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#youtube #theory #conference #community #participation

acknowledging talent in a networked learning environment

http://cis-india.org/digital-natives/pathways/pinning-the-badge together with this: http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html

#badges #motivation #acknowledge #talent

#DIY

#moocs #critique #summery

DRIVE

And the good news about all of this is that the scientists who've been studying motivation have given us this new approach. It's an approach built much more around intrinsic motivation. Around the desire to do things because they matter, because we like it, because they're interesting, because they are part of something important. And to my mind, that new operating system for our businesses revolves around three elements: autonomy, mastery and purpose. Autonomy: the urge to direct our own lives. Mastery: the desire to get better and better at something that matters. Purpose: the yearning to do what we do in the service of something larger than ourselves. These are the building blocks of an entirely new operating system for our businesses.

http://www.ted.com/talks/dan_pink_on_motivation.html

http://www.nytimes.com/2013/01/13/fashion/modifying-a-childs-behavior-without-resorting-to-bribes-this-life.html?_r=1&

#motivation

How to re-invent reality without gamification

http://www.gdcvault.com/play/1014576/We-Don-t-Need-No

— what can we do to not make it look like a game but feel like a game

Gamification: Toward a Definition

http://hci.usask.ca/uploads/219-02-Deterding,-Khaled,-Nacke,-Dixon.pdf

Pawned. Gamification and its discontents.

http://www.slideshare.net/dings/pawned-gamification-and-its-discontents

Sixty-two reasons why Gamification is played out.

http://www.fastcodesign.com/1662656/sixty-two-reasons-why-gamification-is-played-out

#gamification #definition #critique #alternative

Mooc Critique

http://www.bogost.com/blog/educational_hucksterism.shtml — "most tech companies use the rhetoric of inclusiveness, openness, progress, etc. to hide their actual aim, which is simple financial speculation pursued for the potentially immense gain of the very few at the cost of the many." —"isn't it time to admit that MOOC providers don't primarily care about "how learning works?" Rather, they are interested in motivating the idea of corporatized, maximally efficient course-like activities as expanded access to education as a cover for their real aim, which is just financial speculation—the same kind of hucksterism Slee identifies in startups like Airbnb." —"The purpose of a for-profit that is venture-backed in Silicon Valley is to grow as quickly as possible and to exit providing a considerable financial benefit for its investors—and that goal may not be compatible with education." — "[...] MOOC providers don't actually care about education anyway. They're merely using education as a cover story, as the latest "industry ripe for disruption." — "In fact, success for MOOCs doesn't require better education. All it requires is fungibility." http://computinged.wordpress.com/2013/01/04/moocs-are-a-fundamental-misperception-of-how-learning-works/ an argument for teachers and their role in education. — "The main activity of a higher-education teacher is not to lecture. The main activity of a teacher is to orchestrate learning opportunities, to get students to do and think. A teacher does this most effectively by responding to the individuals in the class." — "Our society depends on teachers who motivate students to persevere and learn." — " We know that MOOCs have a low completion rate. What most people don’t realize is that the majority of those who complete already knew the content. MOOCs offer a one-size-fits-few model, unchanging between content domains, that does not change for individual students " — "How did we get to this point, that people are seriously talking about shutting down schools in favor of MOOCs? Maybe it’s because we in Universities haven’t done enough to recognize, value, and publicize good teaching. We haven’t done enough to tell people what we do well. MOOCs do what the external world thinks that University teachers do." http://www.timeshighereducation.co.uk/story.asp?storycode=422034 http://computinged.wordpress.com/2012/12/27/moocs-the-revolution-has-begun-says-moodys-the-rich-get-richer/

