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

June Gorman june_gorman at sbcglobal.net
Tue Dec 3 13:19:44 CET 2013 

George, Dante, Maria and others in this discussion about "Education for the Commons", I would like to post here what those of us working in the UN Commons Cluster and specifically the small group committee on an Education for the Commons Sustainable Development Goal (SDG) already presented in part to the "UN's World We Want 2015" process of developing the SDGs to replace the expiring MDGs (Millennium Development Goals) have come up with and thus presented as a starting point for that more encompassing, differently conceived more "transformative" definition of education to get us from here to there.

This is not the finalized copy, but very close, and I am adding it here b/c so many of the issues already discussed by all on this thread: learner-centered, community- and place-based, and my main thrust - more thorough and even intuitive understanding of how the human child learns (imprints stronger emotionally first before cognitive learning -- thus "deepest" learning for good or bad in resultant adult beliefs based partly in new neuroscience research).  My own concern -- that the excitement about the new technologies and their potential in reaching this new vision in a globalizing world, is itself still myopically understood in old learning paradigms with this focus too often only or overly imbalanced (STEM and all of Western Enlightenment education to date) on left-brain, linear and less "human" emotive and interpersonally developed brain and emotional and social intelligence pathways.  For me, in actual classroom practice for 35+ years, these
 deeper-learned views of self and "others" always trump the later adult cognitive conflicts and/or discussions.  Without addressing those realities, the over-emphasis on science/technology and even these forms of interaction based on those technologies, actually result in a sort of developed metaphoric autism style, where these deeper divisions still persist and bar the true necessary shift in worldviews towards equity, fairness and inclusion of all in that definition of "community" and "commons".

Anyway, with underlying work from several groups like this who have long thought about these issues and how they inter-relate, and real help from Bhutan's model and one of their educators on our small committee, this is what we have come up with for that Education SDG so far (again this is a precursor and not the finalized edition submitted, though very similar):



The Earth's well-being is our primary metric and the barometer for which all other human systems feedback loops should be measured and tested. We recognize the quality of human life is interdependent and interrelated with that of the Earth. The Earth's systems are the library and knowledge base for educating the peoples of the world.
 
Through education that restores our connection with nature and elevates human activity toward a responsible, ethical presence on Planet Earth, where the pursuit and ultimate realization of peace, happiness and well-being are commonly held for all life as a shared value by all, we recommend a commons-based, earth-centered approach for education. 
 
We Recommend

An educational paradigm that provides a template for living in harmony with nature and one another. An Educational framework that aims toward Universal Peace and Happiness as inspired by the Kingdom of Bhutan's GNH principles of:
	* Good Governance 
	* Sustainable Economic Development within Planetary Boundaries
	* Cultural Promotion that includes informal education and indigenous wisdom
	* Earth Conservation
and implementation within a Culture of Peace that creates an educational environment that builds capacity in each child to express their own ideas to create a better world and take action to build it in four basic stages: Feel, Imagine, Do and Share*:
 
Feel connection to their inner environment and their outer environment learning effective modes of creating harmony within and without through self-responsibility and extending the opportunities for others to do the same; reciprocity; and taking right action to identify root problems and resolve disharmony, create solutions, etc.
Imagine by letting ideas flow unencumbered in words and images; and building upon the ideas of other 
Do by listening to interested stakeholders, gathering facts and data related to form, function/usability at both the dimensional and relational levels, evaluation, presentation of data, decision-making, planning, implementation, etc.
Share through putting together a narrative; reflect and share real impacts as ambassadors, ombudspersons and engaged earth peoples
 
