijal Leigh Anne Miller Gilbert About this site This site tells the stories of the people, the learning and the projects of DNLE. Just signed up?

Modeling Social Media in Groups, Communities, and Networks Vance Stevens Petroleum Institute, Abu Dhabi, UAE Abstract This article views social networking as practiced distinctly in groups, communities, and networks. Living with paradigm shift As I was conceiving this article, I received an invitation to contribute an article on Tim Johns for a forthcoming encyclopedia on applied linguistics . Another incident illustrates this shift. A third token of paradigm shift is my new Kindle, which I both love and hate. Modeling, Demonstrating, Practicing, Reflecting This article is a reaction to these observations and many others like them, but also from Stephen Downes’s (2007) presentation at WiAOC on learning the Web 2.0 way, where one of his slides read: “To teach is to model and demonstrate. Figure 1. No one is a teacher without being a learner, so most of us do these four things instinctively. So where do we get our models day to day? Early Pouncers What does an application like Wave need in order to achieve traction? Figure 2.

Noble In recent years changes in universities, especially in North America, show that we have entered a new era in higher education, one which is rapidly drawing the halls of academe into the age of automation. Automation — the distribution of digitized course material online, without the participation of professors who develop such material — is often justified as an inevitable part of the new “knowledge–based” society. It is assumed to improve learning and increase wider access. Once faculty and courses go online, administrators gain much greater direct control over faculty performance and course content than ever before and the potential for administrative scrutiny, supervision, regimentation, discipline and even censorship increase dramatically.

Technology is the Answer: What was the Question? -: UNESCO Education Education is one of UNESCO’s principal fields of activities. Since its creation in 1945, the Organization has worked to improve education worldwide believing it to be key to social and economic development. The Organization aims to help build a sustainable world with just societies that value knowledge, promote peace, celebrate diversity and defend human rights, achieved by providing Education for All (EFA). Its close links with education ministries and other partners in 193 countries place UNESCO in a key position to press for action and change. The Education Sector comprises some 400 staff members worldwide. They are based at UNESCO’s headquarters in Paris, in field offices and UNESCO’s Institutes and Centres specialized in education. The sector is under the authority of the Assistant Director-General for Education. Headquarters in ParisSome 150 staff members work in the Education Sector in Paris.