Community as Curriculum – vol 2. The Guild/Distributed Continuum “Community as Curriculum“, in: D. Araya & M.A. Peters, Education in the Creative Economy: Knowledge and Learning in the Age of Innovation, New York: Peter Lang, 2010. Community as CurriculumDave Cormier Mr. Ben: Yes sir. Mr. Ben: Yes I am. Mr. Ben: Exactly how do you mean? Mr. Ben: Yes I will. Mr. —The Graduate, 1967 This classic scene from the 1967 blockbuster The Graduate illustrates the assumptions and premises of the traditional twentieth-century ontology of work and knowledge. In the scene, Benjamin Braddock, twenty-one years old, recent university graduate and star student, stands uncomfortably in his parents’ living room being grilled by their peers about what he’s going to do with the rest of his life. This idea of learning as something that can be bought, acquired, and then completed is deeply ingrained in popular culture. It is a simple model. As the job descriptions of traditional professions change and diversify, people are realizing that the myth will no longer hold.
To Find Success, Psychologists Recommend More Listening and Connecting Do you struggle to understand what people may be thinking? Do you wonder why you are not as successful as you want to be? Do you think that sometimes your emotions get the best of you? If so, you may need to improve your emotional intelligence. It was two Yale psychologists, John D. Emotional intelligence allows you to develop and focus the skills that will help you understand people better, attain the type of success you want, and stay on top of your emotions. When you understand the essentials of emotional intelligence, you can learn more about yourself while you lead and interact with others. 1. 2. 3. 4. It's a lifelong process but when you connect with your emotional intelligence by observing, listening, and building your self-awareness and responsibility, you'll find it's both powerful and essential.
Introduction | Making the community the curriculum Rhizomatic Learning posits, among other things, that the community is the curriculum. That being able to participate with and among those people who are resident in a particular field is a primary goal of learning. In each of my classes the curriculum is, of course, filled with the ideas and connections that pre-exist in the field but the paths that are taken by the students are as individual as they are, and the path taken by the class is made up of the collected paths chosen by all the students, shaped by my influence as an instructor and the impact of those external nodes they manage to contact. What follows is an artifact of different ecologies of learning. Here’s a talk I gave to the excellent #etmooc group on rhizomatic learning
Workers, soldiers or nomads – what does the Gates Foundation want from our education system? This is the first draft of the thinking I’ve been doing lately, it draws on a recent article from the gates foundation about learning being like working. It also relies very heavily on the philosophy of Deleuze and Guattari, particularly through . The why of education should be the first question that we answer in any discussion in the field. We are preparing our students for the future We need to get them ready for university We are trying to make good citizens for our society We are trying to instill cultural values We are trying to teach them to learn There are any number of ways to say this, and, by saying it, say nothing. I’m going to propose three different outcomes from an education system. Memory is the representation of the things that we ‘know’ as a culture. The worker was the original goal of the public education system. The worker is easy to measure. At Microsoft, we believed in giving our employees the best chance to succeed, and then we insisted on success.
Before We Were Connected: How To Achieve a Statewide Professional Learning Network It’s only fair that I begin this post with an honest perception of my experience as a “connected” teacher in the state of Tennessee. My journey began in 2001, when I accepted a 3rd grade teaching position in Shelby County, TN. The county was small, yet quaint. As many schools do, we taught in silos—but being that this was my first teaching job, I didn’t know any better. Throughout my years of teaching, I leaned on educators in my own schools, but began feeling alone when it came to using technology integration. I began attending local conferences, and researching online about what teaching and learning should look like. When in moments of doubt like mine, here’s my advice: don’t wait for the connections to come to you. Trying to Find Others—And Failing in the Process Now, you might be thinking that my next move was Twitter, and that I magically connected to educators, making this a beautiful ending to my struggles. But all wasn’t lost. A Call to (PLN) Arms
Assessment and Rhizomatic Learning – Course start Tuesday | Making the community the curriculum Well… it’s that time of the year again folks. Time for me to teach my Educational Technology and the Adult learner course. I think of myself as being very privileged to teach this course every year. And the students are fascinating. Some have never stepped foot in the classroom as teachers. I need to give them all a number grade. Learning Contract When i taught this course three years ago, a finishing student of mine said “you know, I think i understand your whole rhizome thing… but you know what it needs? What I learned year one Many of my students were actually quite familiar with the idea of a grading contract… which I hadn’t expected. Shortfalls… It lacked depth of choice. What I’m doing this year Two whole days before we get started and I’m still tweaking the sections. MandatoryAttendance I can’t help myself. Blog posts Reflective blog posts on the topic of the week… or something else that came to your mind. Group Take away This is the class’ notepaper. Optional Thursday?
