"The above is the latest draft of our self-directed learning framework, version 1.1. It is based, in spirit, of our Inside-Out School: A 21st Century Learning Model. It is intended to function as a guide for students–likely with the support and facilitation of teachers, parents, and mentors–to help students become expert learners."
Rotana Ty shares a wonderful essay on collective learning for Permamarks blog. He has curated ideas by many thought leaders on the topic including Marcia Conner, Nilofer Merchant, John Hagel, Tiffany Shlain, Gideon Rosenblatt, J.
This book presents a range of techniques that self-motivated learners can use to connect with each other and develop stronger communities and collaborations. The book is addressed to everyone who is interested in how learning works, whether you’re an educator, a hobbyist, an artist, a home-school student, an employee, a parent, an activist, an archivist, a mathematician, or a tennis player. The book was written by a bunch of people who think learning is cool.
TeachThought.com has a series of posts about self-directed learning by Terry Heick and the staff, well worth a read! “
“Learning is most effective when it’s personalised; it means something to the learner. That happens when people feel they are participants and investors in their own learning, shaping what and how they learn, and able to articulate its value to them.” — Leadbeater, Charles
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?"
"Connectivism is best grasped as social learning theory rebranded for the digital age and communities of learning within that age. As a result, the theory’s principles remain steeped in social learning theory, while its application is adjusted for modern technology and the uniqueness of online communities. "
George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical view.
Over the years, there has been a significant shift in the approach towards ‘learning’ in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and e-learning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collabora-tion – thereby enabling the formation of a ‘personal learn-ing environment.’ Now, there is a shift from ‘content focus’ to ‘learner focus’ education.
This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information re-sources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.
What will Personalized Learning look like in 2013? The main change that will happen in teaching and learning in 2013 will be about empowerment. Teachers and learners will be more empowered to take charge of their learning. We will see this through the evidence they share as they learn.
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi–structured interviews and a survey.
Here are four very powerful videos from the Digital Media and Learning Research Hub that are guaranteed to make you think hard about learning, teaching, and schooling. You can watch them all in less than half an hour.