This link has been bookmarked by 70 people . It was first bookmarked on 12 Dec 2008, by Karl Fisch.
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08 Aug 12
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08 Sep 10
william doust"As the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Clay Shirky writes, “Now that there is competition to traditional institutional forms for getting things done, those institutions will continue to exist, but their purchase on modern life will weaken as novel alternatives for group action arise.” "
Education learning service user involvement involving service ussers SUI
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01 Feb 10
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07 Oct 09
Christian GruneNice vizualisation of the new networked learning style (vs. institutional learning
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08 Aug 09
jtseamanEducation as if people and the planet mattered
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19 Jul 09
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30 Dec 08
Tony SearlAs the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Cla
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29 Dec 08
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27 Dec 08
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26 Dec 08
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22 Dec 08
Thieme Hennisgreat blog post about networked learning and a nice analogy with Clay Shirky's book "Here Comes Everybody"
networking learning networked-learning connectivism open-education future institutions school education
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17 Dec 08
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dean groomInsulat-Ed
December 10, 2008 – 7:55 pm
As the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Clay Shirky writes, “Now that there is competition to traditional institutional forms for getting things done, those institutions will continue to exist, but their purchase on modern life will weaken as novel alternatives for group action arise.” -
As the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Clay Shirky writes, “Now that there is competition to traditional institutional forms for getting things done, those institutions will continue to exist, but their purchase on modern life will weaken as novel alternatives for group action arise.”
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16 Dec 08
Sarah HanawaldReferences Shirky's work directly, November and Christiensen indirectly. Nice graphics, thoughtful piece. Comments on the post are well worth reading as well.
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Here Comes Everybody: The Power of Organizing Without Organizations, Clay Shirky writes, “Now that there is competition to traditional institutional forms for getting things done, those institutions will continue to exist, but their purchase on modern life will weaken as novel alternatives for group action arise.”
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Why limit students to one teacher when a large number of them exist outside the institution?
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Why not give students real-world opportunities to learn how to manage and benefit from networked sources? Institutions that are opening up are betting that the benefits obtained by sharing their resources will outweigh the expenses incurred in their creation.
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keeps the institution from becoming irrelevant,
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15 Dec 08
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Tomaz LasicAs the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Cla
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Thomas LaigleSchémas et analyse des deux modèles d'organisation des apprentissages ("institutionnel" ou "en réseau") qui s'offrent aux établissements éducatifs
éducation institution connectivisme environnement d'apprentissage formation
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In an effort to stave off obsolescence, using an operational model developed when information/expertise and group-forming were expensive or impossible, many schools are attempting (often under the banner of security) to insulate their members from the outside network. This camp is building barriers and enacting policy aimed at shielding the institution from disruptive change. This can be seen in the creation of network filters; the suppression of free-form, need-driven networks, limiting information access through the use of rules/regulation/policies, and… general inaction.
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Opening up the institution may seem like a counter-intuitive way of protecting it, but in an era where tremendous value is being created by informal and self-organized groups, sharing becomes the simplest and most powerful way of connecting with external learning opportunities. Why limit students to one teacher when a large number of them exist outside the institution? Why limit students to a truncated classroom conversation when a much larger one is taking place all over the world? Why not give students real-world opportunities to learn how to manage and benefit from networked sources? Institutions that are opening up are betting that the benefits obtained by sharing their resources will outweigh the expenses incurred in their creation. These institutions understand that larger and richer sources of knowledge and wisdom are to be found outside their walls. They understand that allowing students to access these sources, sharing their own, and helping students learn how to manage and understand all of it, will add value to what it is that they do as institutions.
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In the end, providing access to these resources and teaching students how to benefit from them not only serves the students, but also keeps the institution from becoming irrelevant, although admittedly, institutional influence will most likely be diminished as more learners self-organize.
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Gene23 ShashinNetworked learning. Compares NL with 'institutionalised learning'. Several useful diagrams emphasize the type of control shift occurring in how learners access content and participate in conversations
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13 Dec 08
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paul loweInsulat-Ed
December 10, 2008 – 7:55 pm
As the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Clay Shirky writes, “Now that there is competition to traditional institutional forms for getting things done, those institutions will continue to exist, but their purchase on modern life will weaken as novel alternatives for group action arise.”networking learning design future Education insulat professional collaboration
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Wade Hellesongraphic representations of traditional learning and networked learning
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As the scope and quality of learning that can happen outside of institutional groups continues to increa
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the educational hegemony of traditional schools continues to decrease.
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In an effort to stave off obsolescence
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Institutions that are opening up are betting that the benefits obtained by sharing their resources will outweigh the expenses incurred in their creation.
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They understand that allowing students to access these sources, sharing their own, and helping students learn how to manage and understand all of it, will add value to what it is that they do as institutions.
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providing access to these resources and teaching students how to benefit from them not only serves the students, but also keeps the institution from becoming irrelevant, although admittedly, institutional influence will most likely be diminished as more learners self-organize.
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Rhondda PowlingGraphic representations of traditional learning and networked learning. Shows the potential of social networking to change schools
Education design blog learning networking professional 21stcenturyskills learning2.0 articles Connectivism filters future
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12 Dec 08
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Scott AshwellAs the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease.
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Patrick HigginsWill Farren's post using excerpts from Shirky's book to demonstrate how change is possible.
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Britt WatwoodExcellent diagrams of differences between traditional learning paradigm and networked learning paradigm
socialmedia collaboration connectivism education future networkedlearning
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J BlackIn an effort to stave off obsolescence, using an operational model developed when information/expertise and group-forming were expensive or impossible, many schools are attempting (often under the banner of security) to insulate their members from the out
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Larry RosbachAs the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Cla
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Karl FischAs the scope and quality of learning that can happen outside of institutional
groups continues to increase, the educational hegemony of traditional schools
continues to decrease. In Here Comes Everybody: The Power of Organizing
Without Organizations,
Clay Shirky writes, “Now that there is
competition to traditional institutional forms for getting things done, those
institutions will continue to exist, but their purchase on modern life will
weaken as novel alternatives for group action arise.” -
Will RichardsonIn an effort to stave off obsolescence, using an operational model developed when information/expertise and group-forming were expensive or impossible, many schools are attempting (often under the banner of security) to insulate their members from the out
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