ways of approaching, understanding, and interacting with the world.
Highlighted by
mcgrath4th
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
jorech
ple and computers networked together
collectively producing over 2,000 gigabytes of new information per
second. While most of our classrooms were built under the assumption
that information is scarce and hard to find, nearly the entire body
of human knowledge now flows through and around these
Highlighted by
jorech
the
what
Highlighted by
mjc239
ways of approaching, understanding, and interacting with the world.
Highlighted by
mcgrath4th
and let the
what
Highlighted by
mjc239
facilitate
how
Highlighted by
mjc239
we must first address
why
Highlighted by
mjc239
we must first address
why,
Highlighted by
mjc239
In a world of nearly infinite information, we must first address
why,
facilitate
how, and let the
what generate naturally from
there.
Highlighted by
mjc239
In a world of nearly infinite information, we must first address
why,
facilitate
how, and let the
what generate naturally from there
Highlighted by
mjc239
what should be learned, then
how, and often forgetting the
why altogether. In a world of nearly infinite information, we
Highlighted by
mjc239
we must first address
why, facilitate
how, and let the
what generate naturally from there.
Highlighted by
mjc239
ways of approaching, understanding, and interacting with the world.
Highlighted by
mcgrath4th
we must first address
why, facilitate
how, and let the
what generate naturally from there.
Highlighted by
mjc239
ple and computers networked together
collectively producing over 2,000 gigabytes of new information per
second. While most of our classrooms were built under the assumption
that information is scarce and hard to find, nearly the entire body
of human knowledge now flows through and around these
Highlighted by
jorech
, we must first address
why, facilitate
how, and let the
what generate naturally from there.
Highlighted by
mjc239
effectively,
information can find us.
Highlighted by
mjc239
ways of approaching, understanding, and interacting with the world.
Highlighted by
mcgrath4th
ple and computers networked together
collectively producing over 2,000 gigabytes of new information per
second. While most of our classrooms were built under the assumption
that information is scarce and hard to find, nearly the entire body
of human knowledge now flows through and around these
Highlighted by
jorech
Knowledge-able
Highlighted by
doctorx
and it is nothing less than the digital
artifacts of over one billion people and computers networked together
collectively producing over 2,000 gigabytes of new information per
second. While most of our classrooms were built under the assumption
that information is scarce and hard to find, nearly the entire body
of human knowledge now flows through and around these rooms in one
form or another, ready to be accessed by laptops, cellphones, and
iPods. Classrooms built to re-enforce the top-down authoritative
knowledge of the teacher are now enveloped by a cloud of ubiquitous
digital information where knowledge is made, not found, and authority
is continuously negotiat
Highlighted by
jorech
With Academic Commons, we seek to form a community of faculty, academic technologists, librarians, administrators, and other academic professionals who will help create a comprehensive web resource focused on libe
Highlighted by
jorech
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
jorech
Knowledge-able
Highlighted by
doctorx
the
digital
artifacts of over one billion people and computers networked together
collectively producing over 2,000 gigabytes of
new information per second.
Highlighted by
yqiong
From Knowledgable to Knowledge-able: Learning in New Media Environments
Highlighted by
johanj
From Knowledgable to Knowledge-able
Highlighted by
u2thor
Knowledge-able
Highlighted by
doctorx
From Knowledgable to Knowledge-able: Learning in New Media Environments
Highlighted by
rdjfraser
From Knowledgable to Knowledge-able: Learning in New Media Environments
Highlighted by
doctorx
Learning in New Media Environments
Highlighted by
sakinasofia
Most university
classrooms have gone through a massive transformation in the past ten
years. I'm not talking about the numerous initiatives for multiple
plasma screens, moveable chairs, round tables, or digital
whiteboards. The change is visually more subtle, yet potentially
much more transformative.
Highlighted by
tobias-unger
Most university
classrooms have gone through a massive transformation in the past ten
years. I'm not talking about the numerous initiatives for multiple
plasma screens, moveable chairs, round tables, or digital
whiteboards. The change is visually more subtle, yet potentially
much more transformative. As I recently wrote in a
Britannica Online
Forum:
Highlighted by
emilyvickery
While most of our classrooms were built under the assumption t
hat
information is scarce and hard to find,
nearly the entire body of human knowledge now flows through and around these
rooms in one form or another, ready to be accessed by laptops, cellphones, and
iPods. Classrooms built to re-enforce the top-down authoritative knowledge of
the teacher are now enveloped by a cloud of ubiquitous digital information where
knowledge is made, not found, and authority is continuously negotiated through
discussion and participation.
Highlighted by
mjc239
There is something in the air, and it is nothing less than the
digital artifacts of over one billion people and computers networked together
collectively producing over 2,000 gigabytes of new information per second. While
most of our classrooms were built under the assumption that information is
scarce and hard to find,
nearly
the entire body
of human
knowledge
now flows through and around these rooms in one form or
another, ready to be accessed by laptops, cellphones, and iPods. Classrooms
built to re-enforce the top-down authoritative knowledge of the teacher are now
enveloped by a cloud of ubiquitous digital information where knowledge is made,
not found, and authority is continuously negotiated through discussion and
participation.1
Highlighted by
maxugaz
on 2009-01-12 by
maxugaz
"Something is in the air" es la metofara que hasta ahora creo que describe mejor el potencial disruptivo de la digitalización. Los bits, portadores de la información y el conocimiento ubico, se escapan de los cables y vuelan por el aire, "contaminando" las aulas y ambientes de estudio tradicionales. Basta un ipod, una netbook, una laptop o un pda para estar expuestos. Pera además, los alumnos que estan expuestos y son contaminados, a su vez trasnforman todo lo que reciben y procesan en bits que salen de sus artefactos hacia el aire nuevamente, pudiendo viajar hacia los confines del globo terraqueo, y mas alla, en segundos.
There is something in the air, and it is nothing less than the digital artifacts
of over one billion people and computers networked together collectively
producing over 2,000 gigabytes of new information per second. While most of our
classrooms were built under the assumption that information is scarce and hard
to find, nearly the entire body of human knowledge now flows through and around
these rooms in one form or another, ready to be accessed by laptops, cellphones,
and iPods. Classrooms built to re-enforce the top-down authoritative knowledge
of the teacher are now enveloped by a cloud of ubiquitous digital information
where knowledge is made, not found, and authority is continuously negotiated
through discussion and participation.
