From:
Learning 2.0 is Dumb: Use ‘Connected Learning’ Instead
By Dan Pontefract
05/23/11
On 05/23/2011,
in learning ecosystem,
by Daniel Christian
On 05/21/2011,
in active learning, engagement / engaging students, ethics, global / globalization, higher education, K-12 related, project-based learning, relationships, social learning / networks, sociology, student-related,
by Daniel Christian
From DSC:
I originally saw this at:
- A Global Student Network-And Our Future — from forbes.com by Quentin Hardy
Excerpt:
Of course, the future belongs to the young. You get a decent look at it ahead of time, though, by watching how they build new ways seize it.
Earlier today a 17 year old named Priyanka Jain launched a student run nonprofit called iCAREweCARE, which is dedicated to helping high school and college students identify causes they care about, find local organizations that address those problems, and then write about their experiences, or connect with their friends over them. There is a Web site, and Facebook connections for rapid and deep information sharing.
The cause-centered orientation is praiseworthy. The implications of this kind of social platform, however, could be what proves really world-changing
On 05/05/2011,
in 21st century, A/V -- audio/visual, convergence, Europe, global / globalization, multimedia, social learning / networks, social media, technologies for your home, technology (general), telepresence, television, transmedia, trends, UK,
by Daniel Christian
Also see:
Also see:
From DSC:
Check out the topics:
- Pay-TV in the Connected World
- Making Apps Part of the TV Experience
- Meeting Higher Quality Expectations
- Connecting Broadcasters and Audiences
- Making Subscription TV Work on Multiple Screens
- Content Discovery Becomes Business Critical
- The Impact of Connected TV Standards
- CE Strategies Including Co-Opetition
- What Connected TV Means For IPTV
On 04/15/2011,
in 21st century, 24x7x365 access, A/V -- audio/visual, content development, aggregation, repositories, convergence, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-readers, entrepreneurship, future, higher education, human-computer interaction (HCI), innovation, intelligent systems, interaction design, interactivity, K-12 related, mobile learning, multi-touch, multimedia, online learning, online media, online tutoring, RSS, social learning / networks, social media, training / L&D, usability, user experience (UX), user interface design, web-based collaboration, webinars,
by Daniel Christian
On 04/08/2011,
in change, communications, disruption, emerging technologies, journalism, media/film, participation, social learning / networks, social media, society, sociology, the downsides of how people use tech, web-based collaboration,
by Daniel Christian
On 03/18/2011,
in 21st century, 24x7x365 access, active learning, adult learning, career development, change, collaboration, content development, aggregation, repositories, corporate / business world, dangers of the status quo, Daniel S. Christian, digital textbooks, distance education, informal learning, instructional design, learning ecosystem, learning theories, lifelong learning, microlearning, online learning, online media, pace of change, professional development, publishing, RSS, social learning / networks, social media, staying relevant, strategy, student-related, surviving, teaching & learning, textbooks, training / L&D, ubiquitous learning, workplace,
by Daniel Christian
From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:
- What’s the best way for us to dip our feet into the constantly moving streams of content?
(No matter the topic or discipline, the streams continue to flow.) - What’s the optimal setup for K-12 based “courses”?
- What’s the optimal setup for “courses” within higher education?
- How should L&D departments deal with this phenomenon?
- How do publishers and textbook authors want to address this situation?
Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:
“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”
Excerpt/slides:
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I need to put more thought into this, but wanted to throw this question out there…more later…
* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:
Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.
Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www. downes. ca/post/33034. Downes noted that this was published in Hug, Theo (ed. ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies. Proceedings of the International Conference held on June 25-26, 2007. November 27, 2007.
Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.
Tracey, R. (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p. Retrieved from EBSCOhost. ISSN 0310-4664.
Kerr, B. (2007). A challenge to connectivism. Retrieved at http://learningevolves. wikispaces. com/kerr.
Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance Education Vol. 29, No. 2, August 2008, 153–164. ISSN 0158-7919 print/ISSN 1475-0198 online. DOI: 10. 1080/01587910802154954
Lisa Dawley. (2009). Social network knowledge construction: emerging virtual world pedagogy. On the Horizon, 17(2), 109-121. Retrieved from ProQuest Education Journals. (Document ID: 1880656431).
