This link has been bookmarked by 28 people . It was first bookmarked on 04 Sep 2007, by Christy Tucker.
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the tools used by students are essentially the same as those used by practitioners, and that students can see and interact with practitioners.
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24 Oct 07
Francis Zhang
I would suggest that the newer approach (which we are calling 'learning networks' or 'connectivism') stresses continuity between the educational environment and the wider social environment.
You never change things by fighting the existing reality.-
I would suggest that the newer approach (which we are calling 'learning networks' or 'connectivism') stresses continuity between the educational environment and the wider social environment.
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You never change things by fighting the existing reality.
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We won't win zoning battles or economic control battles or electoral system battles or proportionate representation battles in the courts or the election campaigns or the markets that are controlled by the elite. We must instead walk away from these corrupt and dysfunctional systems and build new ones, responsive and responsible and sustainable alternatives that others can look at and say 'yes, that works much better'."
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I talk to them about how they can improve the way they teach themselves.
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The things we as a community talk about can be found throughout the literature. Access to online learning resources. Learning networks. Bringing learners together for knowledge sharing. Peer tutoring in ad hoc transient communities. And incidental learning through games and recreation. I could go on and on and on.
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There is no dearth of research, peer reviewed or otherwise, in the topics surrounding Web 2.0. A search in Google Scholar, for example, returns hundreds of results for 'folksonomy'. Thousands of results for 'recommender system'. More than a hundred thousand results for 'social network'. Six hundred thousand results for neural network.
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Stager's criticism is like saying that the brain is 'inherently anti-intellectual' because there are no 'super-neurons' to which all other neurons must defer. Like saying that markets are 'inherently anti-intellectual' because there is no arbiter of supply and demand. Like saying a forest is 'anti-intellectual' because nobody organizes the trees and the shrubs.
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When Stager is talking about 'equal weight', what he is talking about is a priori weight. That is, the value that would be assigned to paper A or paper B before it is even read. The 'leaders' of the movement are (presumably) those people whose works have the greatest a priori weight.
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if you are producing, rather than merely sharing or consuming, information, then you are necessarily getting up and away from the computer screen.
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Page-turners
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People expect to learn a tool as they're using it.
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27 Sep 07
djplanerAn essay by Stephen Downes examining the components of a negative argument against the use of Web 2.0 tools in education. His argument is informed by and uses his criticisms of the current approach to education encapsulated in schools and universities.
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21 Sep 07
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And the main lesson is, I would say, school reform won't work. Schools were designed for a particular purpose, one that is almost diametrically at odds with what ought to be the practices and objectives of a contemporary education, an education suited not only to the information age but also to the objectives of personal freedom and empowerment.
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While some continue to argue that tooks and resources should be specifically 'educational', I would suggest that the newer approach (which we are calling 'learning networks' or 'connectivism') stresses continuity between the educational environment and the wider social environment.
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What is learned, needs to be learned in a context, and through not mere instruction but concrete modeling and demonstration.
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In fact, traditional academia and business share a great deal in common - structures, authorities, leaders, standards, scale, mass production, uniformity, and more. The 'school' is the perfect blend of academic and corporate culture, and as such, is everything you would expect; compartmentalized, rigid, authoritarian.
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What Web 2.0 represents - or, more accurately, what the larger movement of which Web 2.0 is a part represents - is the rejection of that, on both the corporate and the academic levels. 'Decentralizing decision-making' has the same essential logical structure as 'personalizing learning'. New types of collaboration (not 'teams') in the corporate world resemble new types of collaboration (not 'classes') in academia.
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17 Sep 07
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06 Sep 07
Andreas FormiconiSTREPITOSA POSIZIONE DI STEPHEN DOWNES ... OSSIGENO PURO ...
open web web2.0 Education downes school2.0 constructivism e-learning blog
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05 Sep 07
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04 Sep 07
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