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Clayton Christensen Speech at Education Commission of the States (ECS) 2009 - Education|Evolving
via http://twitter.com/ctscho/status/6277869766
Could We Have a Teacherless Classroom -- Campus Technology
"Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. From conversation, comes knowledge and learning."
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Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. From conversation, comes knowledge and learning.
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The issue is how to extend the scholarly conversation with new media, not just through books, but through the thousands of options for sharing ideas now available
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Planned Obsolescence
via http://let.blog.nitle.org/2009/10/02/scholarly-publication-and-web-20-one-liberal-arts-professors-new-project/
A Brief History of Teaching with Technology
very short video via http://twitter.com/thecleversheep/status/3663957064
Learning with 'e's: This generation learning
example of a UK primary school's use of technology in a promotional video
Where is Everyone? - Articles - Baekdal.com
brief overview of how information retrieval etc. changed over time since 1800; lots of generalizations, no references, though thought provoking
Five questions for George Siemens (eLearn Magazine)
interview with George Siemens
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LNG: Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?
GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.
The Internet as imagined in 1969
the Internet's possibilities are shown on futuristic computers
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