Miguel guhlin's Bookmarks

1. Self Learning

Self-learning has bloomed; discovering online possibilities is a skill now developed from early childhood through advanced adult life.

2. Horizontal Structures

Given the range and volume of information available and the ubiquity of access to information sources and resources, learning strategy shifts from a focus on information as such to judgment concerning reliable information, from memorizing information to how to find reliable sources. In short, from learning that to learning how, from content to process.

3. From Presumed Authority to Collective Credibility

Learning is shifting from issues of authoritativeness to issues of credibility. A major part of the future of learning is in developing methods, often communal, for distinguishing good knowledge sources from those that are questionable . . . We find ourselves increasingly being moved to interdisciplinary and collaborative knowledge-creating and learning environments in order to address objects of analysis and research problems that are multidimensional and complex, and the resolution of which cannot be fashioned by any single discipline.

4. A De-Centered Pedagogy

In secondary schools and higher education, many administrators and individual teachers have been moved to limit use of collectively and collaboratively crafted knowledge sources, most notably Wikipedia, for course assignments or to issue quite stringent guidelines for their consultation and reference.26 This is a catastrophically anti-intellectual reaction to a knowledge-making, global phenomenon of epic proportions. . .

Instead, leaders at learning institutions need to adopt a more inductive, collective pedagogy that takes advantage of our era.

5. Networked Learning

The power of ten working interactively will almost invariably outstrip the power of one looking to beat out the other nine.

6. Open Source Education

Networked learning is predicated on and deeply interwoven into the fabric of open source culture.29 Open source culture seeks to share openly and freely in the creation of culture, in its production processes, and in its product, its content. It looks to have its processes and products improved through the contributions of others by being made freely available to all.

If individualized learning is largely tethered to a social regime of copyright-protected intellectual property and privatized ownership, networked learning is committed in the end to an open source and open content social regime. Individualized learning tends overwhelmingly to be hierarchical: one learns from the teacher or expert, on the basis overwhelmingly of copyright-protected publications bearing the current status of knowledge. Networked learning is at least peer-to-peer and more robustly many-to-many.

7. Learning as Connectivity and Interactivity

The connectivities and interactivities made possible by digitally enabled social networking in its best outcomes produce learning ensembles in which the members both support and sustain, elicit from and expand on each other’s learning inputs, contributions, and products. Challenges are not simply individually faced frustrations, Promethean mountains to climb alone, but mutually shared, to be redefined, solved, resolved, or worked around—together.

8. Lifelong Learning

It has become obvious that from the point of view of participatory learning there is no finality. Learning is lifelong.

9. Learning Institutions as Mobilizing Networks

Network culture and associated learning practices and arrangements suggest that we think of institutions, especially those promoting learning, as mobilizing networks. The networks enable a mobilizing that stresses flexibility, interactivity, and outcome.

10. Flexible Scalability and Simulation

Networked learning both facilitates and must remain open to various scales of learning possibility, from the small and local to the widest and most far-reaching constituencies capable of productively contributing to a domain, subject matter, knowledge formation and creation. New technologies allow for small groups whose members are at physical distance to each other to learn collaboratively together and from each other; but they also enable larger, more anonymous yet equally productive interactions.

iTool is a free multifunction utility for a complete system maintenance and cleaning. It’s even easer to use now with the new version 2, especially  for the “first time” users. It’s new GUI will help you choose quickly the needed task.

iTool not only maintains you system healthy, it also lets you tweak hidden functions of you Mac OS X 10.5 (Leopard) system. iTool is your Swiss Army Knife. Keep it in hand!

Maya, you have recently written a book on creative global education. What prompted this?

In 2005, my husband and I decided to sell everything and leave our suburban American lifestyle behind in order to have a family adventure abroad.  The tricky part:  we had FOUR TEENAGE DAUGHTERS at the time and had to figure out how to usher them through high school, into college and beyond without following the traditional college-prep path or enrolling them in American schools abroad. 

One of today’s most popular and practical method of data back up is disc burning, and there are two popular disc formats used by the masses: CD (up to 700 MB worth of data) and DVD (up to 4.7 GB worth of data).

Mac OS X comes with its own built-in disc burning feature and users have several ways to access it.

• Build a case study for each project.  It doesn’t need to be overly fancy.  Describe the project objectives, what you did, and the results. If you have examples add them.  If not, at least try to add some screenshots. 


• Create a blog to document your learning.  Use it to capture what you’re doing and thoughts you have during the production process.  If you need ideas to get started, look at some of the demos in this blog.  Take one of the ideas and play around with it. 


• Network with others.  A portfolio’s no good if you have no place to show it(your blog) or share it (your network)

the attempt to ban fake profiles might be unconstitutional because it could end up also criminalizing legitimate speech. "There's so much potential speech that's covered by this, it makes me nervous," he says.

Last year, a Texas appellate court invalidated another harassment law that made it a crime to send repeated emails "in a manner reasonably likely to harass, annoy, alarm, abuse, torment, embarrass, or offend another." In that case, the court ruled that the law potentially criminalized speech that was allowed under the First Amendment.

[t]eachers are caught in this conflict, for their students' sake wanting to respond to the changes taking place in this thing we call writing, and at the same time wanting their students to do well in the 19th-century school essay called for on standardized tests.