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What is Connected Learning

What is Connected Learning
Ninth-grader Charles Raben has seen first-hand that by connecting the many spheres of his life -- peers, interests and academic pursuits -- new learning experiences can and will present themselves in both organized and unstructured ways. In the summer of 2012, Charles utilized his photography skills and the petition website to capture and share the story of Jerry Delakas, a longtime local newsstand operator who was in danger of losing his New York City license over a technicality. "I wanted to have that experience of creating change myself." The petition-making process proved to be a life-changing learning experience for the teen. Charles has become even more engaged in school, and all of his academic work is improving as a result of all of these activities because he has an identity now. A single sentence on his photography blog eloquently bares this newfound identity: "Each face tells a story and I try to capture just that." Related:  Maker Education

The Other 21st Century Skills Many have attempted to identify the skills important for a learner today in this era of the 21st century (I know it is an overused phrase). I have an affinity towards the skills identified by Tony Wagner: Critical thinking and problem-solvingCollaboration across networks and leading by influenceAgility and adaptabilityInitiative and entrepreneurialismEffective oral and written communicationAccessing and analyzing informationCuriosity and imagination Today I viewed a slideshow created by Gallup entitled, The Economics of Human Development: The Path to Winning Again in Education. Here are some slides from this presentation. This presentation sparked my thinking about what other skills and attributes would serve the learners (of all ages) in this era of learning. GritResilienceHope and OptimismVisionSelf-RegulationEmpathy and Global Stewardship Grit Students can develop psychological resources that promote grit, tenacity, and perseverance. Resilience

Illuminating the dark matter of social neuroscience: Considering the problem of social interaction from philosophical, psychological, and neuroscientific perspectives 1Berlin School of Mind and Brain, Institute for Philosophy, Humboldt-Universität zu Berlin, Berlin, Germany2Center for Subjectivity Research, University of Copenhagen, Copenhagen, Denmark3Department of Social Neuroscience, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany Successful human social interaction depends on our capacity to understand other people's mental states and to anticipate how they will react to our actions. Despite its importance to the human condition, the exact mechanisms underlying our ability to understand another's actions, feelings, and thoughts are still a matter of conjecture. Here, we consider this problem from philosophical, psychological, and neuroscientific perspectives. Keywords: mentalizing, online/offline social cognition, second-person perspective, simulation, social interaction, social neuroscience, stimulus independent thoughts, theory-theory Received: 29 February 2012; Accepted: 07 June 2012;Published online: 21 June 2012.

Stigmergy Kind people have stigmergically translated this article into German, French, and Spanish. This article is part of a series now incorporated into : ‘Binding Chaos’. Stigmergy is a mechanism of indirect coordination between agents or actions. The principle is that the trace left in the environment by an action stimulates the performance of a next action, by the same or a different agent. In that way, subsequent actions tend to reinforce and build on each other, leading to the spontaneous emergence of coherent, apparently systematic activity. A personality based system can never allow for mass collaboration on a global scale without representation such as that seen in organizations like the United Nations. Currently, the typical response to a situation which requires an action is to create a noun, in the form of a committee, commission, organization, corporation, ngo, government body, etc. Most systems are now run by competitive organizations. Hierarchical System Consensus Hierarchy Stigmergy

What skills will you need to succeed in the future? Top 10 skills for the successful 21st-century worker Leadership Take a cross-disciplinary approach to project team- work. and following in order to prepare for your career. Many businesses are adopting a participative management style, which involves employees in decision making. George DeMetropolis University of Phoenix faculty member and leadership consultant Critical thinking Take coursework that offers an opportunity to engage in self-directed, project-based and applied learning. Communication Learn in an environment that requires participation in many modes of communication. Students hold themselves accountable and have the opportunity to hold others accountable for the good of the team. Irene Blundell University of Phoenix faculty member Productivity and accountability Select a school that provides a code of conduct in learning situations to build accountability and productivity. Collaboration Choose courses that are collaborative and measure success by team results. Adaptability Take advantage of flexible course schedules and

In networks, cooperation trumps collaboration In networks, cooperation trumps collaboration. Collaboration happens around some kind of plan or structure, while cooperation presumes the freedom of individuals to join and participate. Cooperation is a driver of creativity. Stephen Downes commented here on the differences: collaboration means ‘working together’. That’s why you see it in market economies. markets are based on quantity and mass.cooperation means ’sharing’. We are only beginning to realize how we can use networks as our primary form of living and working. Wirearchy: a dynamic multi-way flow of power and authority based on information, knowledge, trust and credibility, enabled by interconnected people and technology. Heterarchies are networks of elements in which each element shares the same “horizontal” position of power and authority, each playing a theoretically equal role [wikipedia]. Chaordic refers to a system of governance that blends characteristics of chaos and order. You cannot train people to be social.

Culture, genes and the human revolution - Matt Ridley FOXP2 is not the only gene associated with the human revolution (3). However, it illustrates that when an evolutionary mutation is identified as crucial to the human capacity for cumulative culture, this might be a consequence rather than a cause of cultural change (8). The smallest, most trivial new habit adopted by a hominid species could— if advantageous—have led to selection of genomic variations that sharpened that habit, be it cultural exchange, creativity, technological virtuosity, or heightened empathy. This viewpoint is in line with recent understanding of the human revolution as a gradual but accelerating process, in which features of behaviorally modern human beings came together piecemeal in Africa over many tens of thousands of years (6). Recognizing the role of culture-driven gene evolution in the origins of modern humans provides a powerful reminder of how easy it is to confuse cause and effect in science. References and Notes 1. 2. 3. 4. 5. 7.

