Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.
"Critical and creative thinking should be prioritized over remembering content"
"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.
Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."
This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.
And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"
"There is currently much interest and excitement at the emergence of an educational approach commonly termed the ‘Massive Open Online Course’ or MOOC. ... I feel there is much we can learn from the delivery of MOOCs that can be used to enhance the on-campus experience supplemented by online course material and delivery. This format offers us the opportunity to investigate learning and improve teaching processes, perhaps more similar to the edX approach. It would seem appropriate to collect and use data to inform this process; treating learning and teaching as a field ripe for research, tying in to a research-led approach."
"Why most of what currently excites the ed-tech world is hot air: MOOCs, Learning Analytics and Open Education Resources, amongst other fads.
It is impossible to make progress with a cogent argument for how education technology will transform education while most of the community accepts as self-evident half-baked notions of “independent learners” and “21st century skills”, believes that creativity is possible without knowledge, or that testing is a dirty word."
- Using SymbalooEDU as a PLE Organizer in Higher Education;
- Building Identity in an Institutionally Supported Personal Learning Environment - the case of SAPO Campus;
- Steps to Reflect on the Personal Learning Environment. Improving the Learning Process?
- Introducing Personal Learning Environments to Informal Learners: Lessons Learned from the OpenLearn Case Study;
- Developing Work based Personal Learning Environments in Small and Medium Enterprises;
- Enhancing Self Regulated Learning Skills for Improved PLE Use: A Problem Based Learning Approach;
- Sapo Campus Schools as a Disruptive Innovation Tool: Could it be the Educational Ba?
- Pedagogical Practices, Personal Learning Environments and the Future of eLearning;
- The Impact of Culture on Personalization of Learning Environments: Some Theoretical Insights;
- Psychological Ownership and Personal Learning Environments: Do sense of ownership and control really matter? - PLE-based ePortfolios: Towards Empowering Student Teachers’ PLEs through ePortfolio Processes;
- Analysis of Personal Learning Networks in Support of Teachers Presence Optimization;
- Future Teachers Looking for their PLEs: the Personalized Learning Process Behind it all;
- “Tips for Making a Movie”, a Learning Object for Autonomous Learning;
- First Time Building of a PLE in an ICT Post Graduation Course: Main Functions and Tools;
- Building Personal Learning Networks through Event- Based Social Media: a Case Study of the SMiLE Project;
- Sharing Personal Learning Environments for Widget Based Systems using a Widget Marketplace;
- Just4me: Functional Requirements to Support Informal Self-directed Learning in a Personal Ubiquitous Environment;
- Building a Shared Personal Learning Environment with SAPO Campus;
- Drupal as a Social Hub for Personal Learning;
- Designing and Implementing PLEs in a Secondary School Using Web2.0 Tools;
- Online Learning Communities: from Personal to Social Learning Environments.
Doctoral Consortium Sapo Campus Schools: Network Learning, Teaching and People;
- Diverse Knowledge Practices through Personal Learning Environments – A theoretical Framework