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Harold Jarche

Items from 10 people Harold Jarche follows

jaycross

11 Ways To Create Learning Experiences That Work

Is Learn for Yourself too wordy? These guys have it down to paragraphs.

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jaycross

Examples of use of social media and learning: by technology and types of learning (2009) | Centre for Learning & Performance Technologies

IOL – Intra-Organisational Learning – how social media can be used to  keep the employees up to date and up to speed on strategic and other internal initiatives and activities<br />FSL – Formal Structured Learning – how educators (teachers, trainers, learning designers) as well as students can use social media within formal education and training<br />GDL – Group Directed Learning – how groups of individuals – teams, projects, study groups etc – can use social media to work and learn together (Note: a “group” could be as small as two people, so coaching and mentoring falls into this category)<br />PDL – Personal Directed Learning – how individuals can use social media to organise and manage their own personal or professional learning<br />ASL – Accidental & Serendipitous Learning – how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)

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jaycross

Various Ideas for Learning Activities

Some Typical Ways of Learning<br /><br />Training methods are either on-the-job, implemented outside the organization or a combination of both.The following is a brief overview of rather typical methods of development (in alphabetical order):<br /><br />Apprenticeships<br /><br />For centuries, apprenticeships were the major approach to learning a craft. The apprentice worked with a recognized master craftsperson. Particularly during times of low unemployment, businesses are eager to get any kind of help they can find. Seeking an apprenticeship may be a very useful and effective way to eventually develop a new skill.

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jaycross

Things You Really Need to Learn ~ Stephen's Web

Learning to learn is the same as learning anything else. It takes practice. You should try to learn something every day - a random word in the dictionary, or a random Wikipedia entry. When learning this item, do not simply learn it in isolation, but look for patterns - does it fit into a pattern you already know? Is it a type of thing you have seen before? Embed this word or concept into your existing knowledge by using it in some way - write a blog post containing it, or draw a picture explaining it.<br /><br />Think, always, about how you are learning and what you are learning at any given moment. Remember, you are always learning - which means you need to ask, what are you learning when you are watching television, going shopping, driving the car, playing baseball? What sorts of patterns are being created? What sorts of patterns are being reinforced? How can you take control of this process?<br />

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jaycross

Articles Categorized ~ Stephen's Web

All of Stephen's articles, categorized. A phenomenal research source. Wow.

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jaycross

An Operating System for the Mind ~ Stephen's Web

People need such greater capacities in literacy, learning, prioitizing, evaluation, planning and acting.

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jaycross

http://www.downes.ca/files/books/AccessFuturev2.pdf

We know now - and, indeed, have probably always known - that an education based strictly and solely in
facts is insufficient. The reasons are legion, but I will focus on six major points:
First. There are more facts in the world than anyone could know, which means that we need to be able
to find facts that we do not already know. This is the first facet of literacy, the ability to read, view or
listen (etc).
Second. As time passes, facts change, and so we need the capacity to know when facts change and to be
able to update our own knowledge of these facts. We need to be able to learn - that is, to change the
previously existing state of our knowledge.
Third. And as the number of people, and the amount of information, in the world increases, we need
some mechanism for selecting which facts we will be exposed to, and how to filter out irrelevant facts.
We need to be able to determine what is salient or important to ourselves and to others.
Fourth. Even more critically, not every bit of information presented to you in life will be a fact, and you
need some mechansism to detect and reject false representations of facts. We need, in other words,
some mechanism for comparing and assessing facts.
Fifth. Additionally, we need to know which, of the many facts we have in our possession, constitute a
basis for action. We need some sense of, and mechanism for, agency in the world, a sense that we can
not only receive, input and assess facts, but that we can create facts in the world.
Sixth. Finally, we need the capacity to act, which may mean some physical activity, or may mean some
communicative activity, a set of abilities we can place under the heading of empowerment, as they
involve not only the physical capacity to undertake an act, the knowledge which informs that act, but
also the willingness to undertake it, the believe that one is entitled to act, and the faith that one's acts
can have an impact on the world.

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