How to Get Girls Into Coding WHEN I was 7 years old, I knew the capitals of most major countries and their currencies. I had to, if I wanted to track down a devious criminal mastermind in the computer game “Where in the World Is Carmen Sandiego?” On screen, the ACME Detective Agency would spit out clues like notable landmarks to help players identify the city where Carmen’s globe-trotting henchmen were hiding out. I wouldn’t learn how to pronounce Reykjavik for more than a decade, but I could tell you that its currency was called the krona. I was the child of Indian immigrants, and like any begrudging Bengal tiger cub, I penciled in fill-in-the-blank maps and memorized multiplication tables after dinner. A huge nationwide push is underway, funded by the nonprofit’s corporate and billionaire donors, from Amazon and Google to Bill Gates and Mark Zuckerberg, to introduce American schoolchildren to coding and to redefine it as a basic skill to be learned alongside the three R’s. Continue reading the main story

Internet, Tout y est Pour Apprendre : la preuve par MOOC Internet, pour se cultiver, pour apprendre, pour le plaisir d’échanger et de confronter ses idées, c’est à cet Internet que nous nous intéressons. On connaît tous le moteur de recherche comme outil pour trouver l’information dont on a besoin. Mais cette recherche n’est que la première étape d’un apprentissage. Internet permet tout cela et même plus. Oui, Internet, Tout Y est Pour Apprendre (ou ITyPA!). Ce cours sera en ligne et ouvert à tous, et comme c’est l’usage sur Internet, plus nous serons nombreux, plus ce que nous en tirerons sera potentiellement riche. une petite vidéo pour illustrer existe, en anglais : Nous sommes quelques uns à avoir suivi un tel cours ou à avoir été intrigués par ces formes d’apprentissage, et à avoir publié ou relayé l’information. Parmi les questions que nous nous posons, c’est de savoir combien de participants pourraient se fédérer atour d’un tel cours. Nous nous sommes donnés comme objectif de démarrer début octobre, et cela semble rester possible.

Construcción Colaborativa del Conocimiento A lo largo de la historia de la humanidad, los procesos creativos en sus diferentes manifestaciones (científicos, tecnológicos o artísticos) se vieron limitados por la velocidad de la propagación de ideas y por la falta de contacto entre pares separados geográficamente. Con el transcurso de los siglos se han reducido paulatinamente esas barreras, y en la actualidad pasamos por un momento de inflexión, de modo que la manera de colaborar con nuestros pares está por dar un vuelco radical. El contacto por internet está cambiando la forma de producir conocimiento. Amplios grupos han planteado nuevas dinámicas, y se han ido acercando y gravitando de manera natural unos hacia otros para plantear cómo será en el futuro el desarrollo del conocimiento y, en general, de los procesos creativos. Este trabajo deriva de la intención de formalizar, desde un punto de vista multidisciplinario, cómo va operando esta transformación.

The Importance of Thinking In- and Out-of-the-Box How to encourage creativity in a tech-based environment. GUEST COLUMN | by Wendy Marshall How do you teach a student to be creative? It used to be that educators encouraged innovation by telling children to “think outside the box” via a “sky’s the limit” approach. During our summer Makers Camp that is put on by my educational center ExplorOcean, children (ages 9-13) participate in guided projects using tools such as Little Bits, Makey Makeyand Hummingbird robotics. It is important, especially in a tech-based environment, to encourage students to think both inside and outside the box. 1. Researchers who study prodigious accomplishments talk about the 10,000-hour rule, which means in order to be able to do something notable, one must devote 10,000+ hours to mastering that discipline. 2. Requirements, guidelines, time and materials all narrow the realm in which a student is allowed to operate, making it easier for her or him to focus on the problem or issue. 3. 4. 5. Like this:

Utilisation en classe Cette sélection - non exhaustive - présente des outils numériques utilisables à des fins pédagogiques, en classe, avec les apprenants. Ils vous permettent de communiquer sur des modes innovants et de travailler plus facilement selon une approche actionnelle dans le cadre des Sections européennes ou de langues orientales (SELO), comme y incite le Cadre européen commun de référence pour les langues. Outils de communication visuelle Tableau Numérique Interactif - Dans le Café pédagogique mensuel Allemand, Christophe Jaeglin propose un article avec des pistes pour utiliser le TBI en classe de langue, d'allemand en particulier : document est un tutoriel élaboré par Raphaël Boutter, du lycée de Navarre à Saint-Jean-Pied-de-Port, dans le cadre d'un stage académique de formation de l'académie de Bordeaux sur l'utilisation d'un TNI. Slideshare Cet outil est accessible sur inscription, gratuite.

K... 3 Ways Coding and Gaming Can Enhance Learning Coding isn't just for computer science any more. Educators are finding that teaching students to write code and design games enhances learning and creates engagement. These examples illustrate how coding and games are being used across the curriculum and at all levels, as well as why great teaching is at the very heart of this innovation. Connecting With Each Learner: Inform7 (Interactive Fiction for High School) Imagine a weather-beaten oak door. It has a heavy brass knocker and a tarnished handle that doesn't look like it has been used in some time. Now go to Google Images and try to find a picture of the exact door that you have seen in your head. Now imagine that as you approach the door, you notice deep scratches along the doorframe, as if something has been trying to get in . . . or trying to hold the door closed. Yet through the power of narrative description, we are all probably picturing the same door in our heads. Great Teachers