[P2P-F] Fwd: Wired : learner centered movement

Mon Dec 2 19:25:52 CET 2013

ref self directed learning see also  - Slideshare - What is Heutagogy?-
http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy
also - for some great explanations of learning see Jim Gee Principles on
Gaming - https://www.youtube.com/watch?v=4aQAgAjTozk#t=1175

On 29 November 2013 03:15, Dante-Gabryell Monson <dante.monson at gmail.com>wrote:

> Just noticed the use of this concept :
>
> *"Flipped Teaching"*
> *http://en.wikipedia.org/wiki/Flip_teaching*<http://en.wikipedia.org/wiki/Flip_teaching>
>
> Turning Education Upside Down
>
> http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/
>
> Flipped School
> http://www.flippedhighschool.com/
>
> ///
>
> *Flip teaching* (or flipped classroom) is a form of blended learning<http://en.wikipedia.org/wiki/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 as*backwards classroom*
> , *reverse instruction*, *flipping the classroom* and *reverse teaching*.
>
>
> On Wed, Nov 6, 2013 at 2:13 AM, Dante-Gabryell Monson <
> dante.monson at 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
>>
>> https://groups.google.com/forum/#!topic/econowmix/qGFtigVrVqA
>>
>>
>> note : R.I.P. Parker Rossman
>>
>> ---------- Forwarded message ----------
>> From: Michel Bauwens < michelsub2004 at gmail.com <michelsub2004 at 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 at mchsi.com>
>> Cc: dante.monson at 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_Educational_Resources>
>>
>> http://www.p2pfoundation.net/Open_Textbooks
>>
>> tags
>>
>> http://del.icio.us/mbauwens/Open-Education <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
>>
>>
>>    - OER Commons <http://www.p2pfoundation.net/OER_Commons>
>>    - One Laptop per Child<http://www.p2pfoundation.net/One_Laptop_per_Child>
>>    - Online Gradebooks <http://www.p2pfoundation.net/Online_Gradebooks>
>>    - Online Learning Communities<http://www.p2pfoundation.net/Online_Learning_Communities>
>>    - Open Access <http://www.p2pfoundation.net/Open_Access>
>>    - Open Archives <http://www.p2pfoundation.net/Open_Archives>
>>    - Open Archives Initiative<http://www.p2pfoundation.net/Open_Archives_Initiative>
>>    - Open Biology <http://www.p2pfoundation.net/Open_Biology>
>>    - Open Code <http://www.p2pfoundation.net/Open_Code>
>>    - Open Content <http://www.p2pfoundation.net/Open_Content>
>>    - Open CourseWare Finder<http://www.p2pfoundation.net/Open_CourseWare_Finder>
>>    - Open Courseware Initiative<http://www.p2pfoundation.net/Open_Courseware_Initiative>
>>    - Open Curriculum Movement<http://www.p2pfoundation.net/Open_Curriculum_Movement>
>>    - Open Data <http://www.p2pfoundation.net/Open_Data>
>>    - Open Education <http://www.p2pfoundation.net/Open_Education>
>>    - Open Education 2006<http://www.p2pfoundation.net/Open_Education_2006>
>>    - Open Educational Resources<http://www.p2pfoundation.net/Open_Educational_Resources>
>>    - Open Learning <http://www.p2pfoundation.net/Open_Learning>
>>    - Open Media Registry<http://www.p2pfoundation.net/Open_Media_Registry>
>>    - Open Science <http://www.p2pfoundation.net/Open_Science>
>>    - Open Source Education Models<http://www.p2pfoundation.net/Open_Source_Education_Models>
>>    - Open Source Knowledge Building<http://www.p2pfoundation.net/Open_Source_Knowledge_Building>
>>    - Open Source Schools<http://www.p2pfoundation.net/Open_Source_Schools>
>>    - Open Source Software Distribution Initiative<http://www.p2pfoundation.net/Open_Source_Software_Distribution_Initiative>
>>    - Open Source Virtual Worlds<http://www.p2pfoundation.net/Open_Source_Virtual_Worlds>
>>    - Open Textbooks <http://www.p2pfoundation.net/Open_Textbooks>
>>
>>
>>
>> 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/ <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 the
>> moment.
>>
>>
>> *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 <http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html>
>> )
>>
>>
>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit&section=3>
>> ]
>> 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 <http://www.readwriteweb.com/archives/e-learning_20.php>
>> )
>>
>>
>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit&section=4>
>> ]
>>  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<http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_pedagogy.htm>
>> )
>>
>>
>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit&section=5>
>> ]
>>  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 <http://www.nextbillion.net/node/1723>
>> )
>>
>>
>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit&section=6>
>> ]
>>  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."
>>
>>
>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit&section=7>
>> ]
>>  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 <http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.html>
>> )
>>
>>
>>
>> On Fri, Nov 1, 2013 at 3:56 AM, Maria Droujkova <droujkova at gmail.com>wrote:
>>
>>>
>>>
>>> On Sun, Oct 27, 2013 at 4:31 PM, Dante-Gabryell Monson <
>>> dante.monson at gmail.com> wrote:
>>>
>>>> :)
>>>>
>>>> Thanks Maria
>>>>
>>>> This is a list of spaces , which may correspond to the spirit
>>>>
>>>> http://emergentbydesign.com/2012/01/08/93-superhero-schools-collaboratories-incubators-accelerators-hubs-for-social-tech-innovation/
>>>>
>>>> As for names for such approaches...
>>>>
>>>> Connectivism may be one of such learning approaches ? ( some see it as
>>>> related to constructivism ? )
>>>> http://en.wikipedia.org/wiki/Connectivism
>>>>
>>>> ...
>>>> I am very tempted, though this may be more general,
>>>> to add Buckminster Fuller
>>>> http://en.wikipedia.org/wiki/Buckminster_Fuller
>>>>  and Ivan Illich ( " Tools for Conviviality" , ... )
>>>> http://en.wikipedia.org/wiki/Ivan_Illich
>>>>
>>>>
>>>> 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
>>> moebiusnoodles.com
>>> 919-388-1721
>>> =~+~+~=
>>>
>>>
>>
>>
>
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