Universities in the "Free" Era - SXSW 2010 PresentationMiami University
Presentation at SXSW Interactive 2010 about the future of higher education. MIT, Yale, Stanford, and others put lectures online. Chris Anderson argues all university lectures should be free. From Academic Earth to TED, it's free. So what is the value-add of a university education? What models of higher education will survive? How will universities leverage the social web to reinvent themselves?
This presentation introduces a Blended Teaching and Learning System for Teachers and Learners in situations with poor or no internet connection and enables Technology Enhanced Teaching and Learning to areas of the world where lack of conventional internet access has hindered the use of technology.
Universities in the "Free" Era - SXSW 2010 PresentationMiami University
Presentation at SXSW Interactive 2010 about the future of higher education. MIT, Yale, Stanford, and others put lectures online. Chris Anderson argues all university lectures should be free. From Academic Earth to TED, it's free. So what is the value-add of a university education? What models of higher education will survive? How will universities leverage the social web to reinvent themselves?
This presentation introduces a Blended Teaching and Learning System for Teachers and Learners in situations with poor or no internet connection and enables Technology Enhanced Teaching and Learning to areas of the world where lack of conventional internet access has hindered the use of technology.
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
Online learning has shown a massive growth over the last decade as the internet and education join hands to provide people with varied opportunities to learn new skills. And after the pandemic, online learning has become the new norm today. The lockdown has forced schools, colleges, companies to work within the confines of their homes and thus enhanced the usage of online learning. Let’s understand in-depth what are the pros and cons of online learning.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
This talk by Dave Cormier and Bonnie Stewart for the T3 conference at St. Norbert College, explores the ways in which digital technologies open up that “how” of teaching and learning to enable new structures and forms for communications. Digital tools, concepts, and practices open up the walls of classrooms and of scholarship, and thus have far more significant - and hopeful, if complex - implications for academia than content-based debates allow us to grapple with. This presentation will outline ways in which digital networks fundamentally challenge traditional narratives surrounding higher education, and frame possibilities that arise when we think of education in terms of connection rather than content. It will examine what it means to succeed as learners, scholars, and institutions in a time of knowledge abundance, and open up ideas for ways forward.
Some emerging technologies for learning resource centresLis Parcell
Slides to support a workshop for learning resource centre staff as part of Forth Valley College staff development week, 11 February 2015 at the Stirling campus. The session was delivered with Mags McKay of Jisc Scotland.
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
Online learning has shown a massive growth over the last decade as the internet and education join hands to provide people with varied opportunities to learn new skills. And after the pandemic, online learning has become the new norm today. The lockdown has forced schools, colleges, companies to work within the confines of their homes and thus enhanced the usage of online learning. Let’s understand in-depth what are the pros and cons of online learning.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
This talk by Dave Cormier and Bonnie Stewart for the T3 conference at St. Norbert College, explores the ways in which digital technologies open up that “how” of teaching and learning to enable new structures and forms for communications. Digital tools, concepts, and practices open up the walls of classrooms and of scholarship, and thus have far more significant - and hopeful, if complex - implications for academia than content-based debates allow us to grapple with. This presentation will outline ways in which digital networks fundamentally challenge traditional narratives surrounding higher education, and frame possibilities that arise when we think of education in terms of connection rather than content. It will examine what it means to succeed as learners, scholars, and institutions in a time of knowledge abundance, and open up ideas for ways forward.
Some emerging technologies for learning resource centresLis Parcell
Slides to support a workshop for learning resource centre staff as part of Forth Valley College staff development week, 11 February 2015 at the Stirling campus. The session was delivered with Mags McKay of Jisc Scotland.
Slides boekpresentatie 'Sociale Media en Journalistiek'Bart Van Belle
De slides die gebruikt werden bij de presentatie van het boek Sociale Media en Journalistiek van Bart Van Belle en Michael Opgenhaffen.
Meer info over het boek http://www.facebook.com/pages/Sociale-media-en-journalistiek/292894527427953?sk=app_190322544333196
De ontwikkeling van de huizenprijzen in Amsterdam. Zijn woningen in de stad nog steeds koopwaardig? Een analyse op basis van openbare gegevens van Amsterdamse O&S, CBS, NVM, onderzoeksresultaten van verschillende OG economen.
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
An interesting (and extremely text-heavy) profile of some of the biggest names in educational theory and reform. Some original thoughts thrown in. If you are looking for a quick read, look elsewhere. But if you want to find out a lot about the various problems and possibilities in our educational system, this might be your cup of tea.
Apresentação realizada no curso de Inovação Social da ESPM no dia 19 de outubro de 2011. Desafio lançado aos alunos para o desenvolvimento de um projeto para o Parque Santo Antonio.
