Future of Learning Institutions in a Digital Age | HASTAC - The Diigo Meta page

• 08 Dec 09
  

  Liz Davis

  pdday-jan2010 article 21stcenturyskills del

• 19 Jul 09
  

  Patricia Chin

  education web2.0

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  Karen Szymusiak
• 16 Jul 09
  

  Steven Diaz

  learning future 21stcenturyskills education

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  Howard Griffith

  HASTAC MIT education 21stcenturyskills learning future

• 15 Jul 09
  

  Tod Baker

  argues that traditional institutions must adapt or risk a growing mismatch between how they teach and how this new generation learns. Forms and models of learning have evolved quickly and in fundamentally new directions. Yet how we teach, where we teach, who teaches, and who administers and serves have changed only around the edges.

  teaching learning literacies research

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  Nancy Caramanico

  tech_leadership learning

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  Peter Gaines

  learning principles redesign

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  Ruth Howard

  future learning education hastac HASTAC MIT research universities

  • Forms and models of learning have evolved quickly and in fundamentally new directions.
  • All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • 22 more annotations...
  • • with participatory learning and digital media, these conventional modes of authority break down.
    • Today’s learning is interactive and without walls.
      Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
    • Self-learning: Today’s learners are self-learners.
    • They create their own paths to understanding.
    • learning to judge reliable information.
    • finding reliable sources.
    • learning how.
    • growing complexities of collaborative and interdisciplinary learning
    • fostering and managing levels of trust.
    • collective pedagogy
    • collective checking, inquisitive skepticism, and group assessment.
    • in contrast, is committed to
    • Networked learning
    • cooperation, interactivity, mutual benefit, and social engagement
    • The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
    • contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
    • Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
    • Learning never ends. How we know has changed radically.
    • new institutions must begin to think of themselves as mobilizing networks.
    • mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
    • Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
    • These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
• 

  Tony Baldasaro

  Cathy N. Davidson and David Theo Goldberg in an abridged version of their book-in-progress, The Future of Thinking: Learning Institutions in a Digital Age, argue that traditional institutions must adapt or risk a growing mismatch between how they teach an

  t technology web2.0 learning 21stcenturyskills collaboration future digital mit

• 14 Jul 09
  

  John Rison

  hastac learning future

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  Kathleen N

  future learning MIT

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  Sheryl Nussbaum-Beach
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  Stephanie Lytle

  HASTAC future

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  Julie Parsons

  virtual learning digital native education edtech

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  Will Richardson

  Young people today are learning in new ways that are both collective and egalitarian.
  They are contributing to Wikipedia, commenting on blogs, teaching themselves programming and figuring out work-arounds to online video games. They follow links embedded in articles to build a deeper understanding. They comment on papers and ideas in an interactive and immediate exchange ofideas. All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.

  learning shifts pres_ideas quoteable

  • Young people today are learning in new ways that are both collective and egalitarian.
    They are contributing to Wikipedia, commenting on blogs, teaching themselves programming and figuring out work-arounds to online video games. They follow links embedded in articles to build a deeper understanding. They comment on papers and ideas in an interactive and immediate exchange ofideas. All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • Today’s learning is interactive and without walls.
  • 10 more annotations...
  • • Self-learning:
    • Horizontal structures:
    • From presumed authority to collective credibility:
    • A de-centered pedagogy:
    • Networked learning:
    • Open source education:
    • Learning as connectivity and interactivity:
    • Lifelong learning:
    • Learning institutions as mobilizing networks:
    • Flexible scalability and simulation:
• 11 Jul 09
  

  arllennium arllennium

  willrich

• 10 Jul 09
  

  Alice Barr

  21stcenturyskills School2.0 readings

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