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Timhand Jwales1

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Timhand Jwales1

  1. 2. S. Downes
  2. 3. Philosophical implications <ul><li>Need for recognition of role in knowledge creation by social networking ( knowledge networking/ ) Emerging theories of ‘connectivism’ </li></ul><ul><li>Changing nature of information & knowledge creation-what constitutes authoritative ‘knowledge’ (does chat?/ other forms of socially constructed knowledge) </li></ul><ul><li>Critique of the value chain-data/information/to knowledge (which is more useful) </li></ul><ul><li>Content is subservient to the communities (prime driver) </li></ul><ul><li>Recognition of changing nature of knowledge creation (formal vs informal /VLEs /PLEs) </li></ul><ul><li>Speed of knowledge creation, can’t be matched by traditional publishing methodologies (QA/Mdata/standrds/copyright etc) </li></ul><ul><li>Learning can’t be relegated to the classroom-Global (more tech in bag) </li></ul><ul><li>Students, peers are valid knowledge creators (publishing is a democratic activity-decentralised creativity) </li></ul>
  3. 4. Need to recognise changing profile of learners <ul><li>Digital natives </li></ul><ul><li>Culture of collaboration and sharing </li></ul><ul><li>Natural engagement with social networking tools </li></ul><ul><li>Immediacy/currency </li></ul><ul><li>Traditional media is increasingly irrelevant </li></ul><ul><li>Motivation </li></ul><ul><li>Personalisation </li></ul><ul><li>Need to create and explore </li></ul><ul><li>New cool (opensource)tools </li></ul>
  4. 5. For any education system obligations in terms of: <ul><li>Authority </li></ul><ul><li>Autonomy </li></ul><ul><li>Access </li></ul><ul><li>Accountability </li></ul><ul><li>Attribution/Acknowledgement </li></ul><ul><li>Affordances </li></ul>
  5. 6. Practical implications <ul><li>Duty of care: Guaranteeing ‘safety’ (identity /filtering) Guaranteeing validity </li></ul><ul><li>Reassessing education systems as ‘gateways’ of knowledge </li></ul><ul><li>Teachers are no longer the centre of knowledge dissemination </li></ul><ul><li>Revisit notions of learning </li></ul><ul><li>Value of socially constructed knowledge ( or is it just ‘chat’ ?) </li></ul><ul><li>VLE’s to PLE’s </li></ul><ul><li>Licensing implications </li></ul>
  6. 7. What we need to do (Urgently): <ul><li>Recognise learning is a community enterprise (with all responsible-obligations) </li></ul><ul><li>Students as meta learners (skills for C21 st learning) </li></ul><ul><li>Platforms such as TaLe to bridge the formal and informal knowledge economies </li></ul><ul><li>Teacher & community prof. development (teach social responsibility/information skills/new pedagogies) </li></ul><ul><li>More flexible licensing and copyright (what is sharing?) </li></ul><ul><li>Have capacity to exercise judgement & responsibility in matters of morality, ethics and social justice and accept responsibility for their own actions ( The Adelaide declaration 1.3) . </li></ul><ul><li>Radical trust </li></ul>

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