Highlighted by
brosenthal
nearly the entire body
of human knowledge
Highlighted by
ontoligent
This is very misleading in my view, and strikes at what I find most troubling about Wesch's otherwise exciting perspective. Huge chunks of "human knowledge" are in fact not on the web or available in any shared network. A simple example from my own field is the corpus of Classic Mayan inscriptions. Wesch is echoing McLuhan's old thesis about information scarcity, which has become a kind of urban legend.
on 2009-01-08 by
mwesch
I actually agree with your criticism, and would even go further to note that there is a whole bunch of information that certain powers-that-be do not even want us to have (the exact wage paid for the t-shirt I'm wearing right now, for example). Nonetheless, it is worth considering what education means (or must soon mean) as much of the information we typically teach (and much more) is available in the air all around our students.
on 2009-01-08 by
mwesch
Rafael, Is it feasible to ask your students to upload digital images of Classic Mayan inscriptions (and any other major missing info from your field)?
on 2009-01-09 by
vanmetea
I am wondering whether the difference between knowledge retrieval and knowledge invention/production doesn't need to be emphasized, beginning in the upper elementary grades. This is what we (humans) already know or have collected. This is what we want or need to know. Teacher's job (at least some of the time) is helping students distinguish between the two, evaluate the veracity of what they find, set up ways to accomplish what doesn't exist yet.
infinite information
Highlighted by
mjc239
less important for
students
to
know, memorize, or recall information, and more important for them to be able to
find, sort, analyze, share, discuss, critique, and create information
Highlighted by
mjc239
It has the potential to be created, managed, read, critiqued, and organized very
differently than information on paper and to take forms that we have not yet
even imagined
Highlighted by
mjc239
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
mcgrath4th
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
kimbowa
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
joanvinallcox
This new media
environment can be enormously disruptive to our current teaching
methods and philosophies. As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
willrich
it becomes less important for students to know, memorize, or recall information
Highlighted by
maxugaz
it becomes less important for students to know, memorize, or recall information,
and more important for them to be able to find, sort, analyze, share, discuss,
critique, and create information.
Highlighted by
richfarm
it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information.
Highlighted by
billgx
As we increasingly move toward an
environment of instant and infinite information, it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
lemerson
it becomes less
important for students to know, memorize, or recall information, and
more important for them to be able to find, sort, analyze, share,
discuss, critique, and create information. They need to move from
being simply knowledgeable to being knowledge-
able.
Highlighted by
cwilliams11
ess
important for students to know, memorize, or recall information
Highlighted by
marragem
They need to move from being simply knowledgeable to being
knowledge-
able.
Highlighted by
maxugaz
They need to move from being simply knowledgeable to being
knowledge-
able.
Highlighted by
mkgoindi
on 2009-03-21 by
mkgoindi
- an interesting quote to be discussed @ staff meeting. It would make many uncomfortable (perhaps even me!)
on 2009-08-10 by
vahidm
it's a good recap of where we're at. But beware of belittling the role of the teacher.
to find, sort, analyze, share,
discuss, critique, and create information
Highlighted by
marragem
move from
being simply knowledgeable to being knowledge-
able
Highlighted by
marragem
The sheer quantity of information now permeating our environment is astounding,
but more importantly, networked digital information is also qualitatively
different than information in other forms. It has the potential to be created,
managed, read, critiqued, and organized very differently than information on
paper and to take forms that we have not yet even imagined
Highlighted by
kaymorro
The sheer quantity of
information now permeating our environment is astounding, but more
importantly, networked digital information is also qualitatively
different than information in other forms. It has the potential to be
created, managed, read, critiqued, and organized very differently
than information on paper and to take forms that we have not yet even
imagined. To understand the true potentials of this “information
revolution” on higher education, we need to look beyond the
framework of “information.” For at the base of this
“information revolution” are new ways of relating to one
another, new forms of discourse, new ways of interacting, new kinds
of groups, and new ways of sharing, trading, and collaborating.
Wikis, blogs, tagging, social networking and other developments that
fall under the “Web 2.0” buzz are especially promising in
this regard because they are inspired by a spirit of interactivity,
participation, and collaboration. It is this “spirit” of
Web 2.0 which is important to education. The technology is
secondary. This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways.
Highlighted by
lemerson
rethink education and the teacher-student relationshi
Highlighted by
mjc239
networked digital information is also qualitatively
different than information in other forms. It has the potential to be
created, managed, read, critiqued, and organized very differently
than information on paper and to take forms that we have not yet even
imagined.
Highlighted by
joanvinallcox
It has the potential to be created, managed, read, critiqued, and organized very
differently than information on paper and to take forms that we have not yet
even imagined.
Highlighted by
maxugaz
It has the potential to be
created, managed, read, critiqued, and organized very differently
than information on paper and to take forms that we have not yet even
imagined.
Highlighted by
cwilliams11
“information revolution”
Highlighted by
marragem
Our physical structures were built
prior to an age of infinite information, our social structures formed
to serve different purposes than those needed now, and the cognitive
structures we have developed along the way now struggle to grapple
with the emerging possibilities.
Highlighted by
taryn930
new ways of relating
Highlighted by
marragem
For at the base of this “information revolution” are new ways of relating to one
another, new forms of discourse, new ways of interacting, new kinds of groups,
and new ways of sharing, trading, and collaborating.
Highlighted by
maxugaz
For at the base of this
“information revolution” are new ways of relating to one
another, new forms of discourse, new ways of interacting, new kinds
of groups, and new ways of sharing, trading, and collaborating.
Wikis, blogs, tagging, social networking and other developments that
fall under the “Web 2.0” buzz are especially promising in
this regard because they are inspired by a spirit of interactivity,
participation, and collaboration. It is this “spirit” of
Web 2.0 which is important to education. The technology is
secondary. This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways.
Highlighted by
mcgrath4th
at the base of this
“information revolution” are new ways of relating to one
another, new forms of discourse, new ways of interacting, new kinds
of groups, and new ways of sharing, trading, and collaborating.
Wikis, blogs, tagging, social networking and other developments that
fall under the “Web 2.0” buzz are especially promising in
this regard because they are inspired by a spirit of interactivity,
participation, and collaboration. It is this “spirit” of
Web 2.0 which is important to education. The technology is
secondary. This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways.
Highlighted by
kitchenerd
at the base of this
“information revolution” are new ways of relating to one
another, new forms of discourse, new ways of interacting, new kinds
of groups, and new ways of sharing, trading, and collaborating.
