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

Tue Dec 3 13:16:21 CET 2013

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 at 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 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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