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You Only Get This Type of Education in Class - Mythic Attributes of the Lecture ~ Stephen's Web ~ by Stephen Downes
I agree that a lecture gives the speaker more learning than the audience, but it can help them too, in the manner Downes indicates.
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a lecture is inevitably a learning experience. As for my audience, well, I have often maintained that they learn very little from the content of the lecture, and much more from my mannerisms and approach. A lecture (like a demonstration) isn't a learning event (except for the speaker), it's an enabling event, a celebration of what we already know and believe. Lectures challenge, invigorate, enliven, enable and enlighten, but they do not teach (much). Experience teaches.
SILENT BLOG: Downes Future of Learning - A summary
A Summary of Stephen Downes on the Future of Learning
Marking with Voice tools | Virtual Canuck
What a good way to give feedback! via Stephen Downes
Online Degrees from Accredited Online Colleges & Schools
The design alone makes it look credible, but Stephen Downes recommends it, and that's enough for me.
Open Monologue » Blog Archive » Teaching taxonomy in the age of Wikipedia
Interesting observation on the impact of the web and Wikapedia on education. - "Then Something Big and Important™ happened. It was called the World Wide Web. And the Web begat the wiki, and the wiki begat Wikipedia. And it was good. But it makes the way I teach, and the way I was taught, archaic. Why should someone be forced to memorize endless hierarchies as outlined above. If I really wanted to find out the differences in the digestive systems of animals in Phylum Nematoda compared to Phyum Annelida, I could just look it up in Wikipedia or some other reputable online source." I agree completely. Why is memorization necessary when good research techniques and familiarity with the topic is more than enough. But perhaps Plato would disagree - http://myweb.tiscali.co.uk/wordscape/museum/plato.html - via Stephen Downes
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Then Something Big and Important™ happened. It was called the World Wide Web. And the Web begat the wiki, and the wiki begat Wikipedia. And it was good. But it makes the way I teach, and the way I was taught, archaic. Why should someone be forced to memorize endless hierarchies as outlined above. If I really wanted to find out the differences in the digestive systems of animals in Phylum Nematoda compared to Phyum Annelida, I could just look it up in Wikipedia or some other reputable online source.
12.02.2008 - EEGs show brain differences between poor and rich kids
Look at these results in conjunction with the research Gladwell reports in Outliers showing that low-income children learn as well as the better off during the school year, but lose ground during the summer when the better off get enriching activities, and the low-income kids do not. via Stephen Downes
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"This is a wake-up call," Knight said. "It's not just that these kids are poor and more likely to have health problems, but they might actually not be getting full brain development from the stressful and relatively impoverished environment associated with low socioeconomic status: fewer books, less reading, fewer games, fewer visits to museums."
How PLEs make sense to me - Intro to emerging tech week 3 « Dave’s Educational Blog
An interesting post on an important current learning dilemma. “There is a sense in which the VLE debate does bridge into a larger discussion about the validity of top down knowledge distribution from the knowledge depot… a model that started to lose its validity 10 years ago and is now working its way to the margins. We are in a post-knowledge-scarcity society and the VLE as it is currently conceived is still designed for transimitting knowledge scarcity. It presumes that the ‘value’ is in the knowledge itself, in the content provided by the university ,and that the contribution of the students is transitory and disposable. This is the old model, the model, ACTUAL student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student s creating their own knowledge in their own space… a PLE or Eportfolio or whatever you want to call it is created as a manner of course. It is the natural result of learning.” via Stephen Downes
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“There is a sense in which the VLE debate does bridge into a larger discussion about the validity of top down knowledge distribution from the knowledge depot… a model that started to lose its validity 10 years ago and is now working its way to the margins. We are in a post-knowledge-scarcity society and the VLE as it is currently conceived is still designed for transimitting knowledge scarcity. It presumes that the ‘value’ is in the knowledge itself, in the content provided by the university ,and that the contribution of the students is transitory and disposable. This is the old model, the model, ACTUAL student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student s creating their own knowledge in their own space… a PLE or Eportfolio or whatever you want to call it is created as a manner of course. It is the natural result of learning.”
Connectivism_Week1
For thse interested in learning theories -
Siemens provides a chart distinguishing Connectivism from other theories. - "how prominent learning theories differ from connectivism" via Stephen Downes
Connectivism - LTCWiki
Connectivism and Connective Knowledge is a twelve week course that will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. It will outline a connectivist understanding of educational systems of the future. George Siemens and Stephen Downes – the two leading figures on connectivism and connective knowledge - will co-facilitate this innovative and timely course.
So, How Did You Get Started... and What Difference has It Made? ~ Stephen's Web ~ by Stephen Downes
Many peole describe how they first encountered social media
Half an Hour: Meaning as Medium
"Language is the vehicle we use to extend ourselves into the world. It is what we use to express our intent, and hence to manifest our thoughts as external realities."
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