Wikis, blogs, tagging, social networking and other developments that
fall under the “Web 2.0” buzz are especially promising in
this regard because they are inspired by a spirit of interactivity,
participation, and collaboration. It is this “spirit” of
Web 2.0 which is important to education. The technology is
secondary. This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways.
Highlighted by
lindseybp
This is key to understanding the revolutionary power of socially mediated networked environments.
new ways of interacting, new kinds
of groups, and new ways of sharing, trading, and collaborating.
Highlighted by
marragem
Wikis, blogs, tagging, social networking
Highlighted by
marragem
Wikis, blogs, tagging, social networking and other developments that
fall under the “Web 2.0” buzz are especially promising in
this regard because they are inspired by a spirit of interactivity,
participation, and collaboration.
Highlighted by
cwilliams11
“message” of this environment is that to learn is to acquire information, that
information is scarce and hard to find (that's why you have to come to this room
to get it), that you should trust authority for good information, and that good
information is beyond discussion
Highlighted by
mjc239
nspired by a spirit of interactivity,
participation, and collaboration.
Highlighted by
marragem
“spirit” of
Web 2.0
Highlighted by
marragem
technology is
secondary.
Highlighted by
marragem
social revolution, not a technological one
Highlighted by
marragem
The technology is secondary. This is a social revolution, not a technological
one, and its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an almost limitless
variety of ways.
Highlighted by
maxugaz
This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways
Highlighted by
may0525
This is a social revolution, not a technological one
Highlighted by
billgx
This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways.
Highlighted by
willrich
This is a social revolution, not a technological one, and
its most revolutionary aspect may be the ways in which it empowers us
to rethink education and the teacher-student relationship in an
almost limitless variety of ways.
Highlighted by
joanvinallcox
empowers us
to rethink education and the teacher-student relationship
Highlighted by
marragem
Radical experiments in teaching carry no guarantees and even fewer rewards in
most tenure and promotion systems, even if they are successful
Highlighted by
mjc239
But there are many
structures working against us. Our physical structures were built
prior to an age of infinite information, our social structures formed
to serve different purposes than those needed now, and the cognitive
structures we have developed along the way now struggle to grapple
with the emerging possibilities.
Highlighted by
lemerson
Our physical structures were built prior to an age of infinite information, our
social structures formed to serve different purposes than those needed now, and
the cognitive structures we have developed along the way now struggle to grapple
with the emerging possibilities.
Highlighted by
maxugaz
But there are many
structures working against us. Our physical structures were built
prior to an age of infinite information, our social structures formed
to serve different purposes than those needed now, and the cognitive
structures we have developed along the way now struggle to grapple
with the emerging possibilities
Highlighted by
jorech
Our physical structures were built
prior to an age of infinite information, our social structures formed
to serve different purposes than those needed now, and the cognitive
structures we have developed along the way now struggle to grapple
with the emerging possibilities.
Highlighted by
lindseybp
assess their students in a standardized way
Highlighted by
mjc239
The
physical structures are easiest to see, and are on prominent display
in any large “state of the art” classroom. Rows of fixed
chairs often face a stage or podium housing a computer from which the
professor controls at least 786,432 points of light on a massive
screen. Stadium seating, sound-absorbing panels and other acoustic
technologies are designed to draw maximum attention to the professor
at the front of the room. The “message” of this
environment is that to learn is to acquire information, that
information is scarce and hard to find (that's why you have to come
to this room to get it), that you should trust authority for
good information, and that good information is beyond discussion
(that's why the chairs don't move or turn toward one another). In
short, it tells students to trust authority and follow
along.
Highlighted by
lindseybp
Yes!!! I scream inside when profs wax poetic over the newest building plans for 500 seat auditorium-style 'lecture halls'.
classify each piece of information in its own logical place
Highlighted by
mjc239
The “message” of this
environment is that to learn is to acquire information, that
information is scarce and hard to find (that's why you have to come
to this room to get it), that you should trust authority for
good information, and that good information is beyond discussion
(that's why the chairs don't move or turn toward one another). In
short, it tells students to trust authority and follow
along.
Highlighted by
joanvinallcox
The “message” of this
environment is that to learn is to acquire information, that
information is scarce and hard to find (that's why you have to come
to this room to get it), that you should trust authority for
good information, and that good information is beyond discussion
(that's why the chairs don't move or turn toward one another). In
short, it tells students to trust authority and follow
along.
Highlighted by
willrich
The “message” of this environment is that to learn is to acquire information,
that information is scarce and hard to find (that's why you have to come to this
room to get it), that you should trust authority for good information, and that
good information is beyond discussion (that's why the chairs don't move or turn
toward one another). In short, it tells students to trust authority and follow
along.
Highlighted by
maxugaz
In
short, it tells students to trust authority and follow
along.
Highlighted by
kitchenerd
Even something as simple as the hyperlink taught us that information can be in
more than one place at one time
Highlighted by
mjc239
networked digital information is fundamentally different than
information on paper.
3 And each digital innovation seems to shake us
free from yet another assumption we once took for granted.
Highlighted by
taryn930
But the content of such talks are overshadowed by the ongoing hour-to-hour and
day-to-day practice of sitting and listening to authority for information and
then regurgitating that information on exams.
Highlighted by
mkgoindi
on 2009-03-21 by
mkgoindi
Another example of the disconnect between thinking and doing.
ay-to-day practice
of sitting and listening to authority for information and then
regurgitating that information on exams.
Highlighted by
kitchenerd
Many faculty may hope
to subvert the system, but a variety of social structures work
against them. Radical experiments in teaching carry no guarantees
and even fewer rewards in most tenure and promotion systems, even if
they are successful. In many cases faculty are required to assess
their students in a standardized way to fulfill requirements for the
curriculum. Nothing is easier to assess than information recall on
multiple-choice exams, and the concise and “objective”
numbers satisfy committee members busy with their own teaching and
research.
Even in situations in
which a spirit of exploration and freedom exist, where faculty are
free to experiment to work beyond physical and social constraints,
our cognitive habits often get in the way. Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.”2
Highlighted by
cwilliams11
Many faculty may hope
to subvert the system, but a variety of social structures work
against them.
Highlighted by
lindseybp
Many faculty may hope
to subvert the system, but a variety of social structures work
against them. Radical experiments in teaching carry no guarantees
and even fewer rewards in most tenure and promotion systems, even if
they are successful. In many cases faculty are required to assess
their students in a standardized way to fulfill requirements for the
curriculum. Nothing is easier to assess than information recall on
multiple-choice exams, and the concise and “objective”
numbers satisfy committee members busy with their own teaching and
research.
