Why do people insist on viewing the Standards as inconsistent with teacher creativity and choice? I am baffled by such uncreative thinking. That's like saying the architect cannot be creative because every house has to meet ...
Mind map: Connectivism -> Simemens (BIOGRAPHY, Interview with George Siemens about Connectivism), Siemens Map and Theory (New node, New node), Continual learning based on the student´s necessities. (Communication, Problem solving, Global awareness, Self direction, Critical thinking), Learning theory for a digital age (Connectivism proposes , more effective learning systems, Learning and knowledge rests in diversity of opinions.), Connectivism was introduced in 2005. (cristobal quispe), critics of connectivism, Connectivism Concept (According George Siemens his developer, In learning, Another developer is Stephen Downes), connectivism articles, Connectivism concept (New node), (online courses), New node (Newttp://en.wikipedia.org/wiki/Stephen_Downes node, Newedutechwiki.unige.ch/en/special book sources/9781105778469 node, http://www.downes.ca/post/58207), 3 theories exceeded (behaviorism, cognitivism, constructivism), principles of connectivism , Learning in a complex, Adaptive age, Connectivism is a successor to behaviorism, cognitivism, and constructivism., conectivism and the informal learning (New node), is the thesis that knowledge is distributed across a network of connection, New node, IMPORTANCE OF CONECTIVISM (New node), Is the integration of principles explored by chaos, network and complexity, and self-organization theories. (SIEMEN´S PRINCIPLES OF CONNECTIVISM), Connectivism is a learning theory advocated by George Siemens and Stephen Downes, among others, which emphasises the importance and role of networks and connections between people (and things?) as preminent (central) to the learning process, Connectivism is a learning theory for the digital age. (New node), connectivism in our brain (connectivism, )
Personal growth takes on a whole new meaning in light of massive global changes never before seen in human history. The answer to "what do you want to be when you grow up?" may not exist for many of our young children today, as they will be working in jobs that have never been created before. Who knew 20 years ago that there would be "an app" for everything and you could carry dozens of them all with you on your phone?
So how to do we prepare for this major transition?
It appears that education and re-training will take a much bigger role in our lives. Investing in education will be even more important as it creates a new supply of skilled workers ready to meet society's demands
The advances we’ve seen in the past few years—cars that drive themselves, useful humanoid robots, speech recognition and synthesis systems, 3D printers,Jeopardy!-champion computers—are not the crowning achievements of the computer era. They’re the warm-up acts. As we move deeper into the second machine age we’ll see more and more such wonders, and they’ll become more and more impressive.
How can we be so sure? Because the exponential, digital, and recombinant powers of the second machine age have made it possible for humanity to create two of the most important one-time events in our history: the emergence of real, useful artificial intelligence (AI) and the connection of most of the people on the planet via a common digital network.
Either of these advances alone would fundamentally change our growth prospects. When combined, they’re more important than anything since the Industrial Revolution, which forever transformed how physical work was done.
Both of these classes exemplify the trend that is pushing its way into more schools-the maker movement. The shift to "making" represents the perfect storm of new technological materials, expanded opportunities, learning through firsthand experience, and the basic human impulse to create. It offers the potential to make classrooms more child-centered: relevant and more sensitive to each child's remarkable capacity for intensity. Making is predicated on the desire that we all have to exert agency over our lives, to solve our own problems. It recognizes that knowledge is a consequence of experience, and it seeks to democratize access to a vast range of experience and expertise so that each child can engage in authentic problem solving.
From Audrey Watters "I gave the keynote this morning at the EdTechTeacher iPad Summit in San Diego. I wanted to talk about the history of ed-tech -- about how we ended up with technologies that are in many cases simply making old (awful) educational practices more efficient. I asked a room full of educators who'd ever heard of Alan Kay. I think four people raised their hands. I asked who'd ever heard of Seymour Papert. Maybe a dozen had. I asked who'd ever heard of B. F. Skinner. Everyone in the room. Sigh.
Even as our society becomes more and more “technological,” this future remains quite burdened by this history.
I’ll quote Papert here, one more time, to close: "One might say the computer is being used to program the child. In my vision, the child programs the computer, and in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intense contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building."
The following is an edited version of a chapter I contributed to a new book Data Journalism: Mapping the Future, published by Abramis academic publishing. It is a great mix of practical and contextual information.
One of 31 video segments featured in 'Designing Media', the new book, DVD and website by Bill Moggridge. Combining academia, design, and coding. Computational and design thinking used to better understand change over time.
What modes of thought will be most valuable in a future economy defined by machine intelligence?
We’re living in an era of mechanized intelligence, an age in which you’re probably going to find yourself in a workplace with diagnostic systems, different algorithms and computer-driven data analysis. If you want to thrive in this era, you probably want to be good at working with intelligent machines. As Tyler Cowen puts it in his relentlessly provocative recent book, “Average Is Over,” “If you and your skills are a complement to the computer, your wage and labor market prospects are likely to be cheery. If your skills do not complement the computer, you may want to address that mismatch.”
