Saturday, September 30, 2017

Weekly Sporto bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Saturday, September 23, 2017

Weekly Sporto bookmarks (weekly)

  • tags: competency-based learning competencies competency framework consortium standards academic

  • tags: competency competency-based learning competencies technology skills framework standards learning

  • tags: WGU CBE competency-based learning competencies competency

    • This respect comes in part from WGU’s work with employers to develop the competencies they want in a graduate and then using the CBE model to ensure that each student has mastered the competency before graduation.
  • tags: IMS competency-based learning competencies standards learning consortium CASE competency framework

    • Having universal identifiers for education competencies makes it possible for any of these tools or applications to easily share information between the systems. These tools may include learning management systems, assessment tools, curriculum management applications, certificate and competency-based evaluation systems and any other tool, process or content that aligns to or references a competency or framework.
  • tags: moodle vimeo video

  • tags: canvas Business Model OER OERu

  • tags: connectivism community george siemens collaboration

    • This will lead to the proposed novel combined learning and work community that both provides support and offers authentic outlets for work products that are valued beyond a particular course.
  • tags: connectivism artifact learning MOOC MOOCs cmooc george siemens

    • Yet, change is happening, often under the radar of enthusiasts because it’s harder to sell a technology product or draw clicks to a website when being nuanced and contextual. Education is an idea/information-based process. How information is accessed, created, and shared is revealing about the future of learning.
    • Connectivism was presented as a theory that described how learning happened in networks, complex ambiguous information spaces, digital environments, and the increased opportunities of the participative web. Unfortunately, much of that theory remains undeveloped
    • As a result, connectivism is something people cite rather than engage and develop into a more complex theory or framework of learning
    • One aspect of connectivism that has great potential for development is the role of the artifact in learning. With CCK08, we found fascinating activities arising due to student created artifacts. One student creates an image to detail the architecture of the course. Another updates it and adds to it. Another comes by and critiques it. The artifact serves as a social learning object. This process reflects my earlier point: big trends unfold behind the scenes over time and in education, they map and mirror to what people do with information that is digital and networked.
    • Education over the past several centuries has been defined by the centrality of the instructor and the actions of a learner in relationship to what the instructor knows. There have always been voices that challenged this model – Dewey, Illich, Freire, Montessori – but the system of learning that defines our society is modeled on the assumption of learners needing to duplicate what instructors already know.
    • Small groups of people could share without a mediator.
    • Everything was a possible social artifact. Take and share a picture. Post your thoughts on a blog. Tag and share valuable resources
    • Eventually we were blessed with the ugly stepchildren of this movement (Twitter, Facebook) that enabled flow of creative artifacts but in themselves where not primarily generative technologies.
    • What happens when you add artifact creation? The entire curriculum can shift. If I lecture on the development of open learning and open source technologies, I’m presenting my voice, my priorities, my values. If someone comes along and says “what about the power structure and the bias that underpins this content”? Bam. It’s a new course. Someone creates a video reacting to a lecture I delivered? Bam. It’s a new course. This doesn’t always happen on grand scales. Often the artifact has a limited impact – a brief detour in a new conversation and learning direction for students. The aggregate of these artifacts is significant because it places students in a new mindset, one defined by personal autonomy and agency.
    • There is something about the artifact that is unique in its ability to make every learner a teacher, every contribution a redirection of learning, every interaction a reaction and augmentation.

Posted from Diigo. The rest of my favorite links are here.

Saturday, September 16, 2017

Weekly Sporto bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.