Highlighted by
nils_peterson
Radical experiments in teaching carry no guarantees
and even fewer rewards in most tenure and promotion systems, even if
they are successful.
Highlighted by
billgx
networked information environment allows people to work together in new ways to
create information that can rival (and even surpass) the content of experts by
almost any measure
Highlighted by
mjc239
faculty are required to assess
their students in a standardized way to fulfill requirements for the
curriculum
Highlighted by
kitchenerd
Nothing is easier to assess than information recall on multiple-choice exams,
and the concise and “objective” numbers satisfy committee members busy with
their own teaching and research.
Highlighted by
brosenthal
Nothing is easier to assess than information recall on multiple-choice exams,
and the concise and “objective” numbers satisfy committee members busy with
their own teaching and research.
Highlighted by
maxugaz
Even in situations in
which a spirit of exploration and freedom exist, where faculty are
free to experiment to work beyond physical and social constraints,
our cognitive habits often get in the way
Highlighted by
lindseybp
Wikipedia
has taught us yet another lesson, that a networked information
environment allows people to work together in new ways to create
information that can rival (and even surpass) the content of experts
by almost any measure. The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized through discussion, and this discussion is
available for the world to see and even participate in. This culture
of discussion and participation is now available on any website with
the emerging “second layer” of the web through
applications like Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
taryn930
Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.”
2
Highlighted by
joanvinallcox
Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.”
2
Highlighted by
nazlin1
the rear-view mirror effect,
Highlighted by
may0525
Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.”
2
Highlighted by
mcgrath4th
Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.
Highlighted by
kitchenerd
realization that if we set up our hyper-personalized digital network
effectively,
information can find us.
Highlighted by
mjc239
Marshall McLuhan called it “the rear-view mirror effect,” noting that “We see
the world through a rear-view mirror. We march backwards into the future.
Highlighted by
mkgoindi
on 2009-03-21 by
mkgoindi
Do our students do the same?
rmation can find us.
Highlighted by
mjc239
based on characteristics of information on
paper
Highlighted by
kitchenerd
Most of our assumptions
about information are based on characteristics of information on
paper.
Highlighted by
lindseybp
Most of our assumptions
about information are based on characteristics of information on
paper.
Highlighted by
mcgrath4th
Most of our assumptions about information are based on characteristics of
information on paper. On paper we thought of information as a “thing” with a
material form, and we created elaborate hierarchies to classify each piece of
information in its own logical place.
Highlighted by
maxugaz
But as David Weinberger and Clay Shirky have demonstrated,
networked digital information is fundamentally different than
information on paper.
3
Highlighted by
joanvinallcox
But as David Weinberger and Clay Shirky have demonstrated,
networked digital information is fundamentally different than
information on paper.
3
Highlighted by
willrich
Our old assumption that information is hard
to find, is trumped by the realization that if we set up our
hyper-personalized digital network effectively,
information can
find us. For example, I have set up my own
Netvibes
portal so that the moment anybody anywhere tags something with
certain keywords I am interested in I will immediately receive a link
to the item. It is like continuously working with thousands of
research associates around the world.
Highlighted by
taryn930
Even something as
simple as the hyperlink taught us that information can be in more
than one place at one time
Highlighted by
lindseybp
Even something as
simple as the hyperlink taught us that information can be in more
than one place at one time, challenging our traditional space-time
based notions of information as a “thing” that has to be
“in a place.” Google began harnessing the links and
revolutionized our research with powerful machine-assisted searching.
Highlighted by
tommybyskovlund
Even something as
simple as the hyperlink taught us that information can be in more
than one place at one time, challenging our traditional space-time
based notions of information as a “thing” that has to be
“in a place.” Google began harnessing the links and
revolutionized our research with powerful machine-assisted searching.
Highlighted by
lemerson
information can be in more
than one place at one time
Highlighted by
chopo1
the fact that many students are now struggling to find meaning and significance
in their education
Highlighted by
mjc239
hallenging our traditional space-time
based notions of information as a “thing” that has to be
“in a place
Highlighted by
kitchenerd
information as a “thing”
Highlighted by
chopo1
Google began harnessing the links and
revolutionized our research with powerful machine-assisted searching.
Highlighted by
cwilliams11
the technologies will only magnify the problem by allowing students to tune out
more easily and completely.
Highlighted by
mjc239
Blogging
came along and taught us that anybody can be a creator of
information.
Highlighted by
lindseybp
logging
came along and taught us that anybody can be a creator of
information
Highlighted by
cwilliams11
YouTube and other video sharing
sites have sparked similar widespread participation in the production
of video. Over 10,000 hours of video are uploaded to the web
everyday. In the past six months more material has been uploaded to
YouTube than all of the content ever aired on major network
television. While such media beg for participation, our lecture
halls are still sending the message, “follow along.”
Highlighted by
billgx
Technorati now reports
that there are over 133 million blogs, almost 133 million more than
there were just five years ago.
Highlighted by
mcgrath4th
Blogging came along and taught us that anybody can be a creator of
information. Suddenly anybody can create a blog in a matter of seconds. And
people have responded. Technorati now reports that there are over 133
million blogs, almost 133 million more than there were just five years ago. YouTube and other video sharing
sites have sparked similar widespread participation in the production of video.
Over 10,000 hours of video are uploaded to the web everyday. In the past six
months more material has been uploaded to YouTube than all of the content ever
aired on major network television. While such media beg for participation, our
lecture halls are still sending the message, “follow along.”
Highlighted by
kaymorro
133 million blogs,
Highlighted by
lcaroso
over 133 million blogs, almost 133 million more than
there were just five years ago.
Highlighted by
nazlin1
Over 10,000 hours of video
Highlighted by
nazlin1
Over 10,000 hours of video are uploaded to the web
everyday
Highlighted by
chopo1
Over 10,000 hours of video are uploaded to the web
everyday.
Highlighted by
mcgrath4th
In the past six months more material has been uploaded to
YouTube than all of the content ever aired on major network
television.
Highlighted by
mcgrath4th
generate natu
Highlighted by
mjc239
rally from
Highlighted by
mjc239
such media beg for participation, our lecture
halls are still sending the message, “follow along.”
Highlighted by
kitchenerd
It isn't that content is not important; it is simply that it must not take
precedence over form.
Highlighted by
mjc239
Wikipedia
has taught us yet another lesson, that a networked information
environment allows people to work together in new ways to create
information that can rival (and even surpass) the content of experts
by almost any measure. The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized
through discussion, and this discussion is
available for the world to see and even participate in.
