Dante George and All

I'm excited by the discussions happening here. This ties in so much with things I have been doing and thinking. Not able to get involved as actively as I want to at present - because of current "field work". But I'll try to lurk as much as I can, and feed in stuff now and again.

Pamela





On 3 December 2013 08:50, George Pór <george@community-intelligence.com> wrote:
Dante and others on this list,

If any of the "learner centered movement" ideas interest you, then you may also enjoy the "reversed e-electure" and "learning expedition" educational models that I proposed first to the Program on Social and Organizational Learning (PSOL) of the School of Public Policy at George Mason University, USA, in 1996 (!). See below. 

As frequently happens, it was a bit ahead of the time. Is it still, or do you think the times caught up with my those models? If yes, do you know any educational decision-makers who may be interested to explore the possibility to turn them into reality?

george

What if we grew some kind of strategic alliance between PSOL and Community Intelligence Labs for launching and supporting a Learning Expedition to discover and develop advanced tools and processes for large-scale, collaborative meaning-making in virtual workplace communities?

Following my passion for helping communities of learners become communities that learn, I discovered an important missing element. What we frequently miss in both mission-oriented and discipline-oriented online communities is truly powerful "harvesting" tools, containers, and processes that people can use for collaborative meaning making when there's a large volume of shared information and knowledge.

The course will be a learning expedition using my "reversed e-lecture" model. A learning expedition has four kinds of outcome:

•     Individual learning, defined as individual capability development

•     Team learning, defined as team capability development

 •     Research: advancing the field of study

•     Development: co-producing a knowledge product

(Source: Larry Victor)

The developmental outcome of the learning expedition could be, for example, a knowledge ecosystem that the current and next generation of students can contribute to and draw on.

A knowledge ecosystem is a key enabler of the move from a community of learners to a community that learns. Our "expedition" will lay the foundation for the knowledge ecosystem, and will cover the following four phases.

1.    Instructor "seeds" the knowledge ecosystem with initial content; Students develop their own e-lectures.

Unlike a conventional e-lecture posted by the instructor, this "reversed e-lecture" will be comprised of: (a) a large set of quotes from a wide variety of sources, pertinent to the territories and goals of the expedition, and (b) invitations to the students to discover and identify web-like patterns of meaningful connections in the seed content.

2.    Students post their lectures.

Students share their discoveries by: (a) posting their e-lectures which contain hyper-trails and webs of quotes, that they built in the knowledge ecosystem, mixed with their annotations and commentaries, and (b) engaging in conversation about them.

3.    Instructor provides a menu of focusing questions; Students choose and organize themselves for collaborative inquiry.

The focusing questions will be provided from the perspective of evolutionary social science and "emergence" frameworks. They will be oriented towards 'real world' applications of the students' findings. The instructor will make available, through the expedition's web pages, a small, initial set of electronic and conceptual tools and methods for collaborative meaning-making.

 4.    Students gather around an electronic campfire of the virtual base camp to share the "bounty."

 The "bounty" is the meaning (new purpose) emerging from the network of conversation that made up the Learning Expedition. 

George Pór



On Fri, Nov 29, 2013 at 3:15 AM, Dante-Gabryell Monson <dante.monson@gmail.com> wrote:
Just noticed the use of this concept :

"Flipped Teaching"

Turning Education Upside Down


Flipped School

///

Flip teaching (or flipped classroom) is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students, instead of lecturing. This is also known asbackwards classroom, reverse instruction, flipping the classroom and reverse teaching.


On Wed, Nov 6, 2013 at 2:13 AM, Dante-Gabryell Monson <dante.monson@gmail.com> wrote:
Thanks Maria.

I found this 2007 archive, copied below, where Michel shared a list of references from the wiki,
in reply to a longer thread which I initially titled

" No curriculum , No students , No teachers / but Interconnected Questions , Initiatives , and Peers of all ages CREATING - with access to Unlimited Knowledge Pools "

longer thread reposted here



note : R.I.P. Parker Rossman

---------- Forwarded message ----------
From: Michel Bauwens < michelsub2004@gmail.com>
Date: May 7, 2007 9:26 AM
Subject: Re: No curriculum , No students , No teachers / but Interconnected Questions , Initiatives , and Peers of all ages CREATING - with access to Unlimited Knowledge Pools 
To: Parker Rossman <g.p.ross@mchsi.com>
Cc: dante.monson@gmail.com, 

Hi Parker,



some links that may be of interest to your investigation, all collated from our p2p learning pages, see also the inspiring citations at the bottom:




http://www.p2pfoundation.net/Open_Education 

http://www.p2pfoundation.net/Open_Educational_Resources 

http://www.p2pfoundation.net/Open_Textbooks 

tags

http://del.icio.us/mbauwens/Open-Education 

http://del.icio.us/mbauwens/Open-Textbooks 

http://del.icio.us/mbauwens/P2P-Learning 


misc on free curricula

http://opencontent.org/blog/

http://www.eliteskills.com/free_education/?foo=x 

http://www.p2pfoundation.net/Free_Curricula_Center

http://opencontent.org/ocwfinder/


various open concepts as related to education



citations

Citation 1: The Open Education movement is gaining momentum

"The field of open education is gaining momentum around the world. Literally hundreds of open education projects are springing up from Tokyo to Boston to Paris to Beijing. Over 2000 courses are now available through OpenCourseWare projects alone. Add to this the growing number of open access learning object repositories, increases in the number and quality ofopen source educational software projects, the open education work agencies like UNESCO and the OECD are doing, and the field is diversifying as quickly as it is growing.." (http://cosl.usu.edu/conferences/opened2006/ ) 



