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Current selected tag: connectivism. Clear.
What is needed in education is something like a Personal Learner Knowledge Graph (PLKG): a clear profile of what a learner knows. It doesn’t matter where the learner learned things – work, volunteering, hobbies, personal interest, formal schooling, etc. What matters is that learners are aware of what they know and how this is related to the course content/curriculum. In a sense, PLKG is like the semantic web or Google Knowledge Graph: a connected model of learner knowledge that can be navigated and assessed and ultimately “verified” by some organization in order to give a degree or designation (or something like it).
If the education system can make the transition to learner knowledge graphs, instead of mainly content, the system can start to be far more intelligent than it currently is. For example, if I’m a student who spends summer months idly consuming beverages, I will develop a different skill set than someone who spent their summer volunteering and working (see video below for a discussion I had with Steve Paikin on the Agenda). Yet when the two of us start university in fall, the system normalizes our knowledge to the curriculum. We get the same content even though we are different people with completely different skills and knowledge.
"I've just finished reading Scott Weingart's Demystifying Networks, Parts I & II, in which Mr. Weingart tries to correct the misuse of networks by humanities scholars. ... Both the Universe and our knowledge of it are network phenomena. Actually, I already object to that statement as it seems to suggest that our knowledge is something apart from the Universe. It isn't. Our knowledge is somehow an active node in the universal network, connected along multiple edges .... "
Via Peter B. Sloep
What does connected learning look like in action? It looks like Charles Raben, a 14-year-old aspiring photographer from a public school in New York City.
Via Pierre Levy
Aprendizaje para todas las edades,,, hacia la "brecha" generacional.
Connected Learning: Production-centered and Openly networked
In the summer of 2011, Charles vacationed with his father in Berlin. The young photographer was captivated by the city's art galleries and young innovative culture; so much so that he decided to enroll in a weekly German class at New York University the following summer.
En route to his first class, Charles caught sight of an "interesting fellow" operating the Astor Place newsstand. They struck up an unlikely conversation that deeply impacted Charles.
Jerry had been running his Astor Place newsstand for the past 25 years. The city of New York had recently stepped in, threatening to take away his license, based on a technicality.
Overcome by the man's plea for help, Charles rushed home and hopped on change.org. He'd signed petitions in the past in support of gay rights, wrongly charged criminals and the protection of wildlife. But he had never created one of his own.