Open, Collective Networks of Knowledge
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Scott McMaster ED6620 Final Project: The Future of Education Dr. Elizabeth Murphy Memorial University
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This document discusses the future of education with the rise of technology and global collaboration. It notes how knowledge is now socially constructed through ubiquitous technologies that allow people worldwide to work together, modifying and rebuilding knowledge through open-source tools. Finally, it emphasizes that how we develop technologies and online communities will directly impact opportunities for young people and influence the type of society that emerges.
EC&I 831 Final Thoughts
The document discusses key concepts in open and connected learning including openness, transparency, sharing, freedom, small tools loosely joined, networks for creating, sharing and learning, immersion for understanding, discovery, literacies as a lifelong process, and assessment through purposeful feedback. It also references how new generations are empowered and impatient with traditional institutions, making this an incredible time for the young and talented.
Make Life (Media Studies for a Life in Media 07)
Seventh of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Your Life (Media Studies for a Life in Media 02)
Second of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Smoothing Space for Collaboration & Innovation
This document discusses concepts of "striated space" and "smooth space" from Deleuze and Guattari, and how social media can create smooth spaces that encourage nomadic learning. Smooth spaces have no fixed pathways and allow for discovery, serendipity, and creating new meanings. The presenter argues that technologies like eTwinning can act as nomadic spaces by facilitating collaboration, communication, and exploration beyond traditional boundaries. Emerging technologies may further blend the virtual and physical, enabling new forms of collaboration and learning.
Lifelong Learning In The Digital Age
This document discusses connectivism and lifelong learning in the digital age. It defines connectivism as a learning theory where learning and knowledge are distributed across networks, and learning consists of forming connections. It also discusses how the half-life of knowledge is decreasing and more knowledge is "soft", meaning it changes rapidly. It suggests incorporating connectivism into classrooms by teaching its basic concepts, defining networks and their implications, and using tools like blogs and wikis to facilitate lifelong learning through connection and adaptation to changing information.
Office of the 21st century
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Presentation of Alastair Creelman for EDEN's Time for Action in Shaping HE 4.0 webinar series on 'Learning Design in the Eye of the Storm #onlinetogether' - May 10, 2021, 17:00 CEST
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This document discusses the future of education with the rise of technology and global collaboration. It notes how knowledge is now socially constructed through ubiquitous technologies that allow people worldwide to work together, modifying and rebuilding knowledge through open-source tools. Finally, it emphasizes that how we develop technologies and online communities will directly impact opportunities for young people and influence the type of society that emerges.
EC&I 831 Final Thoughts
The document discusses key concepts in open and connected learning including openness, transparency, sharing, freedom, small tools loosely joined, networks for creating, sharing and learning, immersion for understanding, discovery, literacies as a lifelong process, and assessment through purposeful feedback. It also references how new generations are empowered and impatient with traditional institutions, making this an incredible time for the young and talented.
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Seventh of an 8-part series of slidepacks for a course and book about the role, insights, and possible future of media studies for a life in media. Feel free to use, please cite, and share your comments!
Your Life (Media Studies for a Life in Media 02)
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Smoothing Space for Collaboration & Innovation
This document discusses concepts of "striated space" and "smooth space" from Deleuze and Guattari, and how social media can create smooth spaces that encourage nomadic learning. Smooth spaces have no fixed pathways and allow for discovery, serendipity, and creating new meanings. The presenter argues that technologies like eTwinning can act as nomadic spaces by facilitating collaboration, communication, and exploration beyond traditional boundaries. Emerging technologies may further blend the virtual and physical, enabling new forms of collaboration and learning.
Lifelong Learning In The Digital Age
This document discusses connectivism and lifelong learning in the digital age. It defines connectivism as a learning theory where learning and knowledge are distributed across networks, and learning consists of forming connections. It also discusses how the half-life of knowledge is decreasing and more knowledge is "soft", meaning it changes rapidly. It suggests incorporating connectivism into classrooms by teaching its basic concepts, defining networks and their implications, and using tools like blogs and wikis to facilitate lifelong learning through connection and adaptation to changing information.
Office of the 21st century
Microteaching was invented in 1963 at Stanford University to allow teachers to safely practice teaching skills. Transformation can occur at the individual, organizational, industry, or societal level, and is driven by the entity and its environment. The office of the 21st century aims to use computer vision and graphics to create immersive 3D environments for remote collaboration, allowing distant collaborators to feel together in a shared space. The computer age gave way to the information age, characterized by advances in communication and information technology that allow easy, instant access to knowledge.
Joining the OER dots
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The document discusses how technology has changed knowledge production and communication. It explores how social media has enabled a democratization of knowledge by allowing anyone to publish information for a global audience. While the volume of accessible knowledge has grown, the document questions whether this has actually led to more growth in what is considered true knowledge. It suggests social media plays a role in knowledge production but should complement, not replace, traditional methods of peer review and rigorous fact-checking.
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The mission of libraries, as stated by IFLA Manifesto for Digital Libraries and IFLA/FAIFECode of Ethics for Librarians and other Information Workers, con-verges with the mission and ethics of the BBB declarations on Open Access: it is about delivering information to everyone, from scholars to the “curious minds”, and librarians can be mediators in the wide diffusion, at all levels of society, of scientific, scholarly knowledge, to foster “active” and “scientific” citizenship.
