[P2P-F] Fwd: Wired : learner centered movement
Dante-Gabryell Monson
dante.monson at gmail.com
Sat Dec 7 01:17:40 CET 2013
Thanks Pamela
I recently also stumbled on this TED presentation about the Barefoot
movement,
which may also be somewhat close to a learner centered movement, yet ,
compared to the Hole in the Wall project (
http://en.wikipedia.org/wiki/Minimally_invasive_education ) ,
may not be building as much from information via ICT ( or not yet ? ),
building on direct mutual empowerment ?
http://www.ted.com/talks/lang/en/bunker_roy.html
http://en.wikipedia.org/wiki/Barefoot_College
On Thu, Dec 5, 2013 at 12:24 PM, Pamela McLean <pamela.mclean at dadamac.net>wrote:
> Ref Dante and "There is no more dependency on institutions." and "The net
> can also be used to empower shared reality experience, or better still,
> shared engagement in intentional reality creation" and learner (demand)
> driven rather than supply driven education etc.
>
> I wrote about this recently regarding my own experiences as a "free-range"
> online learner - "E-learning in Virtual Academia" -
> https://docs.google.com/document/d/1vJK4r8LiY-IrkOEtoEkGTjCj1LGGBFUsUs3ni8RJLBg/edit
>
>
> On 5 December 2013 03:26, Dante-Gabryell Monson <dante.monson at gmail.com>wrote:
>
>> *I recognize quite a few of us are already on this thread*
>>
>> *http://www.quora.com/What-are-narrative-fractals*<http://www.quora.com/What-are-narrative-fractals>
>>
>>
>> * I also like to share Venkat's*
>>
>>
>> *http://www.tempobook.com/glossary/#bdi
>> <http://www.tempobook.com/glossary/#bdi>*
>>
>> *I found both indirectly surfing via this article from Venkat*
>>
>> *http://www.tempobook.com/2012/04/16/hacking-grand-narratives/
>> <http://www.tempobook.com/2012/04/16/hacking-grand-narratives/>*
>>
>>
>>
>> ///
>>
>> 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 ? ) :
>>
>> *https://github.com/automenta/netentionjs2*<https://github.com/automenta/netentionjs2>
>>
>> The github page includes explanations for installation, and general
>> presentation of the approach.
>>
>> some more slides / presentations :
>>
>>
>> *https://docs.google.com/presentation/d/156YzIeH-eoYFl9nMzFxofQ55KVoksqusS0pYYL4WVaA/edit*<https://docs.google.com/presentation/d/156YzIeH-eoYFl9nMzFxofQ55KVoksqusS0pYYL4WVaA/edit>
>>
>>
>> https://docs.google.com/presentation/d/1-Cwkr2N_c_qO0AIi794poSczXeYl9Yzm-P4B6U91abI/edit#slide=id.g11c9eddf4_085
>>
>>
>> https://docs.google.com/presentation/d/1aT7PdK54zL70P-MlZuxgQ6ASYg6pdxn6_Fcc9AIwIKM/edit#slide=id.gbfb484d3_027
>>
>> also see 2011 automenta blog archive<http://webcache.googleusercontent.com/search?q=cache:b6aipkE8gbAJ:blog.automenta.com/2011/01/netention-semantic-narrative-authoring.html+&cd=1&hl=en&ct=clnk&gl=be&client=ubuntu>
>>
>> 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 ) :
>>
>> http://curiosume.com/
>>
>>
>> ///
>>
>> 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 ? )
>>
>> http://noomap.com
>>
>> 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 trumpthe 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
>>>> 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 <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§ion=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§ion=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§ion=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§ion=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§ion=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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>>>> http://www.p2pfoundation.net
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>>>>
>>>>
>>>>
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>>>>
>>>>
>>>>
>>>
>>
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