fifthlearn - Bill Harshbarger on Diigo

16 Nov 09

15 Oct 09

Tony Bates Using Technology to improve the cost-effectiveness of the academy Part 2

Second part of Tony Bates' article on the future of higher education

www.tonybates.ca/ - Preview

fifthlearn

I am not arguing for major changes to the traditional mission of a university, which I would define as the preservation, creation and dissemination of knowledge, manifested through research, teaching, and public service. However, the balance between these activities may vary depending on the goals and mandate of particular institutions – as it does now.

Using technology to improve the cost-effectiveness of the academy: Part 1 « Tony Bates

www.tonybates.ca/...tiveness-of-the-academy-part-1 - Preview

fifthlearn

Thus technology is being ‘accommodated’ to the prevailing model, not changing it.

14 Sep 09

Instructional Design Models

Wonderful and extensive collection of information on instructional design.

carbon.ucdenver.edu/...idmodels.html - Preview

fifthlearn

05 Jul 09

The seven secrets behind great teaching - Features - TES Connect

www.tes.co.uk/article.aspx - Preview

fifthlearn

11 Jun 09

Assessment & Teaching of 21st Century Skills - Melbourne University

www.atc21s.org/default.html - Preview

fifthlearn

09 Apr 09

Schedule | From Courses to Dis/Course

ltc.umanitoba.ca/...schedule - Preview

fifthlearn

06 Mar 09

Capturing the Visible Evidence of Invisible Learning | Academic Commons

www.academiccommons.org/...le-evidence-invisible-learning - Preview

fifthlearn

All too often in education, we are focused only on final products: the final exam, the grade, the perfect research paper, mastery of a subject. But how do we get students from here to there? What are the intermediate stages that help students develop the skills and habits of master learners in our disciplines? What kinds of scaffolding enable students to move forward, step by step? How do we, as educators, recognize and support the slow process of progressively deepening students’ abilities to think like historians and scholars?
perhaps because it is less “scientific,” higher education has paid considerably less attention to (and is even less well prepared to deal with) the role of the affective in learning and its relationship to the cognitive. How does emotion shape engagement in the learning process? How do we understand risk-taking? Community? Creativity? The relationship between construction of knowledge and the reconstruction of identity?
3 more annotations...
- Briefly, by adaptive learning we mean the skills and dispositions that students acquire which enable them to be flexible and innovative with their knowledge, what David Perkins calls a “flexible performance capability.”⁷
- knowledge is experienced through the body as well as the mind, and how intellectual and cognitive thinking are embodied by whole learners and scholars.
- The socially situated nature of learning became a summative value, capturing what Seely Brown calls “learning to be,” beyond mere knowledge acquisition to a way of thinking, acting, and a sense of identity.

04 Nov 08

The Tower and The Cloud | EDUCAUSE

E-book in which each chapter is dounloadable as a pdf. Good set of readings on "the impact of IT on higher education and on the IT organization in higher education"

www.educause.edu/...133998 - Preview

elpc3 fifthlearn elpcm

23 Oct 08

Kop

www.irrodl.org/...1103 - Preview

fifthlearn connectivism

01 Oct 08

Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear Learning

www.unb.ca/...PaperPhelps.html - Preview

chaos complexity fifthlearn

23 Sep 08

25 EduBlogs You Simply Don’t Want to Miss!

www.slideshare.net/...dont-want-to-miss-presentation - Preview

elpc3 fifthlearn

29 Aug 08

New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning

elearnspace.org/...systemic_impact.htm - Preview

fifthlearn siemens connectivism

A third element is the teacher as role model. This should not be overlooked or undervalued. - harshbarger on 2008-08-29

The ability to continue to learn and
develop new knowledge replaces the importance of existing knowledge, or, what
is known today is less important than the capacity to continue to know more.
The development of a certain type of person with certain mindsets exceeds the
importance of being in possession of a particular type of knowledge - becoming
in contrast with knowing.
When applied to the academic sector, dialogue about changing
learning spaces and structures suggests a fundamental rethinking of classrooms,
courses, and programs is needed. Given the opportunities of technology to
extend access to content, experts, and peer learners, does an existing
classroom model still make sense? Do one-instructor classrooms need to give way
to more diverse approaches of many instructors and many peer learners? How
should curriculum be developed? How much structure needs to be applied to this type
of model in the development of curricula and in the planning of instruction?
Does instructional design similarly need to be rethought?
4 more annotations...
- Arguably, traditional education is defined by two elements
  of organization: bounded classrooms and hierarchical organization of
  information and content
- For example, the internet, with its emphasis on openness
  and diversity, challenges the classroom conception of authority and expertise.
- The structured approach of information filtered in advance, by the educator,
  and presented in a fairly coherent form defines classrooms.
- Connectivism is essentially
  the assertion that knowledge is networked and distributed, and the act of
  learning is the creation and navigation of networks. The distributed nature of
  knowledge and the growing complexification of all aspects of society require
  increased utilization of technology to assist our ability to stay current,
  manage information abundance, and solve highly complex problems.