Highlighted by
lemerson
The message of Wikipedia is not “trust
authority” but “explore authority.”
Highlighted by
billgx
Wikipedia
has taught us yet another lesson, that a networked information
environment allows people to work together in new ways to create
information that can rival (and even surpass) the content of experts
by almost any measure. The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized
through discussion, and this discussion is
available for the world to see and even participate in. This culture
of discussion and participation is now available on any website with
the emerging “second layer” of the web through
applications like
Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
cwilliams11
message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized
through discussion, and this discussion is
available for the world to see and even participate in
Highlighted by
kitchenerd
The message of Wikipedia is not “trust
authority” but “explore authority.”
Highlighted by
joanvinallcox
The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized
through discussion, and this discussion is
available for the world to see and even participate in. This culture
of discussion and participation is now available on any website with
the emerging “second layer” of the web through
applications like
Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
lindseybp
The message of Wikipedia is not “trust
authority” but “explore authority.”
Highlighted by
nazlin1
t
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized
through discussion, and this discussion is
available for the world to see and even participate in. This culture
of discussion and participation is now available on any website with
the emerging “se
Highlighted by
hanspr
he message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized
through discussion, and this discussion is
available for the world to see and even participate in. This culture
of discussion and participation is now available on any website with
the emerging “second layer” of the web through
applications like
Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
mcgrath4th
Wikipedia has taught us yet
another lesson, that a networked information environment allows people to work
together in new ways to create information that can rival (and even surpass) the
content of experts by almost any measure. The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized information is not beyond
discussion on Wikipedia, information is authorized
through discussion,
and this discussion is available for the world to see and even participate in.
Highlighted by
maxugaz
This culture
of discussion and participation is now available on any website with
the emerging “second layer” of the web through
applications like
Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
nazlin1
This culture
of discussion and participation is now available on any website with
the emerging “second layer” of the web through
applications like
Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
tobias-unger
applications like
Diigo
which allow you to add notes and tags to any website anywhere.
Highlighted by
joanvinallcox
, I like to think that we are not teaching subjects but subjectivities: ways of
approaching, understanding, and interacting with the world
Highlighted by
mjc239
collectively organizing
them
Highlighted by
kitchenerd
I have set up my own
Netvibes
portal so that the moment anybody anywhere tags something with
certain keywords I am interested in I will immediately receive a link
to the item.
Highlighted by
billgx
Our old assumption that information is hard
to find, is trumped by the realization that if we set up our
hyper-personalized digital network effectively,
information can
find us.
Highlighted by
lindseybp
Our old assumption that information is hard
to find, is trumped by the realization that if we set up our
hyper-personalized digital network effectively,
information can
find us.
Highlighted by
joanvinallcox
information can
find us.
Highlighted by
kitchenerd
Our old assumption that information is hard
to find, is trumped by the realization that if we set up our
hyper-personalized digital network effectively,
information can
find us.
Highlighted by
cwilliams11
this
new media environment demonstrates to us that the idea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms.
Highlighted by
billgx
Taken together, this
new media environment demonstrates to us that the idea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms.
Highlighted by
entropy_rising
As an alternative, I
like to think that we are not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Subjectivities cannot be taught. They involve an introspective
intellectual throw-down in the minds of students. Learning a new
subjectivity is often painful because it almost always involves what
psychologist Thomas Szasz referred to as “an injury to one's
self-esteem.”6 You have to unlearn perspectives that may have
become central to your sense of self.
To illustrate what I
mean by subjectivities over subjects, I have created a list of
subjectivities that I am trying to help students attain while
learning the “subject” of anthropology:
-
Our worldview is
not natural and unquestionable, but culturally and historically
specific.
-
We are globally
interconnected in ways we often do not realize.
- Different aspects
of our lives and culture are connected and affect one another
deeply.
-
Our knowledge is
always incomplete and open to revision.
-
We are the
creators of our world.
-
Participation in
the world is not a choice, only how we participate is our choice.
Highlighted by
taryn930
Taken together, this
new media environment demonstrates to us that the idea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms.
Highlighted by
lindseybp
Taken together, this
new media environment demonstrates to us that the idea of learning as
acquiring information is no longer a message we can afford to send to
our students,
Highlighted by
lemerson
dea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms.
Highlighted by
marragem
idea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms.
Highlighted by
kitchenerd
Taken together, this
new media environment demonstrates to us that the idea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms
Highlighted by
may0525
Taken together, this
new media environment demonstrates to us that the idea of learning as
acquiring information is no longer a message we can afford to send to
our students, and that we need to start redesigning our learning
environments to address, leverage, and harness the new media
environment now permeating our classrooms.
A Crisis of
Significance
Highlighted by
rhetor
these subjectivities will reveal that they can only be learned, explored, and
adopted through practice
Highlighted by
mjc239
many
teachers only see the disruptive possibilities of these technologies
Highlighted by
billgx
many
teachers only see the disruptive possibilities of these technologies
when they find students Facebooking, texting, IMing, or shopping
during class.
Highlighted by
kitchenerd
he much bigger
problem I have called “the crisis of significance,” the
fact that many students are now struggling to find meaning and
significance in their education.
Highlighted by
entropy_rising
“the crisis of significance,” the
fact that many students are now struggling to find meaning and
significance in their education.
4
Highlighted by
joanvinallcox
Though many blame the technology, these activities are
just new ways for students to tune out, part of the much bigger
problem I have called “the crisis of significance,” the
fact that many students are now struggling to find meaning and
significance in their education.
4
Highlighted by
cwilliams11
Problem Statement #1
the crisis of significance,” the
fact that many students are now struggling to find meaning and
significance in their education.
4
Highlighted by
kitchenerd
confront the crisis of
significance and bring relevance back into education
Highlighted by
billgx
Nothing good will come
of these technologies if we do not first confront the crisis of
significance and bring relevance back into education. In some ways
these technologies act as magnifiers.
Highlighted by
lindseybp
Nothing good will come
of these technologies if we do not first confront the crisis of
significance
Highlighted by
kitchenerd
Nothing good will come
of these technologies if we do not first confront the crisis of
significance and bring relevance back into education.
Highlighted by
mcgrath4th
If we fail to address the
crisis of significance, the technologies will only magnify the
problem by allowing students to tune out more easily and completely.
With total and constant access to their entire network of friends,
we might as well be walking into the food court in the student union
and trying to hold their attention
Highlighted by
llyann
Nothing good will come of these technologies if we do not first confront the
crisis of significance and bring relevance back into education.
