"The THIS LAND IS YOUR LAND PROJECT is an interactive documentary to record us all singing Woody Guthrie’s “This Land Is Your Land.”
Please record your cover by May 15, 2013, to be included in a video-mosaic (“mash-up”) of the “This Land” song that’ll stream on PBS.ORG.
The project is produced by American Masters/THIRTEEN in New York. It’s in support of the Woody Guthrie centennial, which is the basis for the project and partnership with the Woody Guthrie Foundation and Archives as they have been hosting Woody 100 events, concerts, and programs throughout the past year.
In addition to the final compilation video, the website’s focus will be the crowdsourced “This Land Is Your Land” songs: a place to experience as well as catalog for the historical record a diverse collection of a song that’s a part of our national canon, reflective of our American way of life.'
"Heutagogy (based on the Greek for 'self') was defined by Hase and Kenyon in 2000 as the study ofself-determined learning. Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
A key concept in heutagogy is that of double-loop learning and self-reflection (Argyris & Schön, 1996, as cited in Hase & Kenyon, 2000). In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (see Figure 1). Double-loop learning occurs when learners “question and test one’s personal values and assumptions as being central to enhancing learning how to learn” (Argyris & Schön, 1978, as cited in Hase, 2009, pp. 45-46)."
Dennis Richards's insight:
You are familiar with pedagogy - "the method and practice of teaching, esp. as an academic subject or theoretical concept" - but are you familiar with "andragogy" and "heutagogy"? If you are an educator or someone interested in education, I recommend you seek an understanding of this vocabulary for insights into the proposed, actual, or potential practice of education today and in the future.
We agree with George Couros and Will Richardson that 2013 will be the "Year of the Learner." We are seeing a big culture shift around the world to personalize learning for all learners. When learners are given a greater voice in how they learn, they are more motivated and engaged in their learning. When learners have choices in how they prefer to access and engage with content, and then express what they know, they take ownership of their learning. We encourage you to take one action this "Year of the Learner" by encouraging learner voice and choice.
"Curation, reflection, and contribution are all equal components within this model. Curation requires learners to evaluate information and organize it. Reflection encourages learners to unpack their learning in public spaces, such as blogs. Contribution demands that learners “give back” to both digital and face-to-face communities either through discussion or production. By engaging in all three parts of this model, educators can ensure that they adequately synthesize and consider important artifacts. This process is a far cry from simply storing and organizing “cool stuff.”
After engaging in the User Generated Learning process for almost a year, I [Kristen Swanson] can attest that it results in rich, social learning. I only save that which is aligned to my goals and the goals of others with whom I connect. I have fewer links, videos, and interactive sites, but I have more conversations and perspectives to consider. I’ve joined this course as a way to increase my focus on community, not content."
"We’ve [Wikispaces.com] heard from many of you that you’re always looking for more training and professional development resources. We’re excited to share with you some fantastic examples of how educators are using wikis to bring together their professional development resources. We hope they spark your creativity."
"Learner agency is feasible in educational settings, both formal and informal, given this Internet age of information abundance and ease of access, and the use of social networks for personal learning. The final piece of this discussion focuses on leveraging technology to enable, elicit, and encourage learner agency which in turn builds emotional intelligence.
"Technology presents new opportunities for drawing out and leveraging student agency. One of the ways that technology accomplishes this is by personalizing the learning experience, allowing students to work at their own pace and being responsive and responsible to their own individual needs. (Corbett, Koedinger, & Anderson, 1997, in Lindgren, R., & McDaniel, R. (2012.). As Magni (1995) noted in her dissertation, if we combine the principles of learner-centered pedagogy, the methods of participatory design and the flexibility offered by the Internet, educators can use technology not as a prescriptive learning tool but as one that enables students and teachers to gather material, manipulate and alter resources to design environments that are suitable and appropriate for the learners."
"Forget the small stuff, for now. What's your big objective?" "As ... we bid another year adieu, our thoughts turn to making resolutions: this year I will lose that extra weight, drink less alcohol, give up sugar, get out of debt. All worthy goals, but why do we perennially return to resolutions that seem based on the idea of fixing all the things we're doing "wrong?"
You can't know what resolution you need until you know what your objective is. In photography, the resolution of the image is entirely dependent on the output you want. If you're looking at an image on your computer monitor, 72 dpi (dots per inch) is fine, but if you want to print that image, you'll need a much higher resolution, say 240 dpi. If you then want to make that image into a billboard, you actually need a relatively lower dpi, because the further away you are from it, the more your eyes will blend the colors for you (think of a Georges Seurat painting).
And that is why I believe we've got it backwards when it comes to making New Year's resolutions. Instead of starting January trying to "fix" all the wrongs, let's take some time to figure out what our objectives really are.
"This space will act as an information hub for #etmooc, an open, online experience that is designed to facilitate & nurture conversations around the thoughtful integration of educational technology & media in teaching and learning.
Think of #etmooc as an experience situated somewhere between a course and a community. While there will be scheduled webinars and information shared each week, we know that there is a lot more that we will collectively need to do if we want to create a truly collaborative and passionate community.
We’re aiming to carry on those important conversations in many different spaces – through the use of social networks, collaborative tools, shared hashtags, and in personalized spaces. What #etmooc eventually becomes, and what it will mean to you, will depend upon the ways in which you participate and the participation and activities of all of its members. Let’s see if we can create something that is not just another hashtag – and, not just another course.
Some exciting topics will be explored during the #etmooc experience. We’ll be leading conversations around many of the recently popularized technologies, media and literacies including social/participatory media, blended/online learning environments, digital literacies, open education, digital citizenship/identity, copyright/copyleft, and multimedia in education. We hope that this list of topics will grow as we expand our membership and tap into the expertise of our participants. However it is not the topics that we cover, but it is what we discover, create and share together that will be critical to the success of the etmooc experience."