#mooc #critique

connexions

http://cnx.org/

http://cnx.org/content/col10336/latest/

on the future of learning

weekly digest: http://www.ted.com/talks/charles_leadbeater_on_education.html?source=facebook#.UN-H8owR-hp.facebook — pull versus push (dynamics and trends in motivation) — from whom can we learn about motivation — the future of the school — "Imagine an education system that started from questions, not from knowledge to be imparted, or started from a game, not from a lesson, or started from the premise that you have to engage people first before you can possibly teach them." http://www.youtube.com/watch?feature=player_embedded&v= — what are the future skills the next generations need to learn — the absence of the teacher ("the absence of the teacher in the presence of the internet can become a pedagogical tool") — "Education as we know it came from war" http://video.mit.edu/watch/the-future-of-learning-9688/ (19:40) — development of education and learning is closely linked with contemporary theories ("we are driven by how we view learning and how we frame it" [theoretical framework]) — http://startl.org/about/the-future-of-learning/ (educational products)

also interesting:

http://www.smashingmagazine.com/2007/04/14/designing-with-grid-based-approach/

http://www.incompetech.com/graphpaper/

#design #grid

http://www.smashingmagazine.com/2009/07/17/lessons-from-swiss-style-graphic-design/

related collections:

http://www.flickr.com/photos/20745656@N00/sets/72157594296535170/

http://www.flickr.com/photos/20745656@N00/sets/72157617966230965/

#design #flickr #swiss style #international style #print

Pull Not Push.

Excerpt:

"So time and again, I found people like this. This is an amazing guy, Sebastiao Rocha, in Belo Horizonte, in the third largest city in Brazil. He's invented more than 200 games to teach virtually any subject under the sun. In the schools and communities that Taio works in, the day always starts in a circle and always starts from a question. Imagine an education system that started from questions, not from knowledge to be imparted, or started from a game, not from a lesson, or started from the premise that you have to engage people first before you can possibly teach them. Our education systems, you do all that stuff afterward, if you're lucky, sport, drama, music. These things, they teach through.They attract people to learning because it's really a dance project or a circus project or, the best example of all -- El Sistema in Venezuela -- it's a music project. And so you attract people through that into learning, not adding that on after all the learning has been done and you've eaten your cognitive greens.

So El Sistema in Venezuela uses a violin as a technology of learning. Taio Rocha uses making soap as a technology of learning. And what you find when you go to these schemes is that they use people and places in incredibly creative ways. Masses of peer learning.How do you get learning to people when there are no teachers, when teachers won't come, when you can't afford them, and even if you do get teachers, what they teach isn't relevant to the communities that they serve? Well, you create your own teachers. You create peer-to-peer learning, or you create para-teachers, or you bring in specialist skills. But you find ways to get learning that's relevant to people through technology, people and places that are different."

Ethics & Aesthetics:

http://www.nytimes.com/video/2012/02/29/arts/music/100000001394603/venezuelas-el-sistema.html

#pull #slums

http://startl.org/about/the-future-of-learning/

#motivation #startl #business #tools #product #learning #mobile

Keywords, Encyclopedias, Archive entries, etc.

tagging—to find related entries

referrers—to know where to continue reading

dictionaries & definitions—typographical hierarchies and distinctions and very brief

user stories & case studies—relate theoretical entries to authentic situations and everyday life

'quartett' & quick finder—categories and numbers for quick comparison and orientation

audio-visual—imagery and moving images, sound bites to explain the entry

card system & quiz—read one entry and either answer a related questions or click a button to access the next entry (one entry at a time)

playlist—choose a curated list of entries, themed ones, make your own playlist, generate random playlists and read one entry at a time

#p2p #tools #publication

"I’ve learned that inquiry & PBL learning can be incredibly powerful in the hands of students. I would never teach any other way again. When students own their learning, then deep, authentic, transformative things happen in a classroom. It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning. For me, the question really is: who owns the learning in your classroom"

#flip #critique

http://storify.com/garystager/gary-stager-raises-questions-about-the-flipped-cla "(As a humanities and literature person here, I can’t help but remark that the teaching practices in my field have always involved this sort of “flip” whereby you assign the readings as homework then ask students to come to class prepared to discuss it, not to listen to lecture.)" —Audrey Watters

#flip #critique #thoughts

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