Highlighted by
jorech
if we work
with students to find and address problems that are real and
significant to them, they can then leverage the networked information
environment in ways that will help them achieve the
“knowledge-ability” we hope for them.
Highlighted by
joanvinallcox
With total and constant access to their entire network of friends,
we might as well be walking into the food court in the student union
and trying to hold their attention.
Highlighted by
tonkabean
work
with students to find and address problems that are real and
significant to them, they can then leverage the networked information
environment in ways that will help them achieve the
“knowledge-ability” we hope for them.
Highlighted by
kitchenerd
On the other hand, if we work
with students to find and address problems that are real and
significant to them, they can then leverage the networked information
environment in ways that will help them achieve the
“knowledge-ability” we hope for them.
Highlighted by
cwilliams11
Solution #1
We have had our
why's,
how's, and
what's upside-down, focusing too much on
what
should be learned, then
how, and often forgetting the
why
altogether. In a world of nearly infinite information, we must first
address
why, facilitate
how, and let the
what
generate naturally from there.
Highlighted by
entropy_rising
We have had our
why's,
how's, and
what's upside-down, focusing too much on
what
should be learned, then
how, and often forgetting the
why
altogether. In a world of nearly infinite information, we must first
address
why, facilitate
how, and let the
what
generate naturally from there.
Highlighted by
joanvinallcox
We have had our
why's,
how's, and
what's upside-down, focusing too much on
what
should be learned, then
how, and often forgetting the
why
altogether. In a world of nearly infinite information, we must first
address
why, facilitate
how, and let the
what
generate naturally from there.
Highlighted by
lemerson
In a world of nearly infinite information, we must first
address
why, facilitate
how, and let the
what
generate naturally from there.
Highlighted by
nils_peterson
In a world of nearly infinite information, we must first
address
why, facilitate
how, and let the
what
generate naturally from there.
As infinite information
shifts us away from a narrow focus on information, we begin to
recognize the importance of the
form of learning over the
content of learning.
Highlighted by
mjdaniel
As infinite information
shifts us away from a narrow focus on information, we begin to
recognize the importance of the
form of learning over the
content of learning. It isn't that content is not important;
it is simply that it must not take precedence over form.
Highlighted by
anitsirk
We have had our
why's,
how's, and
what's upside-down, focusing too much on
what
should be learned, then
how, and often forgetting the
why
altogether.
Highlighted by
cwilliams11
first
address
why, facilitate
how, and let the
what
generate naturally from there.
Highlighted by
marragem
mportance of the
form of learning over the
content of learning
Highlighted by
marragem
mportance of the
form of learning over the
content of learning. It isn't that content is not important
Highlighted by
kitchenerd
Usually our courses are
arranged around “subjects.” Postman and Weingartner note
that the notion of “subjects” has the unwelcome effect of
teaching our students that “English is not History and History
is not Science and Science is not Art . . . and a subject is something
you 'take' and, when you have taken it, you have 'had'
it.” Always aware of the hidden metaphors underlying our most
basic assumptions, they suggest calling this “the Vaccination
Theory of Education” as students are led to believe that once
they have “had” a subject they are immune to it and need
not take it again.
Highlighted by
entropy_rising
We have had our
why's, how's, and
what's upside-down, focusing
too much on
what should be learned, then
how, and often
forgetting the
why altogether
Highlighted by
mkgoindi
on 2009-03-21 by
mkgoindi
The "why", far too often, is to fill a column in a marks book ... and what is recorded in that column may or may not be a fair representation of what the student has learned!
focus to the “how” of learning, there is still the
question of “what” is to be learned.
Highlighted by
kitchenerd
Postman and Weingartner note
that the notion of “subjects” has the unwelcome effect of
teaching our students that “English is not History and History
is not Science and Science is not Art . . . and a subject is something
you 'take' and, when you have taken it, you have 'had'
it.”
Highlighted by
billgx
Usually our courses are
arranged around “subjects.” Postman and Weingartner note
that the notion of “subjects” has the unwelcome effect of
teaching our students that “English is not History and History
is not Science and Science is not Art . . . and a subject is something
you 'take' and, when you have taken it, you have 'had'
it.” Always aware of the hidden metaphors underlying our most
basic assumptions, they suggest calling this “the Vaccination
Theory of Education” as students are led to believe that once
they have “had” a subject they are immune to it and need
not take it again.
5
Highlighted by
lindseybp
Usually our courses are
arranged around “subjects.” Postman and Weingartner note
that the notion of “subjects” has the unwelcome effect of
teaching our students that “English is not History and History
is not Science and Science is not Art
Highlighted by
luisalberola
As infinite information shifts us away from a narrow focus on information, we
begin to recognize the importance of the
form of learning over the
content of learning. It isn't that content is not important; it is
simply that it must not take precedence over form.
Highlighted by
brosenthal
the importance of the
form of learning over the
content of
learning.
Highlighted by
richfarm
Postman and Weingartner note
that the notion of “subjects” has the unwelcome effect of
teaching our students that “English is not History and History
is not Science and Science is not Art . . . and a subject is something
you 'take' and, when you have taken it, you have 'had'
it.” Always aware of the hidden metaphors underlying our most
basic assumptions, they suggest calling this “the Vaccination
Theory of Education” as students are led to believe that once
they have “had” a subject they are immune to it and need
not take it again.
5
Highlighted by
tonkabean
a subject is something
you 'take' and, when you have taken it, you have 'had'
it.
Highlighted by
kitchenerd
Always aware of the hidden metaphors underlying our most
basic assumptions
Highlighted by
luisalberola
the Vaccination
Theory of Education
Highlighted by
billgx
he Vaccination
Theory of Education
Highlighted by
kitchenerd
Always aware of the hidden metaphors underlying our most
basic assumptions, they suggest calling this “the Vaccination
Theory of Education” as students are led to believe that once
they have “had” a subject they are immune to it and need
not take it again.
5
Highlighted by
mcgrath4th
As an alternative, I
like to think that we are not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Subjectivities cannot be taught. They involve an introspective
intellectual throw-down in the minds of students. Learning a new
subjectivity is often painful because it almost always involves what
psychologist Thomas Szasz referred to as “an injury to one's
self-esteem.”
6 You have to unlearn perspectives that may have
become central to your sense of self.
Highlighted by
lindseybp
As an alternative, I
like to think that we are not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Subjectivities cannot be taught. They involve an introspective
intellectual throw-down in the minds of students. Learning a new
subjectivity is often painful because it almost always involves what
psychologist Thomas Szasz referred to as “an injury to one's
self-esteem.”