Best Practices for Getting to the Root of the Transformation Needed

	* Learning based on Bio-region: Integration of conservation and regenerative design into the curriculum that integrates learning and activities of the school to the status of the Bio-Region and local community they are located. To experience how the natural world specific to their Bio-Region supports every aspect of their lives, explore how nature solves problems and through relationship shapes identity, wellness, and sense of place. Identify and assume responsibilities as a Living Person within ones Bio-Region and the real impacts of ones actions within that Bio-Region.
	* Learning Embedded in Real Life. Human life is intimately and inextricably linked to   our environment. We begin linking to our external world for our sustenance while in the womb. We are born into a rich inheritance – human life sustained by a living planet. Human life does not proceed in isolation and learning is not done in isolation. The basic sustenance that the Earth provides is a common inheritance to all life expressing here. To navigate life harmoniously, learning aimed at provoking a full on inquiry and engagement with all aspects of planetary life is responsible learning. Using authentic materials and experiences brings the real world into the classroom and learning into the real world. Students are able to apply a range of skills and content knowledge across domains. Authentic experiences establish relevance to what is being learned in the classroom, allowing learning to be connected to a sense of the inner and outer dynamic of the
 natural world and dimensional and relational aspects of life across all stratas of human existence, rather than superficial. Learning is superficial when information is memorized and regurgitated to pass a test. Learning is internalized when the student experiences and applies the concepts of skills in a real life situation. They become more motivated when they see the practical application of skills and concepts. Age appropriate Apprenticeships, Internships into Specialized centers of interest, Mastery Sojourn to deeply integrate and study what is of direct interest, Artist or Subject Matter Experts in Residence who can aid students in translating theirexperiential learning into areas of excellence and novelty.
	* School Infrastructure for Peace:  we recognize that peace as a commons is necessary to  implement the  historic change needed in our world. The vehicle for peace embedded in  the infrastructure of school life places a focus on creating an  environment of PEACE and the instrumental agreements for fostering peace  within their school community. Students become Peace Ambassadors and  Happiness Heros/Heroines with an appreciation for the quality of school life when peace is a value. They discover and acquire the skillful means to  respectfully engage in deeply meaningful conversations of vital  importance. They learn to appreciate the time and effort required to  attain peace and how quickly conflicts can be resolved when there is a   culture of peace present. They learn to discern their responsibilities  in the real work of keeping the peace through active engagement in  school life. Example: Children in Bhutan created a set of agreements
 called No Hurtful Name Calling.
	* Transparent Agenda Setting and Safety; Learning is intrinsically linked to emotions. Establishing a safe environment is most essential for learning. A safe environment is created through respectful relationships in school and clarity of assigned tasks. Agenda  setting and closing the loop are routines that enable students to know and      understand what is expected of them and how far they have achieved it.
	* High Quality Adult Learning (Teacher Education)  Student learning in a school is enabled by parent partnerships and high quality adult learning. Since teachers design and facilitate the learning experiences for children, they need to be master craftsmen in the art of experiential learning and instructional design. This requires continuous      professional development to keep abreast of the current research in education as well as content knowledge and inner development of peace and wellbeing. 
	* Quality Class Time (QTC): A set time at the start of the school day for interpersonal development that creates the safety and security to clear obstacles to learning and good relations. This is a time for each one to share feelings, opinions, and ideas. The teacher facilitates the interaction so that each thought is respected and valued. The atmosphere that is created is one of trust and closeness amongst the group. This creates a safe environment, ultimately leading to student well-being. 
	* Quality School Time (QST): A set time weekly where the whole school assembles to appreciate and celebrate shared experiences and individual triumphs, talk about issues of concern, present assembly presentations/performances with a view of sharing children's learning with the whole school community. The main ethos building platform for a school is the assembly. The audience is an active one, learning how to give constructive feedback, to raise questions and doubts and to seek clarification. Through the performances, children learn that when you teach, you learn twice!
	* Responsibility for ones Inner State/Environment: Twice daily, 60 second pause or more; school wide to  relax in silence, to cultivate noticing ones inner state of being and taking responsibility for ones inner state. The daily activity builds coherency and entrains one toward an inner happiness that creates an environment for peace and wellness, good relations and enhanced learning performance.
	* Responsibility of Outer Environment: to recognize the benefits of a pristine natural  environment to health and well-being of self and others. Schools Adopt a river, park, strip of highway, etc. within the schools Bio-region to establish an intimate link and bond with nature; give care and attention to the region; experiment with learning from nature.
	* Leadership in Action: Citizen engagement and active care for the commons or commoning, student leader elections provide lessons in the four principles of GNH and the development of infrastructures for peace within the microcosm of the school community. Lessons in good governance, leadership, student responsibilities to self, others within the classroom, the school community and local community. 
	* Linking Students Locally and Globally: Youth Ambassador programs to understand the differing bio-regions and socio-economic conditions of others, build relationships,  share and reflect best practices in addressing real life challenges beyond their school and local community. Exchange programs that build capacity using real-life   community problem-solving locally related to higher level global problemsolving. Simulation models like Model United Nations, actively engages and teaches students the necessary development for true leadership that moves students from self to world and vice versa. Students are able to experience different cultures, ideas, and thoughts. Through interactions and dialogues, students expand their vision of how connected they are and ably reflect and learn how to celebrate differences. Sharing      their own experiences and learning from others keeps ideas alive and helps them to grow. This helps students reduce the fear
 of the unknown and  allow them to be more competent actors in world that must cohere and collaborate toward peace that allows for an equitable caring and sharing of the planetary commons. 
	* Link with community: Share ideas with community, discerned the shared values and vision of the community, seek support, listen to ideas of all who have an interest, celebrate; present in public meetings and present to media
	* Bias toward Experiential Learning: Learning grounded in the practical dimensions of earth living that brings all the senses and multiple intelligences into the learning process to stimulate and support the unique learning styles of each child allowing them to develop their unique talents and gifts of being, doing, giving and receiving responsibly in their world. 
	* Parent Partnership The goals, values and processes of a school must be overtly communicated consistently to parents. The Parent Partnership is the various means through which knowledge of the child is shared and partners learn from each other. It  strengthens the relationship and understanding between all the stakeholders and increases accountability for the school. When the parent is an active participant in the student’s learning, it creates a sense of overall ownership, pride and wellbeing. 
	* Student Led Conference The most effective way to augment a learning process is to take ownership – because only ownership brings about the highest degree of motivation. Student Led Conferences are a powerful means to achieve this. Students are put in charge and asked to assume the responsibility of assessing their own learning and reporting on it. Students present their work to their parents, individually, in a formal setting in school. This one-on-one time with parents gives students the opportunity to explain their learning journey highlighting what is meaningful and important to them. This is a paradigm shift from the usual parent teacher conferences in which a student is very often not present. Even if students   are present, they are often silent recipients of evaluation from the teacher. In Student Led Conferences, the student is in charge of the meeting and parents get a more comprehensive picture of their child’s time at school.
 
