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

Dante-Gabryell Monson dante.monson at gmail.com
Thu Dec 5 04:26:58 CET 2013

*I recognize quite a few of us are already on this thread*


* I also like to share Venkat's*


*I found both indirectly surfing via this article from Venkat*



some projects lean in using such linked data approaches.

one I have been more involved with ( at the level of ideation ) called
itself netention.

code by Seth ( needs more developers, cleaning code and bugs, and UX people
to make interface easier to use - with more specific applications that can
plug into it ? ) :


The github page includes explanations for installation, and general
presentation of the approach.

some more slides / presentations :




also see 2011 automenta blog

There have been several customized instances of Netention, working on a
Linode Server.

For example, one more focused on learning , another on the commons, and yet
another on mapping pollution , ...

They have recently been put off - except this one which has been put up
again ( take it as a prototype , needs much more work on it - and needs
more developers , including interface designers, and users testing it ) :



other projects in development with similar approaches ( and the case of
metamaps development, potentially inspired by shared conversations over the
last years )

http://metamaps.cc  ( latest instance / prototype with semantic technology
potentials not yet available publicly ? )


and likely more ( Pavlik and others - see OuiShare Labs on fb - also
interested in using Linked Data - and hopefully soon we can adapt it also
in Sharing Economy contexts , or even Hospitality Networks , ... )

On Thu, Dec 5, 2013 at 12:19 AM, Dante-Gabryell Monson <
dante.monson at gmail.com> wrote:

> Thank you June and George for sharing
> I am personally enthusiastic about the further use of linked data
> http://en.wikipedia.org/wiki/Linked_data
> I see it as opening up a greater variety of overlapping graphs that can be
> adapted and used depending on existing or desired contexts,
> not only dependent on the usage of language,
> nor even requiring either social grooming , nor any form of coercive
> discipline.
> The learning environment is de-materialized, and context is constantly
> re-created,
> not being dependent on any one specific space, nor any constant social
> structure, nor even based on any constant role.
> Agents being able to adapt their roles based on context and personal
> choices regarding shared intentionality.
> This is already a reality experienced, for me at least.
> Intuitive connections ( when walking in public spaces or at events )
> enable to share instantly, identifying those with whom there is overlap in
> terms of shared reality space.
> The net can also be used to empower shared reality experience, or better
> still, shared engagement in intentional reality creation ( including real
> social : http://p2pfoundation.net/Real_Social  )
> Yet intentionality, hence choice, and engagement in something that may not
> yet exist,
> may in itself be built on evolving memes one may inherit and/or an
> emergent pool of data used from the perspective of one's existing current
> context,
> identifying needs, available resources , issues and questions,
> their inter-relation,
> and from there on explore existing or express new questions ,
> which in themselves created potential for shared intentionality in terms
> of collective intelligence.
> Existing infrastructure can be used if the power structures enable access
> to it,
> yet there is less and less dependency on any one infrastructure or source
> of resources.    It becomes distributed, and aggregators become contextual
> and personalized.
> There is no more dependency on institutions.
> On Tue, Dec 3, 2013 at 1:19 PM, June Gorman <june_gorman at sbcglobal.net>wrote:
>> 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*<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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