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Australian Flexible Learning Framework - The seven deadly sins of e-learning - July 2009
What not to do with e-learning: repackage face-to-face content without interactivity, use every technology available just because you can, pretend that changes in technology won't cause any disruption, etc.
Education - Change.org: Pharmer's Market: The Cost of Producing "Successful" Students
A comparison of standardized schooling with industrial agriculture and the effects of the obsession on productivity in both environments
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In standardized environments, students with a high tolerance for monotony and the ability to repress their curious gene are deemed the fittest of the bunch.
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It seems that despite (or maybe because of) our fetish with productivity, many of humanity's most pressing issues seem to be getting worse. The unnatural selection playing out in schools creates what every educational institution's mission statement pledges against: the creation of uncritical, passive, challenge-averse individuals, unwilling and unable to tackle the challenges of the 21st-century.
A Good Way to Change a Corporate Culture - Peter Bregman - HarvardBusiness.org
A story about changing an organizational culture through stories. The stories we tell show what's important; telling new stories shows new priorities.
Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning
George Siemens and Peter Tittenberger have created this wiki handbook for educators who want to incorporate technology into learning. Looks at how and why change is happening in education and how technology can help meet the educational needs of a changing world.
sciencegeekgirl » The burden of proof: What does education research really tell us?
Looking at the resistance to change in education even when research supports certain strategies (like active learning). Educators resist using new teaching methods when they don't feel the research matches up with their personal experience. Education research isn't the same as pure scientific research in a lab where everything can be controlled, but if there is some repeatability in multiple contexts, isn't that educational research onto something?
Flickr: Great quotes about Learning and Change
Flickr group with quotes on learning and change with great images. I could see this being really helpful for presentations
Weblogg-ed » Response to Jay Matthews at the Washington Post
Will Richardson responds to a Washington Post article that calls 21st century skills a "doomed pedagogical fad."
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With access to the Internet, and with an understanding of how to create and navigate these online, social learning spaces, opportunities for learning widely and deeply reside in the connections that we make with other people who can teach or mentor us and/or collaboarate with us in the learning process. That, I think, is where we find 21st Century skills that are different and important. Sure, those connections require a well developed reading and writing literacy, and critical thinking and creativity and many of the others are skills inherent to the process. But this new potential to learn easily and deeply in environments that are not bounded by physical space or scheduled time constraints requires us as educators to take a hard look at how we are helping our students realize the potentials of those opportunities.
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To me, that’s what 21st Century Skills are all about, teaching our kids to navigate the world as they are experiencing it, not the world we experienced.
Weblogg-ed » New MacArthur Study: Must Read for Educators
Selected points from a MacArthur study, "Living and Learning with New Media," with points about how technology can help students become more self directed and allow them more control over their own learning
Half an Hour: The Future of Online Learning: Ten Years On
Stephen Downes revisits his predictions from 1998 and looks forward to future trends.
Paper 2: Welcome to the Exploratorium! « Arieliondotcom the LORD-loving Learning Lion
Ideas on changing the role of instructional designer and teacher to a "sharer," focusing on creating the environment where learning connections are made and setting up guideposts to help learners find their own way.
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I believe that the roles of the Instructional Designer and Teacher are changing and must change in the face of the ever-increasing onslaught of information every human being faces today. Those roles must merge into the Sharer, who shows new technologies and connections to information to others while always keeping in mind his/her own role as perpetual student.
To do this, the Sharer must, at least in some respects, plant the environment for others, set up what may grow into connections and give opportunity for emergence in ways even the Sharer may not envision yet, but in a reasonably “safe” environment for exploration.
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The Teacher/Sharer, parents and student collaborate on ensuring that whatever method the student is using is assisting in wayfinding toward those goals. If more connections are made, so much the better. But along the path, like signposts, each of the connections (parents, Teacher/Sharers) and each tool (video, Second Life, writing, drawing, blog, podcast, etc.) used to connect to people will prompt the student for responses (dates, opinions, responses to readings) of the set curriculum, but framed in the context best suited for that student. A record of the waypoints shows how the student connected and which connections seemed to spark the most activity and best learning. If the student misses a certain number of waypoints, the direction of the connections is adjusted until success is achieved.
