Community as Curriculum – vol 2. The Guild/Distributed Continuum “Community as Curriculum“, in: D. Araya & M.A. Peters, Education in the Creative Economy: Knowledge and Learning in the Age of Innovation, New York: Peter Lang, 2010. Community as CurriculumDave Cormier Mr. Ben: Yes sir. Mr. Ben: Yes I am. Mr. Ben: Exactly how do you mean? Mr. Ben: Yes I will. Mr. —The Graduate, 1967 This classic scene from the 1967 blockbuster The Graduate illustrates the assumptions and premises of the traditional twentieth-century ontology of work and knowledge. In the scene, Benjamin Braddock, twenty-one years old, recent university graduate and star student, stands uncomfortably in his parents’ living room being grilled by their peers about what he’s going to do with the rest of his life. This idea of learning as something that can be bought, acquired, and then completed is deeply ingrained in popular culture. It is a simple model. As the job descriptions of traditional professions change and diversify, people are realizing that the myth will no longer hold.
Why Michael Gove's invocation of Gramsci misses the point of his work | Peter Thompson For someone like me, who left a fairly "bog standard" comprehensive school at 16 with no qualifications and, as far as I can remember, having never read a book – let alone all the classics that the education secretary said we should return to in his speech to the Social Market Foundation yesterday – Michael Gove's choice of the Italian revolutionary Marxist Antonio Gramsci as an intellectual buttress for his views on contemporary education in Britain seems both fascinating and instructive. Gove started with a statement of sympathy for Jade Goody and the way in which she was an object of derision for her general lack of knowledge. Of course he then promptly blames the comprehensive education system for her failings, claiming that if only she had been taught "properly" then she wouldn't have been so stupid. Using Gramsci he maintains that a proper grounding in the basics is missing from the structures of contemporary education and that this lack is failing working class children.
To Find Success, Psychologists Recommend More Listening and Connecting Do you struggle to understand what people may be thinking? Do you wonder why you are not as successful as you want to be? Do you think that sometimes your emotions get the best of you? If so, you may need to improve your emotional intelligence. It was two Yale psychologists, John D. Emotional intelligence allows you to develop and focus the skills that will help you understand people better, attain the type of success you want, and stay on top of your emotions. When you understand the essentials of emotional intelligence, you can learn more about yourself while you lead and interact with others. 1. 2. 3. 4. It's a lifelong process but when you connect with your emotional intelligence by observing, listening, and building your self-awareness and responsibility, you'll find it's both powerful and essential.
Workers, soldiers or nomads – what does the Gates Foundation want from our education system? This is the first draft of the thinking I’ve been doing lately, it draws on a recent article from the gates foundation about learning being like working. It also relies very heavily on the philosophy of Deleuze and Guattari, particularly through . The why of education should be the first question that we answer in any discussion in the field. We are preparing our students for the future We need to get them ready for university We are trying to make good citizens for our society We are trying to instill cultural values We are trying to teach them to learn There are any number of ways to say this, and, by saying it, say nothing. I’m going to propose three different outcomes from an education system. Memory is the representation of the things that we ‘know’ as a culture. The worker was the original goal of the public education system. The worker is easy to measure. At Microsoft, we believed in giving our employees the best chance to succeed, and then we insisted on success.
