Cristal Herrera's List: #edl630text

• the pace of advance in knowledge means that anyone who wants to keep up with the best available understanding will need not only to learn, but at some point unlearn and relearn.

• many of us were schooled. In this book, we embark on a journey together,

• not only to understand this global achievement gap, but also to discover new ways of thinking about education and best practices in schools that are preparing all students for learning, work, and citizenship in the 21st century.

   

• These theories, however, were developed in a time when learning was not impacted through technology
• technology has reorganized how we live, how we communicate, and how we learn.
• reflective of underlying social environments.
• “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
• Knowledge is growing exponentially.
• “One of the most persuasive factors is the shrinking half-life o
• half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.
• “One of the most persuasive factors is the shrinking half-life of knowledge.
• “One o
• Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.

• • the link between individual and organizational learning.
• Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
• result of the learner’s experience and interaction with the world” (p.11).
• learning as a lasti

  ng changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
• Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences.
• Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinkin
• Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
• create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376).
• Constructivism assumes that learners are not empty vessels to be filled with knowledge.
• actively attempting to create meaning. Learners often select and pursue their own learning.
• Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
• In a networked world, the very manner of information that we acquire is worth exploring.
• The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.
• When knowledge is abundant, the rapid evaluation of knowledge is important.
• The ability to synthesize and recognize connections and patterns is a valuable skill.
• The natural attempt of theorists is to continue to revise and evolve theories as conditions change.
• further modification is no longer sensible
• An entirely new approach is needed.
• • I wonder what this is doing to our brain?  Are the neural connections weak now that we don't memorize much due to the fact that our devices store most of our daily needed information for us?  Ever since I've owned a cell phone, (2000)I haven't bothered to memorize anyone's phone number.
• technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
• Including technology and connection making as learning activities begins to move learning theories into a digital age.
• We derive our competence from forming connections.

• I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
• learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden.
• Meaning-making and forming connections between specialized communities are important activities.
• Chaos, as a science, recognizes the connection of everything to everything.
• “sensitive dependence on initial conditions” profoundly impacts what we learn and how we act based on our learning.
• Decision making is indicative of this. If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. The ability to recognize and adjust to pattern shifts is a key learning task.
• y and Edwards acknowledge the importance of self-organization as a learning process: “Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”.
• The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

• Alterations within the network have ripple effects on the whole.
• Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106).
• Nodes that successfully acquire greater profile will be more successful at acquiring additional connections.
• Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.
• Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
• • THis reminds me of "it's not what, or how much, you know...it's WHO you know."
• The ability to draw distinctions between important and unimportant information is vital.
• The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
• • Cultivate you PLN
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Decision-making is itself a learning process.
• Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
• In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy.
• The value of pattern recognition and connecting our own “small worlds of knowledge” are apparent in the exponential impact provided to our personal learning.
• This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
• Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation.
• Our ability to learn what we need for tomorrow is more important than what we know today.
• When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.
• As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

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