This link has been bookmarked by 98 people . It was first bookmarked on 18 Sep 2006, by someone privately.
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08 Jun 17
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07 Feb 15
Vanessa Vaile"A place to write, half an hour, every day, just for me."
See also: Stephen's Web, http://www.downes.ca/
x-listed w/ adjunct-blogs for now because Downes was on brieflyblog education downes e-learning technology #EdBlogr edblogs edtech-blog adjunct
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15 Jan 15
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03 Apr 13
Bobby White"Using an Open Source Platform to Meet Online Learning Goals"
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04 Feb 13
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advice that you could give me as I attempt to make a meaningful contribution as an academic and perhaps even have some influence on the quality and availability of education around the world?"
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absolutely refused to consider my dissertation proposal on connective models of learning, inference and discovery
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31 Oct 12
Susan HaynesOverview of where e-learning - where its been; where its going
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21 Jun 12
Vladimir StankovicAn informative blog by Stephen Downes, "a designer and commentator in the fields of online learning and new media". Look at the particular post from 17 June 2012 about his thoughts on the subject of Connectivism as Epistemology
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27 Mar 12
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I know it's a really good selling point for education generally and online learning in particular, but I don't think that the root of social problems lies in a lack of education, and I don't think that the solution will be there.
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There's this thing about education being what is needed in order to get jobs. As though there's enough jobs at the end of it. And I think that's a fallacy.
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Now that's different, and I want you to understand how substantially different that is. Look what we're doing here. This (indicating the conference room) is not a network. This is one guy at the front who through luck and happenstance got the podium, not that he deserved it, and is broadcasting. One person talks, everybody listens. And that's the only way we could do it, because if everybody were talking we wouldn't have an educational event, we'd have a party or something like that, and nobody could follow what's going on. But online, when we draw these connections together, we can create a learning experience out of it, and we know that because we've done it.
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The newsletter is probably the single most defining feature of a MOOC. A MOOC is characterized by an abundance of content and that has challenged people because when we approach a subject we basically give then access to - well, not all, but as much of we can think of - the content in that field. Volumes and volumes of content.
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And I have some metaphors up here to help people grasp how they should understand this. Football.
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Following football. There must be some football fans here; I've heard it's popular. And there are teams all over the world. How many of you follow the South American leagues? What, nobody? Some of you may follow the European leagues, Manchester United, yeah? How many of you follow Australian football; have you been following what Brisbane's been doing lately? No! Well how can you be a football fan if you're not following all of these? Aren't you tearing out your hair? You just can't keep up? Of course not. You are a football fan by choosing those football games, those teams, those associations that are interesting to you. And you know that there are ten-year olds playing football in the back yard, but you don't feel compelled to go out and watch just because it's football. You learn to let it go.
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The content is the medium that we use in order to do the actual learning but it is not the stuff that we learn. I'll talk more about that as we go on.
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And he talked about the Stanford AI course, which really is a bunch of videos, some online interactive exercises, and some tests that you do, as being predominately solo
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And so on. The navigation issue - finding stuff, finding content, et cetera - they say, "if you don't use Twitter you can miss a vital discussion or a thread." And just - there are no vital discussions and threads.
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It's like, as the slide says there, it's like confusing the learning of the game, or the playing of the game, with the memorization of all the rules of the game
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MOOC is about the doing.
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And I said, "It would be a game." And I want to take that seriously. Not that I'm saying "all games are MOOCs, all MOOCs are games." But there is an intersection here that is very illuminating, and one both sides can learn from.
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Now, let's think about chess again. Chess is open; anybody can play. It's very accessible. You can learn the rules, but that isn't having learned chess. In fact, the measurement of your skill at chess has nothing to do with tests, or anything like that, but is entirely due to your playing other people at chess.
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That's exactly wrong. And it's exactly wrong because it converts a game from being a form of interacting with other people to being a form of propaganda. And propaganda isn't learning. Propaganda is getting people to memorize stuff you want them to memorize. Two very different things.