A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop Rita Kop and Hélène Fournier National Research Council of Canada John Sui Fai Mak Australia Abstract This paper examines how emergent technologies could influence the design of learning environments. Keywords: Connectivism; networked learning; media affordances; learner autonomy; presence; roles; educator Introduction The emergence of new technologies and their effect on the volume and nature of information on the Web are influencing the context of education and learning (Bouchard, 2011). Of course this puts the responsibility for information gathering, the validation of resources, and the learning process in the hands of learners themselves, and one should question if all adult learners are capable of taking on this responsibility. This paper will examine how emergent technologies might influence the design of the learning environment and in particular the roles of educators and learners in creating learning experiences on online networked learning environments. Context of the Research
We are way too dependent on technology – Chalyn's Online Journey Through Technology As soon as we are with a group of friends at a restaurant or sitting with family visiting, someone pulls out a smart phone and somehow the domino effect takes place. Less people are socializing with the bodies that are present. Some of the people with gadgets begin to engage with online activities. I am sooo guilty of it, I have even coined the phrase “what are you FaceBooking around?”, because of the amount of times people get distracted by their gadgets. I agree with Sherry Turkle and her Ted Talk Connected, but alone that receiving an affirming text is just like getting a hug, as I write this I think that I should text my step-daughter and let her know that I am so proud of her today. But, it is sad to have to admit, but the first thing I do in the morning is roll over and grab my phone, as it is only an arms reach away. Between this course and 831 last semester, I have made a conscious effort to include more technology in the classroom. Yellowstone national park. companion .
Dave Cormier discusses cMOOC and MultiMOOC, connectivism, and openness in learning | EnglishBridges Venue: Bb Collaborate / Elluminate, with thanks to Recording: Dave talked about his ideas on learning and differentiated the nature of what needed to be learned into David Snowden's simple, complicated, complex, and chaotic. MOOCs he said were expecially good at promoting learning at the complex and chaotic levels. Listen here and find out why. We expected to ask Dave about And if conversation flags (not likely :-) ... Announcements Sun, Jan 20, 2013 - 15:00 GMT - Benjamin Stewart hosts TILL Sunday discussion of ePortfolios in Language Learning The time of the TILL Sunday event on ePortfolios in Language Learning, hosted by Benjamin Steward in a Hangout, has been changed to 15:00 GMT Jan 20 On the agenda, 2 readings: To this, Vance might add, for MultiMOOC participants: The great ICT Debate Permalink | Leave a comment »
Spaced learning Spaced Learning is a learning method in which highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students. It is based on the temporal pattern of stimuli for creating long-term memories reported by R. Douglas Fields in Scientific American in 2005.[1] This 'temporal code' Fields used in his experiments was developed into a learning method for creating long-term memories by Paul Kelley, who led a team of teachers and scientists as reported in Making Minds[2] in 2008. A paper on the method has been published in Frontiers in Human Neuroscience.[3] This makes a substantial scientific case for this approach to learning based on research over many years in different species. Spaced Learning was recognized as potentially significant by The Innovation Unit who created an online resource on Spaced Learning in 2011. The background to Spaced Learning References[edit]
Internet of Things: Connectivity for a smarter world