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- Technology reflects social values and ideologies and shapes new realities
- Learning is a social and networked phenomenon enabled by tools and connections between people
- Individual knowledge is only possible due to social engagement and participation
- New technologies provide opportunities for new connections and relationships between people
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The document discusses the impact of technology on universities. It notes that while universities have existed for over a millennium, technological changes are driving changes today. It explores how the organization of knowledge has evolved from encyclopedias to memes to today's online environment where everything is "miscellaneous." While technology enables access to information and freedom of expression, it can also isolate users in "filter bubbles" and cause "information obesity." The document questions whether technology enhances or hinders curiosity, and whether those who remember pre-Internet times are fortunate or unfortunate. It concludes by considering the potential roles of social media in academia, such as facilitating collaboration and monitoring research.
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In this file you will find an explanation of the society of knowledge and its relationship with the invisible learning
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This document provides an overview of digital humanities. It discusses definitions of digital humanities from various sources, noting that it is not a unified field but involves using digital tools and technologies to study humanities subjects. Key aspects identified include working with digitized information, metadata, preservation of digital materials, and open access. Values emphasized include public engagement, inclusiveness, and empowering diverse voices. Concerns are raised that digital archives could repeat power imbalances and privileging of certain voices over others.
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This document discusses the history and future of educational technology and pedagogy. It explores how technology has shifted learning from an individual objective model to a more social constructivist approach. Early educators in the 1840s saw potential in chalkboards and magic lanterns to engage students visually. Later, Thomas Edison predicted that moving pictures would make school so enjoyable that students would want to attend. More recently, connected technologies like blogs, microblogs, wikis and social networks have facilitated collaborative and networked learning communities beyond the walls of the classroom. The document advocates a connected, participatory pedagogy for the digital age.
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The mission of libraries, as stated by IFLA Manifesto for Digital Libraries and IFLA/FAIFECode of Ethics for Librarians and other Information Workers, con-verges with the mission and ethics of the BBB declarations on Open Access: it is about delivering information to everyone, from scholars to the “curious minds”, and librarians can be mediators in the wide diffusion, at all levels of society, of scientific, scholarly knowledge, to foster “active” and “scientific” citizenship.
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Connectivism -Learning in the digital age
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- Technology reflects social values and ideologies and shapes new realities
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- Individual knowledge is only possible due to social engagement and participation
- New technologies provide opportunities for new connections and relationships between people
University in the age of smartphone
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Academics should reclaim their voice in society, NOW!
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Funderburk Abstract: Wealthofnetworksopencontent
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Digital Literacies: Opening the Frontier
George Roberts discusses the pedagogy of e-learning. He argues that there is a pedagogy of e-learning that is grounded in two broad themes: digital literacy and open academic practice. This pedagogy aims to further openness, acknowledge multiple knowledge cultures, and promote novelty and change through alternative modes of organizing knowledge. However, digital literacy cannot be separated from other educational, social, political and economic developments, and open online academic practice poses a challenge to traditional power structures in higher education.
Networks of knowledge. Social Media in the [Foreign Language] Classroom
Álvaro Llosa Sanz y Mónica Poza Diéguez.
LECNY-NYSAFLT REGIONAL MEETING November 2, 2013.
Verona, NY. Verona-Sherrill Central School.
The Littera Project (www.thelitteraproject.weebly.com)
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Intellectual Freedom in Libraries : from books to AI
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Open, Collective Networks of Knowledge
- 3. Where is education headed? Sir Ken Richardson mentions the unpredictability of it in a TED conference on ‘How we Learn’.
- 10. Working Together, building, modifying and rebuilding knowledge.
- 11. Multilingual and multicultural tools powered by individuals.
- 12. Knowledge is Socially Constructed Jean Piaget (1926) Lev Vygotsky (1962)
- 14. Open Source forging many connections
- 16. Connexions
- 17. MIT FREE Course Materials
- 18. Sites for collaborative education
- 19. OWL Institute
- 21. Putting it all Together, Together
- 22. The Universe is a big Place to Observe
- 24. Give Open Source a Chance! Saying no to: Saying yes to:
- 25. Socialist vs. Capitalist Models
- 26. Knowledge as a Stock?
- 27. Knowledge as a Commodity?
- 28. Collaboration and Social Justice Karl Marx Thomas Dewey
- 29. Looking Forward Building New Identities
- 30. Open Source Social Systems
- 31. Knowledge comes from every level in every direction
- 33. Technology inside of our brains cells, networked to the entire world of knowledge, communicating and collaborating with others at an unimaginable pace!
- 34. Human Synapses Connecting to Global Social Networks
- 35. Wireless Access to the Brain
- 36. Final Note “How we shape and engineer the technology, tools, organization of knowledge, and virtual communities on the expanding Internet information infrastructure will directly affect the potential productivity, roles, and equity of opportunity of young people in the near and distant future, and thereby will affect the kind of society into which we evolve” (Hunter and Richards,2003, p.11).