Monthly Archives: December 2009

Amazing Presentations

It was a real pleasure to discover the Chris Lehman’s presentations on Slide share. After long months, even years, of digging the Net, suddenly I hit the gold mine.  I opened the School 2.0 and immersed myself in it. It was an amazing experience. I felt as if I didn’t have any idea what followed on the next slide and, at the same time, I intuitively knew what was coming.

First of all, Chris suggests that (Progressive!) Pedagogy means A LOT. Then, if we have Web 2.0, it does not necessary mean that we have School 2.0 and Teacher 2.0 …

Check the Educon22. It is to far for me, unfortunately. And also

What we need is a lead

“Education systems need to be transformed, to better meet the needs of businesses and society, and to empower learners to thrive in the 21st Century.

A new approach has been proposed – Education 3.0.”

Committed to structural change of the educational system. Many teachers instinctively feel that we need a three in one approach (TPACK). “The Global Education Leaders’ Program (GELP) is an opportunity for education system leaders to join a coalition of world-class academics, policy-makers and practitioners who recognise the urgent need for change in current education systems.”

Please review the GELP

Web 4.0!

Oh, my God! Why am I so surprised?! Isn’t it expected? Nova made an excellent presentation on the future of the Web.

What can we, as educators, do? What about the curriculum we are supposed to follow? Instead of trying to implement such ideas, it seems we are still copying with the basic concepts such as TAPCK . The life is going on.

Or …

Should we start thinking how we are going to teach the the world to machines not to students?


intellisemantic

Effective Technology Integration

Let’s try to list the assumptions for the effective technology integration.

1. students do must of the work. Or …

Let’s the machine do the most of the work.

2. striving for presence (frequent interaction and feedback).

3. (inter) active engagement

4. group participation

5. connection to real world experts

…

This seems to be a basis for a new online pedagogy. Think about the concept TAPCK

What are we or what are we going to be?

John Moravec Wrote:

“A knowmad is what I term a nomadic knowledge worker –that is, a creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere.”

Exactly, is it already true that for a knowledge worker a coffee shop is an office like any other place in the world or it is yet to become the truth? Not yet, I guess. We are still in the 2.0. not only technology wise but still knowledge wise.

Let’ s discuss it.

WEB 3.0 The Future of Education

“This week, Education Futures presents a series on Education 3.0. For a little background on this new paradigm of human capital development, you may wish to start with this chart on Education 3.0, or view this presentation on SlideShare.”

Source

Very interesting issue. Are we approaching the whole new era? Probably yes, although the intelectual structures are still solid to resist the incoming changes. Web 3.0 schools only on CLICK, and no on BRICK.

No one individual is able to master a discipline.

“the importance of recognizing that no one individual is able to master a discipline. We all have gaps in our knowledge. To address this reality, we first need a shift in our mindsets. Or perhaps a more accurate concept – we need to let go of the notion that we can know a field in its entirety. All knowledge is in the connections – how we’ve connected concepts and how we are connected to other people and sources of information. To know is to be connected.”

George Siemens

October 19, 2009

The idea is certainly not new but the context definitely is. Should one think about the Web 3.0?

Five Laws of Humane Nature

1. Parkinson’s Law … “work expands to fill the time available for its completion” … and “Parkinson also came up with the “law of triviality“, which states that the amount of time an organisation spends discussing an issue is inversely proportional to its importance”.

2. Student Principle … “One of the most well-known examples of vigorous procrastination is student syndrome. As anyone who has ever been (or known) a student will know, it is standard practice to apply yourself to a task only at the last possible moment before the deadline”.

3. Paretto Law … “Businesses often use the Pareto principle as a rule of thumb, for instance deciding to do the most important 20 per cent of a job in order to get 80 per cent of the reward.”

4. Salem Hypothesis … “engineers are more likely to be religious than other graduates (PDF).”

5. Maes – Garreau Law … “the “Maes-Garreau point” as the latest possible date a prediction can come true and still remain in the lifetime of the person making it.”

Izvor

How can we use it in teaching? How can this affect our teaching practice?

Connectivism

“Connectivism’s relevance increases when we consider a new method (or metaphor) of learning. The achilles heel of existing theories rests in the pace of knowledge growth. All existing theories place processing (or interpretation) of information squarely on the individual doing the learning. This model works well if the knowledge flow is moderate. A constructivist, for example, can process, interpret, and derive personal meaning from different information formats…as long as the flow doesn’t overwhelm the learner. What happens, however, when information is more of a deluge than a trickle? What happens when information flows too fast for processing or interpreting? Once knowledge/information flow becomes too rapid and complex, we need to conceptualize a learning model that allows individuals to learn and function in spite of the pace and flow. A network model of learning (an attribute of connectivism) offloads some of the processing and interpreting functions of knowledge flow to nodes within a learning network. Instead of the learning having to evaluate and process every piece of information, she/he creates a personal network of trusted nodes (people and content). The learner aggregates relevant nodes…and relies on each individual node to provide needed knowledge. The act of learning is offloaded onto the network itself – i.e. the network is the learning. This view of learning scales well with continued complexity and pace of knoweldge development.”

http://www.connectivism.ca/?cat=6

Very nicely said. Concise and clear. I have read a lot of summaries on the learning theories but this one seems so clear.

1. “The Achilles heel of existing theories rests in the pace of knowledge growth”. The learner is simply overwhelmed by information.

2. “Once knowledge/information flow becomes too rapid and complex, we need to conceptualize a learning model that allows individuals to learn and function in spite of the pace and flow”. How? By transferring the burden from the individual learner onto the network (of people and content).