The goal of the model isn’t content knowledge (though it should produce that), but rather something closer to wisdom–learning how to learn, understanding what’s worth understanding, and perhaps most importantly, analyzing the purpose of learning (e.g., personal and social change). It also encourages the student to examine the relationship between study and work–an authentic “need to know” with important abstractions like citizenship and legacy.
The theory here is that the 21st century is characterized by access, networks, digital media, and connectivity, which immediately dates old learning models and focuses.
It’s no secret that good learner-centered teaching is meaningful and interesting, requires active participation from learners, uses different methods to incorporate all students’ preferred learning styles and is differentiated at an appropriate level. Vygotsky (1978) stated that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts; making meaning. ...
Videogames, digital pens, holograms and tactile learning platforms could all become the norm as education looks set to change dramatically over the next 30 years. With technology dominating in and outside the classroom, interconnectivity is likely to play a key role in helping students adapt to the changing world around them
If you've never Googled “arts at MIT,” I guarantee you'll be shocked at the vast array of arts activities, exhibits and events going on every week on campus, from alumni-produced films and student performances to professional shows by one of our many visiting artists.
A2RU is a group of universities that — to put it frankly — aren’t viewed-as “artsy.” It includes MIT, Stanford, Virginia Tech, University of Michigan, and twenty-five others. Founded in 2011, the Alliance addresses the concern that universities are suffering from “a kind of mass amnesia for the heuristic power of art-making, and for the many functional similarities between art-making and scientific modes of inquiry,” according to AR2U’s founding proposal.
Sugata Mitra has opened the doors of the world’s first School in the Cloud. A look at it and what happens there. (RT @TEDTalks: What if schools embraced kids' natural curiosity?
Located inside George Stephenson High School in Killingworth, England, this one-room learning lab is a space where students can embark on their own learning adventures, exploring whatever questions most intrigue them. Students even designed the interior of the space — which has colorful beanbags scattered throughout and (very appropriately) fluffy clouds painted on the walls.
Are we getting smarter or stupider? In “The Shallows: What the Internet Is Doing to Our Brains,” from 2010, Nicholas Carr blames the Web for growing cognitive problems, while Clive Thompson, in his recent book, “Smarter Than You Think: How Technology Is Changing Our Minds for the Better,” argues that our technologies are boosting our abilities.
The real project of computing has not been the creation of independently intelligent entities (HAL, for example) but, instead, augmenting our brains where they are weak. The most successful, and the most lucrative, products are those that help us with tasks which we would otherwise be unable to complete.
Make no mistake: we are now different creatures than we once were, evolving technologically rather than biologically, in directions we must hope are for the best.
Susan Einhorn's insight:
Sharing our thinking workload with our technology - is it making us smarter or more stupid?
Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand. But few schools have the time or wherewithal to integrate these processes into the school day.
And thus Gamedesk was born to help test Vattel’s theories about play and learning in a real classroom environment. “What Gamedesk does is two-fold,” he says. “We build our own games, but we also repurpose other people’s games into our curriculums.” One example of a game built by Vattel’s team is Aero, which teachers students about aerodynamics and the physics of flight by letting them strap on wings made of fabric and repurposed Wii controllers.
Most professors exhaust themselves trying to get their students off of social media. Andy Nulman, however, has designed his entire class around being on it. IIn what’s believed to be the first syllabus of its kind, McGill University’s marketing and society class uses YouTube’s Creator Playbook as its sole course book. And, in lieu of a final exam, students will be evaluated on their launch of a unique channel on the video-sharing site.
The students’ final test will be taking their channels live.
“It’s not just me evaluating what they’re doing; it’s the world,” said Nulman.
Susan Einhorn's insight:
Use of today's tools, creativity, authentic audience - it's good to see examples of new pedagogical approaches, especially at the university level where too often the fact that we're in the 21st century has yet to be acknowledged.
Julia has speed, grit, and a whole lot more. She’s also a senior at Stanford University studying Science, Technology, and Society. With the goal of taking her racing career to the highest levels, Julia is building a platform where technology, community and racing intersect and fuse. She plans to use that platform to help improve the communities she touches.
There’s plenty that others can do to help. The news and media can continue to intensify their focus on harder issues that affect peoples’ lives. Schools can give students the tools (both technical and skill-based) to apply to molding their own realities. Societies can give their citizens more autonomy to lead their lives knowledgably. More businesses can invest a portion of their budgets in supporting the development of new ideas, products and services initiated by creative individuals. We can all support the efforts of our friends.
A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to learn in a changing world.
Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.
Susan Einhorn's insight:
Interesting overview of current ideas in learning and the focus on curiosity, learning to learn, learning connected to the real world, and innovation.