Hargadon, S. (2011). Ugh. Classic politics now extends to social networking in education. Retrieved from http://www. stevehargadon. com/2011/03/ugh-classic-politics-now-extends-to. html.
Cross, J. (2001). Crowd-inspired innovation. Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.
Rogers-Estable, M.. (2009). Web 2.0 and distance education: Tools and techniques. Distance Learning, 6(4), 55-60. Retrieved from ProQuest Education Journals. (Document ID: 2017059921).
Marrotte-Newman, S.. (2009). Why virtual schools exist and understanding their culture. Distance Learning, 6(4), 31-35. Retrieved from ProQuest Education Journals. (Document ID: 2017059881).
Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance. Distance Education, 31(1), 77-92. Retrieved from ProQuest Education Journals. (Document ID: 2074810921).
Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.
On 03/18/2011,
in corporate / business world, corporate universities / corporate training, informal learning, lifelong learning, productivity / tips and tricks, professional development, social learning / networks, social media, training / L&D, UK,
by Daniel Christian
10 Steps for Working Smarter with Social Media — from the Centre for Learning & Performance Technologies by Jane Hart
Webinar for Learning & Skills Group, 17 March 2010
Excerpt below:
10 Steps for Working Smarter with Social Media
Webinar for Learning & Skills Group, 17 March 2010
Workplace Learning is changing!
A number of people, my Internet Time Alliance (ITA) colleague Charles Jennings in particular, have highlighted the fact that training that simply involves filling people’s heads with knowledge, is ineffective and inefficient – as most people forget what they have learnt very quickly. And that online courses, which do pretty much the same, take time, effort and money to develop.
Many are also “over-engineered” solutions – and this often leads to resentment by those who have to spend time to work through courses – when the material could have been provided in a much simpler way. But in fact this whole approach to workplace learning is not sustainable in a world that is moving very fast and where there is need for access to constantly changing information.
On the other hand, although we have now realized – due largely to the work of (my ITA colleague) Jay Cross – that most of an individual’s “real” learning takes place outside formal learning .. continuously … in the workflow … by reading or listening to things, or more significantly in conversations and interactions with other people, L&D have struggled to understand how to harness informal learning, and perhaps understandably often try to force it into the formal model they feel comfortable with it.
But it is in fact, the emergence of social media, that has really begun to make us think
differently about the way work and learning is happening. For an increasing number of individuals and groups are using these new technologies in the workplace to connect with colleagues both inside and outside the organisation in order to share ideas, resources and experiences – often under the radar of IT and L&D. This use of social media has become a revolution in the sense that these tools are now in the hands of the employees. So the question is what role does L&D play in all this?
One key thing to remember is Learning is not the end goal; but is a means to an end. It’s about PERFORMANCE; people doing their jobs (better). In fact it’s all about working smarter. So what is working smarter?
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Also related:
On 03/17/2011,
in change, elearning, generational differences, learning theories, online learning, teaching & learning,
by Daniel Christian
Quote/excerpt from Sims (2008) paper entitled, “Rethinking (e)learning: A manifesto for connected generations”:
Advances in theories of human memory parallel, and perhaps depend on, advances in technology… The information processing approach has been an important source of models and ideas, but the fate of its predecessors should serve to keep us humble concerning its eventual success… Unless today’s technology has somehow reached its ultimate development, and we can be certain it has not, then we have not reached the ultimate metaphor for the human mind either. (Roediger, 1980, p. 244 as cited in Sims, 2008)
Roediger’s remarks remind us that, not only are we in a constant state of change and development, but also that there are inherent risks in arguing that we know what there is to know about teaching, learning, and e-learning. Therefore, without undermining the importance of understanding the dynamics of human learning, this article adopts the position that it is untimely to let the e of e-learning disappear, because without that e we might lose sight of the value digital technology provides, especially through social networks, to emergent forms of learning and knowledge construction.
