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

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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 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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