Systems thinking and innovation | effectivedesign.org
Live blogged notes from AECT about systems thinking, innovation, and games for learning. Lots of side comments too, including some good connections to instructional design and getting too bogged down in multiple theories.
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This is exactly what has happened to instructional design, and could by why theory and practice don’t meet. So much theory has been introduced that we can no longer see how instruction is actually designed. That’s why I think many times it has become easier for novice (in this case non-academically trained) designers can do it so often. They are not encumbered by the fog of theory.
CCK08: Connecting for Change: The New Role of Educators
Another response to Nancy White's CCK08 discussion on how to get change to happen. Also includes an interesting graphic with overlapping skills of "social fluency" based on work by Chris Lott.
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Change has to start with an identified need, not with a good idea. Generally, we only change when we must. Listen for needs.
- 2 more annotations...
CCK08: List of change tactics from 1st Elluminate session
Screenshot of the brainstorming on how to make change happen with Nancy White leading the CCK08 discussion
DiegoLeal.org: Random ideas on random conversations (CCK08-Week 9)
Another set of notes from Nancy White's discussion for CCK08. Where my notes focused heavily on what Nancy and Stephen was saying, Diego did a much better job of capturing and summarizing the chat conversation.
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When you think of yourself as a learner, you begin to act as one, and suddenly all the potential of networks and online information begins to make sense
Brave New Classroom 2.0 (New Blog Forum) | Britannica Blog
Discussions pro and con about technology in the classroom, in response to this question: "Do the new classroom technologies represent an educational breakthrough, a threat to teaching itself, or something in between?" Michael Wesch and Steve Hargadon are two of the educators included in the discussion.
Groups into Networks New Curriculum Needed - CCK08 - ubiquitous's posterous
An idea for how to move towards networked learning: start with groups, which will initially be more comfortable and less chaotic, then gradually increase the freedom to learning in networks.
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Once students get the hang of groups online, just like any mother bird,
the teacher needs to slowly start pushing them out of the nest. And I
do not mean anywhere near Middle School. Most of the students in a
school will be ready for this kind of experience nearing High School,
and I believe this age will slowly lower as time passes and this form
of education becomes more common. -
The process of moving the students forward from a group setting to a
network will be required, so will an educator familiar with both. For
this process to properly occur, curriculum will need to be specifically
designed and implemented, taking into account, emerging technologies
and student safety within an online environment. - 1 more annotations...
IgnitePhilly -- Five Minutes To Communicate - Practical Theory
5 minute presentation (20 slides) by Chris Lehmann on school reform and what we need for School 2.0. Several good lines in here--a bunch of memorable ideas packed into a few minutes. Assessment should be projects, not tests. Data is what kids do every day, not what they do on a test. Passion, metacognition, and lifelong learning matter. "If you want to see what kids have learned, give them a project."
An open letter to Baby-Boomer Managers from Gen X/Y Employees : UberNoggin
What matters to Gen X/Y employees at work, written as a letter to Baby Boomers. Very much about what we value and what drives us crazy when working.
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4. We don’t respect titles; we respect people.
The internet has served as a great social equalizer. In most online communities your value (and therefore reputation and power) are based on what you contribute not who you are. A well-read 18 year old who knows his stuff and is constantly active in the editing process of a Wikipedia article may be revered more than the heavily credentialed professor who interjects, corrects, and condescends to the community of the page. These relationships break down entitlements and, instead, center on accomplishment and contribution.
So if you want to respected, simply play your part and contribute. You’ll be known for the actions you take that probably earned you that title in the first place.
Don’t Fear the Conversation: Four Reasons People/Companies Reject Social Media and Shouldn’t : UberNoggin
Four common objections to using social media for organizations, with responses.
Myths about online learning | Janet Clarey
Myths about e-learning, like "online teaching is mostly good for introductory courses."
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