למידה, אינטרנט ... ומה שביניהם

While connectivism begins with the individual, it stresses the growth of connections and connectedness in learning and knowledge. Self-directed learning explains the attributes of learners who learn at their own pace and interest. Is that sufficient to describe our knowledge needs today? I don’t think so.

To address the information and social complexity of open courses, learners need to be network-directed, not self-directed learners. Social networks serve to filter and amplify important concepts and increase the diversity of views on controversial topics. This transition is far broader than only what we’ve experienced in open courses – the need for network-centric learning and knowledge building is foundational in many careers today.

Most importantly network-directed learning is not a “crowd sourcing” concept. Crowd sourcing involves people creating things together. Networks involve connected specialization – namely we are intelligent on our own and we amplify that intelligence when we connect to others. Connectedness – in this light – consists of increasing, not diminishing, the value of the individual.

תוויות: למידה, מכוונות עצמית, רשתיות

21 דברים שיהפכו למיותרים בחינוך של שנת 2020

למידה במרחב אינטרנטי מאפשרת לסדר את חדר הכיתה בצורה שתעודד עבודה שיתופית משמעותית יותר.

The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear.

Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint.

התהליך הזה כבר קורה כאן ועכשו בתיכונים ובחטיבות הביניים באמצעות תוכנות שונות כגון סקולי, משוב, i-contact ועוד. כאמא לילד בחטיבה אני יודעת בכל יום מה מצב הציונים שלו ומה מצב ההתנהגות שלו.

תוויות: הרהורים, רשתיות

Presenting subject matter to learn online inside of a curriculum or one of its courses causes extra steps for learners and teachers go through to find that subject matter.

But when curriculum makers and aggregators make their users drill down into through curriculum to lecture to chapter before getting to the meat webpages of the subject matter, the benefits of open source and open content are pretty well lost. Putting curriculum materials online without making their knowledge assets findable on their own degrades the quality of learning. After all, can we suppose that curriculum makers will create a better frog page than the San Diego Zoo has?

Education has not yet let the transparency of emergence operate for its online materials much at all. Most digital learning stuff is still controlled by businesses that pay elites to structure it by grade, standard, curricula and that keep it behind pay-for-it walls.

In the future will selected scientists continue [to] “write the book” by judging their peers? Or will every shade of opinion compete in the open network where the most respected ideas will rise to prominence?

תוויות: אוריינויות, רשתיות

And the answer is: like this! By working, writing and thinking in my own space, and making it available to anyone who is interested to watch and follow.

תוויות: בלוגים, רשתיות

The future online system will let a student anywhere take a test for Algebra 1, for example, and be scored against everyone else — in the world! — who takes it. The setting where this will happen is the emerging global network of learning individuals who are interlinked as individual nodes.

We have improved the system by adding live certified proctors, real time audio/video using TokBox, technical assistance, practice exams, identity authentication, and the ability to assist exam-takers by remotely controlling their computers during an exam.

תוויות: הערכה, רשתיות

This is really a remarkable thing. We are now able to just post a picture of almost anything on the Internet and have someone tell us what it is! Think of the power that gives your students. Think of the way they must learn to interact with others in order to use this power most effectively. I think it is truly amazing.

At this point in the story I would love to say that someone had correctly identified my caterpillar end of story, but that is not the case. I think often times our students are just looking for the “right” answers as well. Whether they find it on Google, Wikipedia, or someone tells them the “right” answer, the end, and an easy one at that is their objective.... I realized that learning and research are like many things in life - processes not products.

There is so much disorder in the walls of my head that it will take a much more diligent person than I, to clear some space to simply sit and breath. Is this the future we are preparing our students for, a world where we are nothing more than overflowing cups of knowledge and information?

תוויות: כלים חברתיים, רשתות חברתיות, רשתיות

An article today in the New York Times Science section explains how a network of factors - not just a few simple ones - gives rise to diabetes.

This network understanding is new, and being discovered in fields as diverse as biology, electrical engineering, cognitive and information sciences, and many more. It is one of the grand discoveries of our time. A golden age of learning awaits us once we apply this understanding to education.

The most direct and practical way to begin applying networks to education is to open up knowledge resources and interconnect nodes to form clusters, thus emerging ideas

תוויות: חוכמת ההמון, רשתיות