Skip to main content

Michael Rowe's Library tagged education →  View Popular, Search in Google

Sep
30
2009

What can we do to make sure that our students are encouraged to keep asking "Why?"

blogs.harvardbusiness.org/...how_do_innovators_think.html
- Preview

creativity education innovation

  • If you look at 4-year-olds, they are constantly asking questions and wondering how things work. But by the time they are 6 ½ years old they stop asking questions because they quickly learn that teachers value the right answers more than provocative questions. High school students rarely show inquisitiveness. And by the time they're grown up and are in corporate settings, they have already had the curiosity drummed out of them
    Add Sticky Note

  • 1) The more decentralized the more stable a network is. Suppose you have one speaker and we’re all supposed to listen to her and only her, and that person suddenly dies, well, that would be end of story.

     

    2) A network should be distributed, not one silo. Imagine discrete physical locations, avoiding to put all your eggs in one basket.

     

    3) Disintermediation: removing the barriers, gate-keepers, editors, reviewers. Messages in a network get meaning when they reach a receiver and the context of that receiver, so intervening when they are still out there is acting on incomplete meanings.

     

    4) Unbundling stuff. Often you have to buy a whole book while you only want that one paper or chapter. Taking content apart in discrete elements allows you to reorganize it to make it fit your own needs. So this involves working towards the smallest possible units of learning.

     

    5) Dis-integration: instead of software which only can work if it fits tightly into some highly integrated environment, in a network you should have applications communicating with each other using a common language.

     

    6) Democratization, autonomy: each entity in a network should be empowered to decide for itself what it wants to do, to decide what the nature of its connections is. It’s about personal empowerment.

     

    7) Constant change: connections grow, evolve, change, so the network is dynamic and changing.

  • Unbundling stuff. Often you have to buy a whole book while you only want that one paper or chapter. Taking content apart in discrete elements allows you to reorganize it to make it fit your own needs. So this involves working towards the smallest possible units of learning
Aug
3
2009

Compendium of suggestions for good teaching practice. Very dated (1983) but still highlights good practice.

teaching.berkeley.edu/compendium
- Preview

pedagogy instruction suggestions education teaching

Jul
20
2009

  • By changing their homework assignments from disposable, private conversations between them and me (the way printed or e-mailed assignments work in students’ minds) into public, online statements that became part of a continuing conversation, we realized very real benefits
  • Do we professors, who live rather privileged lives relative to the vast majority of the planet’s population, have a moral obligation to make our teaching efforts as broadly impactful as possible, reaching out to bless the lives of as many people as we can? Especially when participatory technologies make it so inexpensive (almost free) for us to do so?
Jul
19
2009

Great post about the idea that learning need not be centred around content. Socialising learning can actually produce content.

www.connectivism.ca/?p=127
- Preview

pedagogy education open content learning CCK08 connectivism elearning siemens

  • social exchanges are also information objects
  • 4 more annotation(s)...
1 - 8 of 8
Showing 20▼ items per page

Selected Tags

Related Tags

Diigo is about better ways to research, share and collaborate on information. Learn more »

Join Diigo
Move to top