[P2P-F] Fwd: Wired : learner centered movement
Dante-Gabryell Monson
dante.monson at gmail.com
Tue Dec 10 02:33:38 CET 2013
another link / graph I stumbled on, via a blog ( which also contains some
other TED videos )
http://tidingsfromtechbytes.blogspot.be/
http://2.bp.blogspot.com/-COXUWVRN9zo/UcR-7HM4O0I/AAAAAAAAAHo/bRF7EeukI_8/s1600/web3.0.jpg
On Sat, Dec 7, 2013 at 1:17 AM, Dante-Gabryell Monson <
dante.monson at gmail.com> wrote:
> 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
>>>>> =~+~+~=
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> _______________________________________________
>>>>> P2P Foundation - Mailing list
>>>>> http://www.p2pfoundation.net
>>>>> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
>>>>>
>>>>>
>>>>>
>>>>> _______________________________________________
>>>>> P2P Foundation - Mailing list
>>>>> http://www.p2pfoundation.net
>>>>> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
>>>>>
>>>>>
>>>>>
>>>>
>>>
>>> _______________________________________________
>>> P2P Foundation - Mailing list
>>> http://www.p2pfoundation.net
>>> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
>>>
>>>
>>
>
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