Citation 2: Schools need to open up to peer-based learning models

"When you look at children's learning outside school, it is driven by what they are interested in, which is the direct opposite of school-based learning. For example, inthe United States a group of students were interested in Manga, the Japanese animated cartoons. In order to get hold of them before they were due to arrive on themarket, this group got together, taught themselves Japanese, subtitling and web streaming, because they were motivated to.


What is the relationship with this idea that education is handing down a general baseof knowledge? I think that is one of the tensions.


When you look at learning in the home you see knowledge-building communities. Children can act as teachers, they are allowed to adopt different identities and they are not just learners. They have control over the time of their learning and how long it will take. The school system needs to know a lot more about what is happening outside school in terms of children's passions, interests and abilities than it does at themoment.


We need a shift towards an education system that is about listening to what thelearners are bringing into the school situation, as well as thinking about an education system that is pushing things out." ( http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html )


Citation 3: the Learning 2.0 approach

"The traditional approach to e-learning has been to employ the use of a Virtual Learning Environment (VLE), software that is often cumbersome and expensive - and which tends to be structured around courses, timetables, and testing. That is an approach that is too often driven by the needs of the institution rather than theindividual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, loosely joined' approach that combines the use of discrete but complementary tools and web services - such as blogs, wikis, and other social software - to support the creation of ad-hoc learning communities." (http://www.readwriteweb.com/archives/e-learning_20.php )


Citation 4: Education is diverging from schooling

"Education, the means by which young people learn the skills necessary to succeed in their place and time, is diverging from schooling.

Media-literacy-wise, education is happening now after school and on weekends and when the teacher isn't looking, in the SMS messages, MySpace pages, blog posts, podcasts, videoblogs that technology-equipped digital natives exchange among themselves.

This population is both self-guided and in need of guidance, and although a willingness to learn new media by point-and-click exploration might come naturally to today's student cohort, there's nothing innate about knowing how to apply their skills tothe processes of democracy." ( http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_pedagogy.htm)


Citation 5: Theresa Williamson on The power ofpeer teaching

"Everybody knows the proverb about how it's better to teach a man to fish than just to give him a fish, but there's a step beyond that: it's better that a man's neighbor is the one teaching him to fish, his peer. If some expert swoops in from afar you miss half the value of the interaction because of the inequality in that relationship. But if it's his peer teaching him? Then the man is much more likely to offer something in return. You are much more likely to create a real sustainable relationship rather than just a new dependency."

Theresa Williamson, Founder, Catalytic Communities ( http://www.nextbillion.net/node/1723 )


Citation 6: John Maloney on the new knowledge leaders

From http://www.kmcluster.com/ (newsletter, 2004)


"The silent killers of effective knowledge leadership are the pervasive 20th-century traditions of linear, mechanical and reductionist thinking paired with their obsolete managerial behaviours of control, dominance and technocracy.

Top knowledge leaders routinely 'suspend their disbelief' to unlearn their harmful industrial-era habits and models. They learn from the emerging future through authentic conversation. 21st-century knowledge leaders actively pursue external interactions and continuously use genuine action/research networks to their strategic and collaborative advantage."


Citation 7: From learning "just in case" to "learning on demand"

Paul D. Fernhout:

"Ultimately, educational technology's greatest value is in supporting "learning on demand" based on interest or need which is at the opposite end of the spectrum compared to "learning just in case" based on someone else's demand. Compulsory schools don't usually traffic in "learning on demand", for the most part leaving that kind of activity to libraries or museums or the home or business or the "real world". In order for compulsory schools to make use of the best of educational technology and what is has to offer, schools themselves must change." ( http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.html )




On Fri, Nov 1, 2013 at 3:56 AM, Maria Droujkova <droujkova@gmail.com> wrote:


On Sun, Oct 27, 2013 at 4:31 PM, Dante-Gabryell Monson <dante.monson@gmail.com> wrote:
:)
 
Thanks Maria
 
This is a list of spaces , which may correspond to the spirit
 
As for names for such approaches...
 
Connectivism may be one of such learning approaches ? ( some see it as related to constructivism ? )
 
...
I am very tempted, though this may be more general,
to add Buckminster Fuller
and Ivan Illich ( " Tools for Conviviality" , ... )


Thank you! These general resources help as well, because people who actively follow Buckminster Fuller ideas (for example) tend to form flexible learning/working groups more than other demographics. 

Very helpful!

 
Cheers,
Dr. Maria Droujkova



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