My focus is the key importance of spatial awareness in redesigning spaces for learning. I hope the second decade of this century will be marked by an awareness that redesigning spaces will be as important to change processes, as describing the new skills deemed necessary for learning and career creation in the last decade. I will focus on our journey of change as a case study for education redesign.
Based on a selection of the most relevant and high quality research papers from the 2010 Networked Learning Conference, this book is an indispensible resource for all researchers, instructional designers, program managers, and learning technologists interested in the area of Technology Education Research.
This volume provides information on current trends and advances in research on networked learning, technology enhanced learning, and e-learning. Specifically, it provides cutting edge information...
Collectivity, performance and self-representation: Analysing Cloudworks as a public space for networked learning and reflection
Pangiota Alevizou, Rebecca Galley and Gráinne Conole
Networked learning environments. In: Keppel, Mike; Souter, Kay and Riddle, Matthew eds. Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment. Hershey, PA: IGI Global, pp.
An excelent post by Stephen Downes about so called "E-Learning generations":
From "placing learning content online", passing through "the network itself", "computer games to online learning", "LMS", "e-learning 2.0" and ending in the "sixth generation, a generation characterized by commercialized web 2.0 services, a consolidation of the CMS/LMS market, the development of enterprise conferencing and simulation technology, cloud networking and - at last - open content and open operating systems."
In the second part of the article, Downes writes about his experience with MOOC's.
Finally he ends with some great conclusions:
"...the first three generations of e-learning (and the web generally) represent a focus on documents, while the second three represent a focus on data. Sometimes people speak of the second set as a focus on the Semantic Web, and they would not be wrong. Data does not stand alone, the way documents do; the representation of any object is connected to the representation of any number of other objects, through shared features or properties, or by being related by some action or third party agency.
Indeed, if the first three generations are contents, networks and objects respectively, the second three generations are those very same things thought of as data: the CMS is content thought of as data, web 2.0 is the network thought of as data, and the MOOC is the environment thought of as data. So what comes after data is pretty important, but I would say, it is also to a certain degree knowable, because it will have something to do with content, the network, and the environment.
Here's what I think it will be - indeed, here's what I've always thought it would be. The next three generations of web and learning technology will be based on the idea of flow.
Flow is what happens when your content and your data becomes unmanageable. Flow is what happens when all you can do is watch it as it goes by - it is too massive to store, it is too detailed to comprehend. Flow is when we cease to think of things like contents and communications and even people and environments as things and start thinking of them as (for lack of a better word) media - like the water in a river, like the electricity in our pipes, like the air in the sky."
So many information that I need a lot of days to read it and to came to some conclusions.
Finland comes up in nearly every conversation about education reform these days. What, it is asked, can the United States learn from Finnish educational success?
Pasi Sahlberg shares what the US can't learn from Finnish education. Finland can show the US what equal opportunity looks like. Americans cannot achieve equity without first implementing fundamental changes in their school system.
1. Funding of schools. Finnish schools are funded based on a formula guaranteeing equal allocation of resources to each school regardless of location or wealth of its community.
2. Well-being of children: All children in Finland have, by law, access to childcare, comprehensive health care, and pre-school in their own communities. Every school must have a welfare team to advance child happiness in school.
3. Education as a human right: All education from preschool to university is free of charge for anybody living in Finland. This makes higher education affordable and accessible for all.
In Finland, schools and teachers are trusted so there is no external inspection of schools or standardized tests. Teaching is one of the top career choices in Finland.
In my first article in this series I talked about the fundamental need that all humans have to communicate and to socialize with others. It is through interaction that we learn, whether formally taug...
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