Emerging Technologies or e-learning - comming of Age- Blended??Vidensemergens
Emerging technologies like e-learning are coming of age and blending with other forms of learning. Connectivist learning involves students constructing knowledge by connecting resources and people. Knowledge is no longer just vertical understanding but also horizontal processes and emerging understandings. Schools need to become incubators that simulate real-world contexts and offer new learning landscapes where context generates reconfiguration. Biographic technologies focus on inclusion through reflection of subjects' criteria rather than just performance outputs. Competence is a narrative construction rather than a predictable outcome.
The document discusses the use of portfolios in education. It argues that portfolios should be used in primary and secondary education to document students' achievements and successes. However, portfolios can also increase pressure on students if they do not achieve much. The document also discusses how portfolios can help students take responsibility for their own learning and success. It debates whether schools should focus on standardized performance measures or allow more individualized, biographic approaches to learning through portfolios. Ultimately, the document advocates that portfolios should facilitate collaboration and reflection, rather than just measuring individual performance.
The document discusses how technology and digital media are changing the landscape of learning, noting that context is key and learning now occurs across different environments. It examines the relationship between performance technologies that aim to standardize learning and biographic technologies that allow for more personalized learning experiences. The role of reflection and how competence is constructed through narrative are also addressed.
Oplæg ved Peter Busch-Jensen Adjunkt, Subjekt, teknologi og social praksis ved Ins tut for Psykologi og Uddannelsesforskning , Roskilde Universitetscenter
Emerging Technologies or e-learning - comming of Age- Blended??Vidensemergens
Emerging technologies like e-learning are coming of age and blending with other forms of learning. Connectivist learning involves students constructing knowledge by connecting resources and people. Knowledge is no longer just vertical understanding but also horizontal processes and emerging understandings. Schools need to become incubators that simulate real-world contexts and offer new learning landscapes where context generates reconfiguration. Biographic technologies focus on inclusion through reflection of subjects' criteria rather than just performance outputs. Competence is a narrative construction rather than a predictable outcome.
The document discusses the use of portfolios in education. It argues that portfolios should be used in primary and secondary education to document students' achievements and successes. However, portfolios can also increase pressure on students if they do not achieve much. The document also discusses how portfolios can help students take responsibility for their own learning and success. It debates whether schools should focus on standardized performance measures or allow more individualized, biographic approaches to learning through portfolios. Ultimately, the document advocates that portfolios should facilitate collaboration and reflection, rather than just measuring individual performance.
The document discusses how technology and digital media are changing the landscape of learning, noting that context is key and learning now occurs across different environments. It examines the relationship between performance technologies that aim to standardize learning and biographic technologies that allow for more personalized learning experiences. The role of reflection and how competence is constructed through narrative are also addressed.
Oplæg ved Peter Busch-Jensen Adjunkt, Subjekt, teknologi og social praksis ved Ins tut for Psykologi og Uddannelsesforskning , Roskilde Universitetscenter
Camilla Moring fra Danmarks Biblioteksskole fortæller om informationskompetencebegrebet ved VidenDanmark og DEFF seminar om Informationskompetence 22.4.2009
Foredrag om sociale medier og læring for socialbusinesslearning.dkOle Bach Andersen
Foredrag om hvordan sociale medier vil væsentlig forandre den måde vi lære på og om hvordan det i fremtiden vil være en naturlig del af at skabe resultater.
This document discusses using narratives and storytelling in course design. It suggests that encouraging learners to imagine different outcomes to events helps them think critically about a subject and prepares them for an uncertain future. The workshop aims to help participants identify critical learning incidents in their courses and reframe them as parts of a story. By connecting educational intentions to individual understandings through narratives, spaces can be transformed into meaningful learning experiences.
Projektet søger at skabe en større forståelse og udvikle handlingsrum i forhold til de studerendes udvikling af en professionsidentitet. Dette sker i forhold til de epistemiske baner, der skabes gennem de forskellige aktiviteter i studieaktivitetsmodellens spatiale organiseringer af læringsaktivitet. Det der er i fokus, er udviklingen af en forståelse af de spistemiske kulturer, der udfolder sig i de studerendes aktiviteter, såvel som i de hensigter, der ligger bag og udtrykkes gennem uddannelsernes planlagte aktiviteter. Der vil være fokus på, hvordan aktiviteten iscenesættes, og indgår i de studerendes forståelse. Det teoretiske afsæt er en tilpasset udvikling af Knorr Cetinas begrebssæt om epistemiske kulturer og epistemiske maskiner. I projektet afdækkes de forskellige professionsuddannelsers forståelses- og handlingsrum i indramning af studieaktivitetsmodellen med henblik på at skabe et videns- og muligt handlingsgrundlag for videre udvikling.
The document discusses creativity and innovation in education. It begins by exploring definitions of creativity and innovation, noting creativity involves transforming latent ideas into recognized forms over time. Innovation then transforms creativity into new practices.
It then contrasts the "school" system, which can be seen as prioritizing standardized learning and career selection, with more open-ended creative practices. The school system is caught between modern demands for the sublime/aesthetic versus norms of standardization.
The document proposes taking what schools are good at - like idea development and collaboration - and focusing on sustaining creative practices and entrepreneurship. It explores how workshops can foster hybrid experiences through bringing together diverse actors in collaborative problem-solving. Mediating artifacts also play
Creativity and innovation can be learned through participation in authentic settings that provide constraints and opportunities for mastery. Education needs to bring design-mode thinking into the core curriculum by empowering learners as knowledge workers and changing contexts to generate new perspectives. Micro-case studies show how creativity emerges through a combination of mastery, openness to new ideas, and organizational structures that support double competencies.
The document discusses creativity and innovation through analyzing four "micro-cases" of creative collaborations: Lars von Trier and Niels Vørsel's Dogme film movement; René Redzepi and Claus Meyer founding Noma restaurant; Mark Zuckerberg and Sean Parker creating Facebook; and artist Olafur Eliasson working with Einar Thorsteinn. It examines how these collaborations avoided "isomorphic pressures" through components like mastery, estrangement, organizational structures, and dual competencies.
This document discusses the concept of creativity from several perspectives:
1. It examines definitions of creativity from various theorists, seeing it as a problem in education, dependent on context, or turning potentials into accepted new forms.
2. It analyzes specific case studies of creative collaborations or organizations like Dogme filmmakers von Trier and Ålen, the NOMA restaurant, and Eliasson Studio.
3. It explores how creativity occurs within temporary settings, addressing mastery, estrangement, programming, and double competencies to avoid isomorphic pressures.
The document considers creativity and innovation as related but distinct, with innovation transforming creativity into new practices. It raises questions about holographic