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A. The problem with moderation is it's labour intensive. I'd rather define it structurally. Look at chess, right? Or look at football. This is what kills me, right? The entire nation of India knows how to play football - that would take a massive education project. And yet, they did it. I don't know how many people play chess, but again, you can imagine the entire nation learning how to play chess. Or learning how to speak a language. So, it can be done. But not with human mediation. So you need structural elements that serve in this way. Again it comes back to the social object thing. The purpose of the structural elements is not to shape the discussion or lead the discussion a certain way, but it's to offer this channel, this semantic-free interface between people, a structured interface, but meaning-free. That was a little awkwardly expressed, but you're nodding so I think you kind of got it.
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27 Feb 12
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27 Dec 11
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20 Nov 11
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12 Nov 11
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04 Nov 11
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18 Sep 11
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12 Aug 11
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17 May 11
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06 Mar 11
Terry McAndrewStephen Downes' Reflective blog on various technologies
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Terry McAndrewStephen Downes' Reflective blog on various technologies
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30 Jan 11
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14 Jan 11
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01 Nov 10
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27 Oct 10
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05 Sep 10
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09 Jul 10
Dennis Swender8 posts out of 10 you'll think Stephen Downes is nuts, but 20% of the time he'll blow your everlovin' mind.)
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09 May 10
Carlos Lizarraga CelayaBlog de Stephen Downes
Moncton, New Brunswick, Canadablog blogs education elearning technology learning e-learning ideas downes stephendownes delicious
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22 Apr 10
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08 Apr 10
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15 Mar 10
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03 Feb 10
Maria Eugenia Morales MoraBlog de Stephen Downes
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11 Jan 10
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10 Dec 09
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09 Dec 09
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08 Oct 09
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07 Oct 09
eva durallStephen Downes' blog.
blog web2 elearning social education virtual_communities comunidad people
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21 Sep 09
Brenda DyckStephen Downes writes about the place that facts have in 21st century learning.
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20 Sep 09
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30 Jul 09
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The ePortfolios tool - it's really important to be able to look at the different levels of competence and how students will achieve those. You can take those competences and publish them to the ePortfolio. You can then look at that and see which of the competencies you've accomplished. And maybe add more during the course of the year.
Competencies can be added to eportfolio presentations, tagged, added to collections, shared, reflected upon, etc. (demo - competency reflection).
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19 Jun 09
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17 Jun 09
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17 May 09
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26 Apr 09
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21 Apr 09
Dana Morton-Kehleexplicit instructions describing how to blog in the classroom
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13 Apr 09
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11 Apr 09
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You know, in life, you have certain kinds of regrets. One kind of regret revolves around the opportunities you never had - what if I had had better schools, better teachers, better jobs, better finances. What if I had been treated fairly here, rewarded justly there, shown this in that place. Things I could never be, places I could never go. These are regrets over things I cannot control. But the other kind of regret - ah. The regret of a man who was not true to himself, who did not give his all, who held himself back or conformed for the sake of advancement, of the man who stopped seeking because he was told what to believe: these are the regrets I could not bear to feel.
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07 Apr 09
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18 Jan 09
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06 Jan 09
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09 Dec 08
Diogo Casa Novahy has copyright become a 'cool' issue? Reasons:
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19 Nov 08
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08 Oct 08
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A place to write, half an hour, every day, just for me.
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14 Sep 08
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28 Jul 08
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20 Jun 08
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06 Apr 08
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29 Mar 08
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20 Mar 08
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07 Jan 08
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07 Dec 06
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31 Aug 06
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06 Jun 06
Leigh BlackallOne thing, though, about teaching being dead. You will no doubt get a lot of protestation, and while I understand and agree with your point, I think it's not strictly true.
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10 May 06
Alexander HayesStephen Downes : Politics
comtheories for:leighblackall for:sridgway for:stevenraymondparker delicious
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