Splogs Before We Were Connected: How To Achieve a Statewide Professional Learning Network It’s only fair that I begin this post with an honest perception of my experience as a “connected” teacher in the state of Tennessee. My journey began in 2001, when I accepted a 3rd grade teaching position in Shelby County, TN. The county was small, yet quaint. As many schools do, we taught in silos—but being that this was my first teaching job, I didn’t know any better. Throughout my years of teaching, I leaned on educators in my own schools, but began feeling alone when it came to using technology integration. I began attending local conferences, and researching online about what teaching and learning should look like. When in moments of doubt like mine, here’s my advice: don’t wait for the connections to come to you. Trying to Find Others—And Failing in the Process Now, you might be thinking that my next move was Twitter, and that I magically connected to educators, making this a beautiful ending to my struggles. But all wasn’t lost. A Call to (PLN) Arms
A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop Rita Kop and Hélène Fournier National Research Council of Canada John Sui Fai Mak Australia Abstract This paper examines how emergent technologies could influence the design of learning environments. Keywords: Connectivism; networked learning; media affordances; learner autonomy; presence; roles; educator Introduction The emergence of new technologies and their effect on the volume and nature of information on the Web are influencing the context of education and learning (Bouchard, 2011). Of course this puts the responsibility for information gathering, the validation of resources, and the learning process in the hands of learners themselves, and one should question if all adult learners are capable of taking on this responsibility. This paper will examine how emergent technologies might influence the design of the learning environment and in particular the roles of educators and learners in creating learning experiences on online networked learning environments. Context of the Research
The pen is mightier than the sword Part 1 | Carping From The Side Lines – Iorek's Blog Handwriting is not dead. Despite reports to the contrary, despite a plethora of technologies for creating text, nothing yet matches the speed and immediacy of a quick note jotted down with a mark-making implement on a scrap of paper. It’s probably not a stretch to suggest that a handwritten letter or card remains one of the most intimate means of non-verbal communication of thoughts, ideas and feelings. It is certainly true that the majority of students hand write the bulk of their work, at least at primary level. With this in mind, it is frustrating to witness students struggle to master basic ‘stylus skills’ (a non-gendered alternative to ‘penmanship’). As with many things that we could do better in schools, a focus on improving handwriting sits comfortably with the concept of marginal gains, beyond the opportunity to clinch a couple of extra test points. 1. 2. 3. 4. This is part one of a two-part post. Like this: Like Loading...
We are way too dependent on technology – Chalyn's Online Journey Through Technology As soon as we are with a group of friends at a restaurant or sitting with family visiting, someone pulls out a smart phone and somehow the domino effect takes place. Less people are socializing with the bodies that are present. Some of the people with gadgets begin to engage with online activities. I am sooo guilty of it, I have even coined the phrase “what are you FaceBooking around?”, because of the amount of times people get distracted by their gadgets. I agree with Sherry Turkle and her Ted Talk Connected, but alone that receiving an affirming text is just like getting a hug, as I write this I think that I should text my step-daughter and let her know that I am so proud of her today. But, it is sad to have to admit, but the first thing I do in the morning is roll over and grab my phone, as it is only an arms reach away. Between this course and 831 last semester, I have made a conscious effort to include more technology in the classroom. Yellowstone national park. companion .
Spaced learning Spaced Learning is a learning method in which highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students. It is based on the temporal pattern of stimuli for creating long-term memories reported by R. Douglas Fields in Scientific American in 2005.[1] This 'temporal code' Fields used in his experiments was developed into a learning method for creating long-term memories by Paul Kelley, who led a team of teachers and scientists as reported in Making Minds[2] in 2008. A paper on the method has been published in Frontiers in Human Neuroscience.[3] This makes a substantial scientific case for this approach to learning based on research over many years in different species. Spaced Learning was recognized as potentially significant by The Innovation Unit who created an online resource on Spaced Learning in 2011. The background to Spaced Learning References[edit]
535: Made for students. By students. Beginning of Visible Learning Beginning of Visible Learning On August 2 1999, John Hattie gave his Inaugural Lecture as Professor of Education at the University of Auckland. You are what you eat. Have you ever been on a diet? There are the crash diets (or fad diets) - The Beverley Hills diet and Cabbage soup diet are 2 examples. Goldilocks Feedback. This blog is not about Assessment for Learning. Where's the evidence? I listened to a great podcast. The gentleman, let's call him Stephen, was heavily into the science of his craft. Tuck your shirt in! One of the many perennial questions that teachers have to field from pupils (and in some cases parents) is regarding school uniform. Supply or demand? As a young boy I used to spend time playing in the playground of my junior school.