This is part of a much longer dialog about “connectivism” and a MOOC by the same name…
Curious people I know are driven to question almost as a carelessness for their public image. It’s as if they missed the lecture on “appearing competent” and relish the thrill of a really well performed screw-up.
To me, a true connectivist, if there is such a person, is pretty rare. Its an attitude that needs developing in an environment where mistakes are tolerated and genuine effort counts. That leaves the school system out, so where else do we look?
This is a hard question that needs solving. We’re dreaming to think everyone will self-actuate simply because it suits the economy or supports a theory. We might start by doing something very contrary to the way we insist education should operate: allow people to be “wrong” without instant reprimand. Allow feedback to work its way to the surface before we step in to explain–we explain too much anyway.
Good call Kevin, maybe connectivism is based on letting the world explain itself? Not that what we find out shouldn’t be processed in our heads, but to back off on the need for things to “fit” or meet expectations. This is an active, demanding process.
How to introduce Open Educational Technology (OET) resources, open source tools and CC licenced learning objects to teacher education students and why it is important by Salvor Gissurardottir, assistant professor at School of Education, University of Iceland
Salvor says; “I will talk about my experience with using wikitools such as mediawiki and diverse wikimedia projects in teacher education and designing project based learning where students use open source graphics tools (Gimp, Paint.net and Inkscape)”
I sat in on this webinar and learned a lot. Salvor has done some really good work using free open applications and content teaching Icelandic teachers to promote project-based learning.
Products and services mentioned include:
from… Seven Principles for Good Practice in Undergraduate Education
First we will look at the Seven Principles. Taken together they for the basis for learning about teaching, learning and technology …Seven Principles for Good Practice in Undergraduate Education
- What are some characteristics of your teaching style that are important to you and your students?
- What learning activities bring out the best in your students?
- What impact is technology having on you and your students?
- Reading – Seven Principles
- The Seven Principles were written in 1987. Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses was written in 2003. Why are they still relevant today?
- Has technology changed the interpretation of some of these Principles?
- Have students and their expectations changed since the Principles were written?
“educational technology is whatever stuff you need to use to support the practice of effective teaching and learning”
…adapted and integrated because they were inherently useful to the practice of teaching and learning… There isn’t really such a thing as “educational technology” – there is technology, used in the context of teaching and learning. —D’Arcy Norman, Weblog