This link has been bookmarked by 11 people . It was first bookmarked on 31 Oct 2007, by Dennis Bayeng.
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Interaction in P2P networks, then, obeys the dynamics of cooperative participation, where relationships arise organically to meet mutual need and last only as long as that need remains.
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The hierarchy that arises in P2P is natural and flexible, and is based on quality of contribution and communal consensus
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A rigid administrative and instructional hierarchy (the server) was set to deliver standardized knowledge to its students (clients) on a mass scale to meet the demands of society at large. Opportunities for P2P forms of interaction have been limited. The Internet, however, presents us with unique opportunities to practice P2P in more formal educational settings.
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Our world – physical and virtual – is not homogeneous, structured, and standardized; but rather it is complex, diverse, heterogeneous, fluid, and unpredictable. Learners have varying abilities, different skills, and unique personal goals, and yet in the traditional classroom, they are rarely encouraged to show their talents, create their own content, take control over their own learning, and reflect on the process to gain further insight. Deep learning occurs when they put their knowledge and skills into action, when they utilize their creativity and inventiveness, and when they learn from one another through cooperation, striving to gain new insight, knowledge, and skills. Instead of forcing standardized knowledge upon learners in a strict curriculum, how can we guide our students to acquire what they need so they can express their thoughts, share them with others, and negotiate meaning in self-directed ways?
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Guiding learners into uncharted territory (learning situations over which neither teachers nor students have complete control) gives them exposure
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Educators should help language learners become part of such ecologies by taking a peer-centered approach when deciding how to structure learning activities. Once learners develop online relationships with people outside the classroom and become more proficient with the tools that enable them to do so, they are better positioned to attend to their own learning needs beyond the physical and temporal confines of the institution.
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Leigh BlackallWhen it comes to implementing technology in such institutions, the pedagogical approach often does not change. Language learning software is purchased, integrated into the curriculum, and delivered to students. Learning management systems are designed to
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