6 You have to unlearn perspectives that may have
become central to your sense of self.
Highlighted by
anitsirk
As an alternative, I
like to think that we are not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Subjectivities cannot be taught. They involve an introspective
intellectual throw-down in the minds of students. Learning a new
subjectivity is often painful because it almost always involves what
psychologist Thomas Szasz referred to as “an injury to one's
self-esteem.”
6 You have to unlearn perspectives that may have
become central to your sense of self
Highlighted by
lemerson
teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Highlighted by
marragem
not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Subjectivities cannot be taught. They involve an introspective
intellectual throw-down in the minds of students.
Highlighted by
kitchenerd
Subjectivities cannot be taught. They involve an introspective
intellectual throw-down in the minds of students. Learning a new
subjectivity is often painful because it almost always involves what
psychologist Thomas Szasz referred to as “an injury to one's
self-esteem.”
6 You have to unlearn perspectives that may have
become central to your sense of self.
Highlighted by
joanvinallcox
“the Vaccination Theory of Education” as students are led to believe that once
they have “had” a subject they are immune to it and need not take it
again.
5
Highlighted by
brosenthal
As an alternative, I
like to think that we are not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world.
Highlighted by
cwilliams11
I like to think that we are not teaching subjects but subjectivities: ways of
approaching, understanding, and interacting with the world.
Highlighted by
mkgoindi
love and respect your students and they will love and respect you
back. With the underlying feeling of trust and respect this
provides, students quickly realize the importance of their role as
co-creators of the learning environment and they begin to take
responsibility for their own education.
Highlighted by
taryn930
You have to unlearn perspectives that may have become central to your sense of
self.
Highlighted by
richfarm
Content is no longer king, but many of our tools have been habitually used to
measure content recall.
Highlighted by
mjc239
Even a quick scan of these subjectivities will
reveal that they can only be learned, explored, and adopted through
practice. We can't “teach” them. We can only create
environments in which the practices and perspectives are nourished,
encouraged, or inspired (and therefore continually practiced).
Highlighted by
joanvinallcox
We can only create
environments in which the practices and perspectives are nourished,
encouraged, or inspired (and therefore continually practiced).
Highlighted by
lindseybp
can only be learned, explored, and adopted through
practice. We can't “teach” them
Highlighted by
kitchenerd
We can't “teach” them. We can only create
environments in which the practices and perspectives are nourished,
encouraged, or inspired (and therefore continually practiced).
Highlighted by
marragem
When you watch somebody
who is truly “in it,” somebody who has totally given
themselves over to the learning process, or if you simply imagine
those moments in which you were “in it” yourself, you
immediately recognize that learning expands far beyond the mere
cognitive dimension. Many of these dimensions were mentioned in the
issue precis, “such as emotional and affective dimensions,
capacities for risk-taking and uncertainty, creativity and
invention,”
Highlighted by
taryn930
So while the course is set up much like
a typical cultural anthropology course, moving through the same
readings and topics, all of these learnings are ultimately focused
around one big question, “How does the world work?”
Highlighted by
lindseybp
UbD
I do not have the answers, but a renewed and spirited dedication to the creation
of authentic learning environments that leverage the new media environment
demands that we address it.
Highlighted by
mjc239
Students
are co-creators of every aspect of the simulation, and are asked to
harness and leverage the new media environment to find information,
theories, and tools we can use to answer our big question. Each
student has a specific role and expertise to develop
Highlighted by
joanvinallcox
Students
are co-creators of every aspect of the simulation, and are asked to
harness and leverage the new media environment to find information,
theories, and tools we can use to answer our big question. Each
student has a specific role and expertise to develop. A world map is
superimposed on the class and each student is asked to become an
expert on a specific aspect of the region in which they find
themselves. Using this knowledge, they work in 15-20 small groups to
create realistic cultures, step-by-step, as we go through each
aspect of culture in class. This allows them to apply the knowledge
they learn in the course and to recognize the ways different aspects
of culture--economic, social, political, and religious
practices and institutions--are integrated in a cultural
system.
Highlighted by
lindseybp
How Wesch addresses our 'crisis of significance'
big question, “How does the world work
Highlighted by
kitchenerd
Students continue
to harness and leverage the new media environment to learn more about
these interconnections, and use the wiki to work together to create
the “rules” for our simulation.
Highlighted by
joanvinallcox
The World Simulation
itself only takes 75-100 minutes and moves through 650 metaphorical
years, 1450-2100. It is recorded by students on twenty digital video
cameras and edited into one final "world history" video
using clips from real world history to illustrate the
correspondences. We watch the video together in the final weeks of
the class, using it as a discussion starter for contemplating our
world and our role in its future. By then it seems as if we have the
whole world right before our eyes in one single classroom - profound
cultural differences, profound economic differences, profound
challenges for the future, and one humanity. We find ourselves not
just as co-creators of a simulation, but as co-creators of the world
itself, and the future is up to us.
Highlighted by
lindseybp
We find ourselves not
just as co-creators of a simulation, but as co-creators of the world
itself, and the future is up to us.
Highlighted by
mcgrath4th
Managing a learning
environment such as this poses its own unique challenges, but there
is one simple technique, which makes everything else fall into place:
love and respect your students and they will love and respect you
back.
Highlighted by
joanvinallcox
Managing a learning
environment such as this poses its own unique challenges, but there
is one simple technique, which makes everything else fall into place:
love and respect your students and they will love and respect you
back.
Highlighted by
kitchenerd
Managing a learning
environment such as this poses its own unique challenges, but there
is one simple technique, which makes everything else fall into place:
love and respect your students and they will love and respect you
back. With the underlying feeling of trust and respect this
provides, students quickly realize the importance of their role as
co-creators of the learning environment and they begin to take
responsibility for their own education.
Highlighted by
kitufts
on 2009-01-14 by
kitufts
This statment could not be more true. Love and respect your students and they will love and respect you back. It is difficult to manage this new learning environment.. I agree.. but it can work, if the students feel responsible for their learning.
love and respect your students and they will love and respect you
back. With the underlying feeling of trust and respect this
provides, students quickly realize the importance of their role as
co-creators of the learning environment and they begin to take
responsibility for their own education.
Highlighted by
marragem
Content is no longer king, but many of our tools have
been habitually used to measure content recall.