Apresentação realizada na 1a Conferência Internacional de Crowdsourcing, Co-Criação e Comunidades, em 29 de agosto de 2011 no Teatro Vivo em São Paulo.
Sociedade em Rede e a Educação - I Seminário Internacional do Centro Ruth Car...Luis Fernando Guggenberger
Apresentação realizada na Oficina do I Seminário Internacional do Centro Ruth Cardoso, sobre o case do Instituto Vivo e A Sociedade em Rede e a Educação.
12. Ivan Illich , Austrian philosopher, Roman Catholic priest and critic of the institutions of contemporary western culture and their effects on the provenance and practice of education, medicine, work, energy use, and economic development. Ivan Illich, 1926 - 2002 “ Deschooling Society”
14. "...Schooling implies custodial care for persons who are declared undesirable elsewhere by the simple fact that a school has been built to serve them." “ Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school.”
15. “ Schools are designed on the assumption that there is a secret to everything in life... and that only teachers can properly reveal these secrets.”
16. “ New educational institutions would...facilitate access for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in by the door.”
17. “ When pressed to specify how they acquired what they know and value, will readily admit that they learned it more often outside than inside school. Their knowledge of facts, their understanding of life and work came to them from friendship or love, while viewing TV, or while reading, from examples of peers or the challenge of a street encounter.”
18. Why School is the Wrong Model for Learning Forgetting curve Irrelevant content Not real world Deficient students Taught by authority figure Focus on individuals, not groups Stifles creativity Give answers rather than action Assembly-line approach “ Ends” with graduation
19. Opportunity web: networks, not curriculum "What kinds of things and people might learners want to be in contact with in order to learn?" Learning Objects Skill Exchanges Peer Matching Educators -at-large
21. 1997 Largest private university in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students
22. Our core goal is to meet the needs of working and underserved students by giving you the chance to earn your college degree. Flexible scheduling, faculty with real-world knowledge and a consistent and effective curriculum design help make higher education accessible to everyone. John Sperling, Founder
23. Deschooling Society University of Phoenix Learning objects Workplace & project Peer matching Age of students 19 - 49 Skill exchanges Ground level research Educators-at-large Practitioner faculty
24. Learning is the Work What's wrong with most training? It's just like school.
33. A Learning Ecology Courses are dead. Learning ecosystems are the future.
34. Classroom Ecology apart from work embedded in work training, push learning, pull programs platform piecemeal holistic events processes static fluid know things work smarter
43. Common characteristics Formal Informal Control Top-down Laissez-faire Delivery Push Pull Duration Hours, days, weeks Minutes Where? Apart from work Imbedded in work Author Instructional designer Individual Time to develop Months, weeks Minutes When? In advance At time of need To do what? Know Become
49. Employees Temps Ad hoc teams Specialists Contractors Outsource providers Professional communities Advisors Customers Channels Suppliers Partners Media Prospects The industry Community Government Business Ecosystem: 21st Century Practitioners Novices
50. Our CLO is involved in making decisions about learning for partners and supply chain. Our CLO is involved in making decisions about customer learning. 2009 Internet Time - CLO Magazine Survey of CLOs n=195 No No Yes Yes Chief Learning Officer Responsibilities
52. Spectrum of activities Instructor-led class Workshop Video ILT Schooling Curriculum Mentoring Lunch ‘n learn Conferences Simulations Interactive webinars Performance support YouTube Podcasts Books Storytelling Hallway conversation Profiles/locator Social networking Trial & error Search Observation Asking questions Job shadowing/rotation Collaboration Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences Formal Informal
53.
Editor's Notes
Most important meme of the day is Change
Loners are powerless. We learn with one another. Teams work; no hermits allowed.
Once had plenty of time, new computer model every six or seven years Web 2 & learning: ever faster 20,000 years
phase change, not downturn
The predictable “clockwork universe” is no more. We inhabit a complex world of perpetual surprise.
Plants where people work used to look like this. Factories and efficiency. Now we work amid networks. As in nature, everything is connected to everything else.
I used to advise people to take the leap into the new way of work right away. Now I suggest they sell their stakeholders on the idea first.
Illich: To liberate access to things by abolishing the control which persons and institutions now exercise over their educational values. To liberate the sharing of skills by guaranteeing freedom to teach or exercise them on request. To liberate the critical and creative resources of people by returning to individual persons the ability to call and hold meetings — an ability now increasingly monopolized by institutions which claim to speak for the people. To liberate the individual from the obligation to shape his expectations to the services offered by any established profession — by providing him with the opportunity to draw on the experience of his peers and to entrust himself to the teacher, guide, adviser, or healer of his choice. Inevitably the deschooling of society will blur the distinctions between economics, education, and politics on which the stability of the present world order and the stability of nations now rest.
1997 Largest private university in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students