"Topics & Tentative Schedule (Revised as of January 9, 2013)
The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.
Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
"I've read a lot of articles over the past few years about education is being disrupted. Most of these disruptions are focused on schools as systems (think financial disruption, not pedagogical disruption), not schools as ecosystems. The distinction is important. I'd like education to be disrupted as well, but I think in some ways that are much different than what many education reformers are pushing."
This is a collection of useful web and social media applications for anyone in education. I have tried them all and I have seen the potential in them. Now it is up to you and your imagination to use them in your teaching or when studying!
"I can die happy now I have seen learning in the 21st Century modern classroom! The learning just oozes through the cracks of the physical classroom walls. Learning is amplified by the amount of people who are collaborating, participating, communicating and creating. The learning is NOT about the technology tools, but what students can DO with them to learn in new ways. The learning is about an authentic tasks, that allows students to contribute in a individualized and personalized manner to make them realize that their work matters in the real world. It all started out with a conversation between Mike Fisher and I. He had written over 40 children poems and was in the process of wondering what to do with them? I was looking for an authentic task for 9-11 year old students. We felt we had a perfect match! How about getting the students Language Arts and Art teacher involved? The initial idea was to make a unit of poetry come alive, study Mike’s poems and visualize the poems by creating illustrations. Great plan… it snowballed from there…"
"One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence — to making something personal. That’s the best way to 'sell' students on what they’re learning, Pink maintains. This has been a recurring theme in education: connecting what’s taught in classrooms to students’ personal lives. But, as evidenced by current school dynamics, that’s not the way the tide is moving.
'Most of our education is heavily, heavily, heavily standardized,' Pink said. 'So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we’re going to put them all together in a 35-kid classroom. Every educator knows that doesn’t work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.'"
"'The object of art is not to make salable pictures. It is to save yourself.'"
"The quest to find one’s purpose and live the creative life boldly is neither simple nor easy, especially for a young person trying to make sense of the world and his place in it.
In the spring of 1926, Sherwood Anderson sent his seventeen-year-old son John a beautiful addition to history’smost moving and timeless letters of fatherly advice. Found in Posterity: Letters of Great Americans to Their Children (UK; public library), the missive offers insight on everything from knowing whose advice not to take to thefalse allure of money to the joy of making things with your hands:
'The best thing, I dare say, is first to learn something well so you can always make a living. Bob seems to be catching on at the newspaper business and has had another raise. He is getting a good training by working in a smaller city. As for the scientific fields, any of them require a long schooling and intense application. If you are made for it nothing could be better. In the long run you will have to come to your own conclusion.'
'The arts, which probably offer a man more satisfaction, are uncertain. It is difficult to make a living.'
'If I had my own life to lead over I presume I would still be a writer but I am sure I would give my first attention to learning how to do things directly with my hands. Nothing gives quite the satisfaction that doing things brings.'"
"The Measures of Effective Teaching (MET) project, a three-year study designed to determine how to best identify and promote great teaching, today released its third and final research report. The project has demonstrated that it is possible to identify great teaching by combining three types of measures: classroom observations, student surveys, and student achievement gains. The findings will be useful to school districts working to implement new development and evaluation systems for teachers. Such systems should not only identify great teaching, but also provide the feedback teachers need to improve their practice and serve as the basis for more targeted professional development. The MET project, which was funded by the Bill & Melinda Gates Foundation, is a collaboration between dozens of independent research teams and nearly 3,000 teacher volunteers from seven U.S. public school districts.
“Teaching is complex, and great practice takes time, passion, high-quality materials, and tailored feedback designed to help each teacher continuously grow and improve,” said Vicki Phillips, Director of Education, College Ready – U.S. Program at the Bill & Melinda Gates Foundation. “Teachers have always wanted better feedback, and the MET project has highlighted tools like student surveys and observations that can allow teachers to take control of their own development. The combination of those measures and student growth data creates actionable information that teachers can trust.”
The final report from the MET project sought to answer important questions from practitioners and policy-makers about how to identify and foster great teaching. Key findings from the report include:"
"A 'Connected Educators Month' in the United States — the rapid rise of Twitter PD — the coming of age of the Personal Learning Network. No question: It’s been an historic year for connected professionals, including PLP’s extended family of teacher and school leaders. Here’s just one example: the Top 13 Most-Read Posts by our Voices from the Learning Revolution group bloggers for the year just past. Each article listed here scored more than 4,000 pageviews during 2012. Now’s a great time to read (or re-read) them, as you resolve to connect and make a difference in 2013!"
"At first glance, the intersections between Montessori education and high-quality digital learning are not immediately apparent. To those of us with some knowledge about Montessori methods—based on formal training, general awareness or, as in my case, the observations of a parent whose children attend a Montessori school—its natural materials and deep traditions seem to stand in opposition to the vision of a futuristic, technology-rich digital or blended learning environment."
"It's very clear to me that there is a vast difference between using technology and integrating technology. Many schools who claim to be integrating technology are, in my opinion, simply using it, because they have not yet questioned and identified the reasons for using technology. Indeed I've come across administrators in those schools who have been unable to articulate the ways that technology can transform learning - they are still talking about it "enhancing" learning or calling technology "a tool". In such places, it's not surprising to find that some teachers are simply using technology for technology's sake, without developing the habits of mind necessary for the true embedding of technology into their pedagogy. On the other hand, as Kip Rogers writes, I've also experienced schools and classrooms where:"