Emergent forms of learning cannot easily be addressed by current instructional design methodologies (Kays & Francis, 2004), which are often teacher-centered. New models and strategies embracing the roles and skills of the teacher, the learner, and the design team are required to address such developments (Sims & Koszalka, 2008). Recent reports by Oblinger (2004), Irlbeck, Kays, Jones, and Sims (2006), and Siemens (2007) posit that these emergent technologies and interactions have opened doorways to new ways of learning and that these deserve new models of thinking about the very essence of the teaching and learning dynamic. While this article accepts that e is becoming more mainstream and part of the infrastructure of developed nations, the real question is whether the models we use to create learning environments and measure outcomes retain their relevance in a generation in which technology is the medium of communication for many.
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Sims, R. (2008). Rethinking (e)learning: a manifesto for connected generations. Distance Education (29) 2. August 2008, 153–164.
On 03/12/2011,
in 21st century, 24x7x365 access, adult learning, Daniel S. Christian, graphics, instructional design, learning, learning ecosystem, learning theories, love of learning, pedagogy, personalized/customized learning,
by Daniel Christian
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If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.
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If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.
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If viewing these graphics via the Learning Ecosystems website/blog:
You may need to right-click and download the graphics to see them in their entirety.
On 02/28/2011,
in education, educational games / serious games, future, K-12 related, learning, personalized/customized learning, simulations, social learning / networks, staying relevant,
by Daniel Christian
Models for the Future of Learning — from KnowledgeWorks by Katherine Prince, Jesse Moyer, Lisa Scheerer, and Jamie Feltner
January 2011
This report was prepared for, and with the support of, Yellow Springs School District as part of a series of engagements related to its Class of 2020 initiative.
On 02/04/2011,
in art, ideas, K-12 related, social learning / networks, teachers, teaching & learning,
by Daniel Christian
On 01/29/2011,
in Canada, learning theories, participation, teaching & learning, web-based collaboration,
by Daniel Christian
Connectivism & Connective Knowledge in Action — from ZaidLearn
This is my first reflection (posting) for the Connectivism and Connective Knowledge course (CCK11), which is a 12-week open online course facilitated by Stephen Downes and George Siemens. This course will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. Participation is open to everyone and there are no fees or subscriptions required…
On 01/29/2011,
in business side of he, changing business models, dangers of the status quo, disruption, education technology, emerging technologies, future of higher education, game-changing environment, global / globalization, higher education, new business models,
by Daniel Christian
Teetering between eras: higher education in a global, knowledge networked world — from emeraldinsight.com by Gail O. Mellow and Diana D. Woolis, (2010)
Findings – There are three fundamental and monumental changes that will profoundly alter the field of higher education in the next several decades: the globalization of higher education; the impact of technology on changing definitions of students, faculty and knowledge; and the impact of the marketplace on the basic “business model” of higher education. The paper describes how each of these three forces will reshape higher education, while identifying factors that may accelerate or inhibit the impact of these influences.
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Gail O. Mellow, Diana D. Woolis, (2010) “Teetering between eras: higher education in a global, knowledge networked world”, On the Horizon, Vol. 18 Iss: 4, pp.308 – 319
On 01/28/2011,
in global / globalization, internet, leadership, online learning, the downsides of how people use tech,
by Daniel Christian
Egyptians gathering for protests in Cairo, via @mccarthyryanj on Twitter
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From DSC:
As I was briefly reviewing the following links…
- Egypt Goes Dark, Cuts Off Internet And Mobile Networks — from Forbes.com by Parmy Olson
- Internet Rallies Behind Egypt In An Attempt To Restore Communication — from techland.com by Allie Townsend
- How Egypt Cut Off the Internet (and How a U.S. ‘Kill Switch’ Might Work) — from techland.com by Doug Aamoth
- What’s fueling Mideast protests? It’s more than Twitter — from wired.co.uk by David Kravets
…I began reflecting on the predicament that online-based learners would have if suddenly their government pulled the plug on the Net. As we become more connected, what are the costs/dangers of being disconnected? Of being connected? If there was some serious cyberwarfare going on, would a government be forced to pull the plug?
NOTE:
I don’t mean to make any judgments concerning these events — rather, I mean to ask the above questions from a teaching and learning standpoint only.
Addendum on 2/4/11:
- Could the U.S. shut down the internet? — from cnn.com