Indicators of Real Impact when Earth is the Primary Metric, students:
 
	* know the status of the environment within their bio-region and understand how      their bio-region is nested within the biosphere of the earth
	* see that the nested sytems and interrelatedness of nature is mirrored in every      domain of their lives 
	* feel a shared responsibility toward care and conservation of the environment and its elements through care for self and care for others
	* find care for the commons as natural and obvious
	* know the power of their emotions on others in their environment
	* discover the responsibilities of being an earth citizen
	* seek out Pristine natural areas
	* feel good creating real change with others
	* feel a sense of belonging and healthy cultural identity
	* display Friendliness and Openness to others
	* perform well in their standard course work
	* are open and curious explorers 
	* take responsibility for what bothers them
	* experience Joy of Giving & Receiving
	* exhibit a balanced Service Orientation
	* display Vitality and wellness
	* show contentment and acceptance of self and others
	* actively use their imagination to explore questions and innovate
	* feel Trust in oneself and others
	* have a sense of being able to face challenges directly
	* feel Safety within and without that empowers
	* display a sense of Being an engaged and useful member of their community
	* are Eager and show a preference for working collaboratively
	* enjoy a sense of aliveness and preference for time in Nature
	* engender Goodwill and appreciate Reciprocity 
	* value Good Relations and Kindness 
	* show a Healthy Respect for Leaders, Elders, other students and self 
	* use reflection to sort through information and experiences
	* feel confident in questioning Unexamined assumptions, cultural norms and traditions
	* display empathy and compassion with ease
	* good works in the spotlight become infectious and catalytic
	* bring their unique gifts confidently forward and invite others to do the same
	* laugh more and play with others in friendly, creative ways
	* feel confident about their own understanding of their unique self, inherent gifts and both the ability to know what they feel and articulate it well to others to get their needs met (June G.)
	* help others to get their needs met through sharing what they have learned

Note: There is a need for migration of these best practices into the langugage, cultural, social, economic realities of the community in which the schools exists. It is a creative endeavor to aligned with learning that fosters peace, wellness, sufficiency and freedom with Earth's system as a primary metric for the way in which we live and have our being. 
   
The Commons Cluster Major Group submits this SDG on Educating for the Commons in alignment with all prior agreements and cite in particular the Universal Declaration of Human Rights, Happiness as a Greater Role in Development 65/309, International Day of Happiness 66/281, Declaration on a Culture of Peace 53/243 and Harmony with Nature 68/325. 

This SDG Educating for the Commons is a synthesis of several key global movements rising up from the grassroots into the foreground and gaining decisive momentum: 1)The Ghandian inspired Design For Change, The Early Learning Centre of Bhutan and The Riverside School, 2) The Global Ministries and Infrastructures for Peace, 3) The Culture of Peace, 4) Global Citizens, 5) Harmony with Nature, 6) TEF: Transforming Education for the Future and 7) The Kingdom of Bhutan's, GNH Pillar 

Respectfully submitted to add to this interesting discussion,
June Gorman

________________________________
 From: George Pór <george at Community-Intelligence.com>
To: Dante-Gabryell Monson <dante.monson at gmail.com>; P2P Foundation mailing list <p2p-foundation at lists.ourproject.org> 
Sent: Tuesday, December 3, 2013 12:50 AM
Subject: Re: [P2P-F] Fwd: Wired : learner centered movement
 


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
>
>
>
>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 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 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>
>>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_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
>>
>>
>>	* OER Commons
>>	* One Laptop per Child
>>	* Online Gradebooks
>>	* Online Learning Communities
>>	* Open Access
>>	* Open Archives
>>	* Open Archives Initiative
>>	* Open Biology
>>	* Open Code
>>	* Open Content
>>	* Open CourseWare Finder
>>	* Open Courseware Initiative
>>	* Open Curriculum Movement
>>	* Open Data
>>	* Open Education
>>	* Open Education 2006
>>	* Open Educational Resources
>>	* Open Learning
>>	* Open Media Registry
>>	* Open Science
>>	* Open Source Education Models
>>	* Open Source Knowledge Building
>>	* Open Source Schools
>>	* Open Source Software Distribution Initiative
>>	* Open Source Virtual Worlds
>>	* 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/ ) 
>>
>>
>>
>>
>>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 )
>>
>>
>>[ edit]
>>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 )
>>
>>
>>[ edit]
>>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)
>>
>>
>>[ edit]
>>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 )
>>
>>
>>[ edit]
>>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]
>>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 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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