Highlighted by
hclarke
they often find themselves jury-rigging old assessment tools to
serve the new needs brought into focus by a world of infinite
information
Highlighted by
billgx
All of this vexes
traditional criteria for assessment and grades. This is the next
frontier as we try to transform our learning environments
Highlighted by
bud_talbot
What will these new forms of assessment look like? Performance assessments? Authentic assessments? How do we design and implement them? How do we develop standards for these assessments? I agree: this is the "next frontier."
ll of this vexes
traditional criteria for assessment and grades
Highlighted by
kitchenerd
I have
often found myself writing content-based multiple-choice questions in
a way that I hope will indicate that the student has mastered a new
subjectivity or perspective. Of course, the results are not
satisfactory. More importantly, these questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions.
Highlighted by
lindseybp
students quickly realize the importance of
their role as
co-creators of the learning environment and
they begin to take
responsibility for their own
education.
Highlighted by
mkgoindi
on 2009-03-21 by
mkgoindi
Isn't this one of our ultimate goals?
Content is no longer king, but many of our tools have
been habitually used to measure content recall.
Highlighted by
bud_talbot
Content is no longer king, but many of our tools have
been habitually used to measure content recall.
Highlighted by
may0525
Content is no longer king
Highlighted by
mcgrath4th
Content is no longer king, but many of our tools have
been habitually used to measure content recall. For example, I have
often found myself writing content-based multiple-choice questions in
a way that I hope will indicate that the student has mastered a new
subjectivity or perspective. Of course, the results are not
satisfactory. More importantly, these questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions.
Highlighted by
tonkabean
habitually used to measure content recall.
Highlighted by
mcgrath4th
questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions.
Highlighted by
kitchenerd
More importantly, these questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions.
Highlighted by
may0525
When you watch somebody
who is truly “in it,” somebody who has totally given
themselves over to the learning process, or if you simply imagine
those moments in which you were “in it” yourself, you
immediately recognize that learning expands far beyond the mere
cognitive dimension. Many of these dimensions were mentioned in the
issue precis, “such as emotional and affective dimensions,
capacities for risk-taking and uncertainty, creativity and
invention,” and the list goes on. How will we assess these? I
do not have the answers, but a renewed and spirited dedication to the
creation of authentic learning environments that leverage the new
media environment demands that we address it.
Highlighted by
lindseybp
When you watch somebody
who is truly “in it,” somebody who has totally given
themselves over to the learning process, or if you simply imagine
those moments in which you were “in it” yourself, you
immediately recognize that learning expands far beyond the mere
cognitive dimension.
Highlighted by
joanvinallcox
How will we assess these? I
do not have the answers, but a renewed and spirited dedication to the
creation of authentic learning environments that leverage the new
media environment demands that we address it.
Highlighted by
billgx
When you watch somebody
who is truly “in it,” somebody who has totally given
themselves over to the learning process, or if you simply imagine
those moments in which you were “in it” yourself, you
immediately recognize that learning expands far beyond the mere
cognitive dimension. Many of these dimensions were mentioned in the
issue precis, “such as emotional and affective dimensions,
capacities for risk-taking and uncertainty, creativity and
invention,” and the list goes on. How will we assess these? I
do not have the answers, but a renewed and spirited dedication to the
creation of authentic learning environments that leverage the new
media environment demands that we address it.
Highlighted by
mcgrath4th
learning expands far beyond the mere
cognitive dimension
Highlighted by
kitchenerd
these questions ask students to waste great amounts of mental energy memorizing
content instead of exercising a new perspective in the pursuit of real and
relevant questions
Highlighted by
richfarm
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions. Questions of the
very best kind abound, and we become students again, pursuing
questions we might have never imagined, joyfully learning right along
with the others.
Highlighted by
billgx
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions.
Highlighted by
lindseybp
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions.
Highlighted by
lancertech
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions.
Highlighted by
anitsirk
reation of authentic learning environments that leverage the new
media environment demands that we address it.
Highlighted by
kitchenerd
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions. Questions of the
very best kind abound, and we become students again, pursuing
questions we might have never imagined, joyfully learning right along
with the others. In the best case scenario the students will leave
the course, not with answers, but with more questions, and even more
importantly, the capacity to ask still more questions generated from
their continual pursuit and practice of the subjectivities we hope to
inspire. This is what I have called elsewhere, “anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
The beauty of the current moment is that new media
has thrown all of us as educators into just this kind of
question-asking, bias-busting, assumption-exposing environment.
There are no easy answers, but we can at least be thankful for the
questions that drive us on.
Highlighted by
marragem
we become students again, pursuing
questions we might have never imagined, joyfully learning right along
with the others. In the best case scenario the students will leave
the course, not with answers, but with more questions, and even more
importantly, the capacity to ask still more questions generated from
their continual pursuit and practice of the subjectivities we hope to
inspire.
Highlighted by
joanvinallcox
he new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions.
Highlighted by
may0525
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions. Questions of the
very best kind abound, and we become students again, pursuing
questions we might have never imagined, joyfully learning right along
with the others. In the best case scenario the students will leave
the course, not with answers, but with more questions, and even more
importantly, the capacity to ask still more questions generated from
their continual pursuit and practice of the subjectivities we hope to
inspire.
Highlighted by
cwilliams11
This is what I have called elsewhere, “anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
Highlighted by
lindseybp
In the best case scenario the students will leave
the course, not with answers, but with more questions, and even more
importantly, the capacity to ask still more questions generated from
their continual pursuit and practice of the subjectivities we hope to
inspire.
Highlighted by
may0525
This is what I have called elsewhere, “anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
Highlighted by
cvelasquezppe
anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
Highlighted by
kitchenerd
This is what I have called elsewhere, “anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
Highlighted by
mcgrath4th
The beauty of the current moment is that new media
has thrown all of us as educators into just this kind of
question-asking, bias-busting, assumption-exposing environment.
There are no easy answers, but we can at least be thankful for the
questions that drive us on.
Highlighted by
joanvinallcox
anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
Highlighted by
may0525
The beauty of the current moment is that new media
has thrown all of us as educators into just this kind of
question-asking, bias-busting, assumption-exposing environment.
There are no easy answers, but we can at least be thankful for the
questions that drive us on
Highlighted by
may0525
Public Comment
on 2009-02-17 by cwilliams11
on 2009-02-17 by cwilliams11
on 2009-02-17 by cwilliams11
on 2009-02-17 by cwilliams11
on 2009-03-13 by tonkabean
on 2009-04-04 by chopo1
on 2009-04-04 by chopo1