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Urgent Call to White House for Teens – Brain Leaders and Learners
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In contrast, the rampant unchecked anger and frustration felt
in many secondary school communities literally robs a community’s currency such
as creativity, talent, and innovation. Teens come to class daily with
amazing mental resources such as natural drugs of choice for
turbulent times, and multiple intelligences. Secondary teachers
possess outmoded skills and so are unable exchange students’ lived experiences
into dividends that will fund their futures.
Education for Well-being » 21 Steps to 21st Century Learning – Some Pull Quotes
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the skills that are easiest to teach and test are also the ones that are
easiest to digitize and outsourceIt’s the change underlying these tools that I’m trying to emphasize. Forget
blogs…think open dialogue. Forget wikis…think collaboration. Forget
podcasts…think democracy of voice. Forget RSS/aggregation…think personal
networks. Forget any of the tools…and think instead of the fundamental
restructuring of how knowledge is created, disseminated, shared, and validated.
George Siemensthe world today is about being able to do what you were NOT taught to do
As Stephen Heppell says, our biggest challenge is not being audacious
enough1:1 is not 4 times better than 4:1 [computer to student ratios]
guess who leads the public debate in education today? It is journalists and
politicians. It is about time we took the lead in setting the terms of that
debate
http://raglinen.ning.com/
HISTORIC NEWSPAPERS NETWORK
For any and all interested in rare and historic newspapers.
http://prezi.com/q4_trhotwgq1/
Designing for diversity in an opening world
The Role of Open Educational Resources in Personal Learning ~ Stephen's Web ~ by Stephen Downes
Presentation
December 1, 2009
Delivered to International Seminar on Open Social Learning (OSL), Barcelona, Spain.
Future of learning: LMS or SNS? « Connectivism
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an LMS is a critical service. It’s completely the wrong model, however, and
this will become increasingly apparent in the next several years. -
Greater adaptivity of content is required. Learning resources should be tagged
with a “best before date” so we’re not teaching information that is no longer
accurate. LMS’ perpetuate the course model. And that is their greatest flaw. - 2 more annotations...
Education revolution 'faltering': expert
THE Federal Government's education revolution is headed for failure because of a lack of imagination, unfair funding between public and private schools, and the ''flawed'' national testing of Australian students, one of the nation's leading educators has warned.
Poor marks for education revolution | The Australian
"Poor marks for education revolution"
Resources | DMLcentral
What's this all about?
Explore the growing body of work produced by our grant recipients and research community
Hanging Out, Messing Around, and Geeking Out - The MIT Press
Integrating twenty-three different case studies—which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups—in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis.
This book was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.
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Add Sticky NoteConventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.
- many interesting ideas explored - on 2009-10-31
International Journal of Learning and Media | DMLcentral
The International Journal of Learning and Media (IJLM) provides an \ninternational and intercultural forum for scholars, researchers and \npractitioners to examine the changing relationships between learning and media \nacross a wide range of forms and settings. The editorial focus is particularly, \nbut by no means exclusively, on young people, and will include a focus on \ninformal and everyday contexts as well as institutions such as \nschools"
Breakthrough Learning in a Digital Age
Breakthrough Learning in a Digital Age will bring together 200 of the nation’s top thought leaders in science and technology, informal and formal education, entertainment media, research, philanthropy, and policy to create and act upon a breakthrough strategy for scaling-up effective models of teaching and learning for children. The forum will showcase cutting edge research, proven and promising models to challenge decision-makers in key sectors to help "refresh and reboot" American global leadership in education.
http://www.dmlcentral.net/
"Today, at the forum on \nBreakthrough Learning in a Digital Age\n, being \nhosted by the Sesame Workshop at Google headquarters, we are announcing the \nlaunch of a major \nnew research initiative in digital media and learning \n(DML) and its associated website\n. Based at the \nUniversity of California \nHumanities Research Institute\n in Irvine, California, the Digital Media and \nLearning Research Hub is generously supported by the \nMacArthur Foundation's Digital Media and Learning \nInitiative\n."
Will the Digital Divide Close by Itself? - Bits Blog - NYTimes.com
"There's the growing divide between kids who have access to technology and \nthose who don't; kids who participate in creating content with technology at \nhome and school, and those who can't; and the kids who know a lot about \ntechnology, and the parents who fear them.\n\nDivides also enter into the equation for proponents of education reform.\n\nEarly Wednesday at \nGoogle\n's \n"Breakthrough Learning in the Digital Age," at Google headquarters in Mountain \nView, Calif., a spat broke out over the urgency of filling in all the gaps."
Grover Visits Google: Breakthrough Learning Forum Begins Today
"* Common Sense Media announced a new, three-part Digital Literacy and \nCitizenship initiative. Key elements include the creation of a K-12 digital \ncitizenship curriculum aligned with national and state standards, the formation \nof a policy coalition with the goal of making every child in America digitally \nliterate by the 8th grade, and the launch of a broad public awareness campaign \nin partnership with leading media and technology partners to educate parents,"
http://www.speedofcreativity.org/2009/10/31/istes-global-digital-age-learning-teaching-and-education-leadership-skills-by-don-knezek/
"It is students changing the learning experience\n- students use tools \navailable outside of the classroom\n- use tools used by professionals\n- \nwork collaboratively in teams for authentic project and problem-based \nlearning\n- through simulations and serious games\n- teachers model 21st \ncentury learning and work\n- a culture of co-learning and personal \nrelevance\n- assessment is for learning; enriched accountability\n- \nlearning, teaching and assessment are no longer isolated, individual endeavors"
http://www.copyblogger.com/highly-creative-people/
And to a large degree, creativity is a learned behavior. It’s a matter of how you approach things, how you act or react to new circumstances, your proclivity to look at things in different ways, your willingness to question, experiment, and take chances. In other words, creativity is not “what you are” as much as “what you do.”
Think of creativity as a muscle. The more you use it, the stronger it gets. To increase your creativity, you simply need to “act” like a creative person. Not surprisingly, people recognized as creative tend to share common traits.
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