For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.
All readers may not agree with this interpretation of history, especially with the division and numbering of the eras. That is not the main point here. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.
Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the Internet occasion analogous transformations in the corresponding universe of present and future human activity.
This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL
Opinions expressed, scooped, or copied in this Scoop.it topic are my choice, and are in no way connected with my employer.
She contends, in a community-starved world, we need to disconnect from our smartphones and other Information and Communications Technology (ICT)-enabling devices in order to create greater balance: “We think constant connection will make us feel...
"With PBL, there is no “either/or” proposition: anything from open-ended, play-based learning to data-driven, research-based instructional environments can all use PBL effectively.
"While there are all kinds of great resources necessary to “run” PBL (including those from Edutopia.org), from apps to planning templates and more, the genesis of a great project is the idea itself–the purpose and/or audience of the project itself.
Below, we’ve shared dozens of ideas for projects, and we’re going to constantly update the list with new ideas, suggestions from our community, resources, etc. In that way, this page can become the ultimate guide for project-based learning in your classroom. The focus will be on the ideas for the projects themselves, but we’ll also include apps, tools, and other “stuff” you’ll need to effectively realize this approach in your classroom."
MOOCs in this form involve learners who gather online to collaborate in sense-making, and to exchange knowledge and share experiences. ... I am an Education and eLearning Consultant with Ethos Consultancy NZ.
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