63 Matching Annotations
  1. Jun 2019
    1. Many writers have highlighted the power of the global digital tribe, particularly the way groups tend to solve problems more effectively than individual experts (Surowiecki, 2009). We read of how groups can self-organise and co-ordinate their actions in connected global environments (Shirky, 2008) and that there seems to be no limit what a tribe can do when it is given the appropriate tools (Godin, 2008). Mobile and personal technologies that are connected to global networks have afforded us with the priceless ability to collaborate and cooperate in new and inventive ways (Rheingold, 2002), and allow us to rapidly self organise into new collective forces (Tapscott and Williams, 2008). Connected technology not only gives us access to existing knowledge, it encourages and enables us to create new knowledge and share it widely to a global audience.

      I am enjoying this series Steve. A book that has influenced my thinking on the topic has been Teaching Crowds by Jon Dron and Terry Anderson.

      One thing that I am left wondering is how the benefits and affordances change and develop over time? I was left thinking about this while reading Clive Thompson’s new book Coders compared with his last book Smarter Than You Think.

      Also posted on Read Write Collect

  2. Feb 2019
    1. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity

      When we understand our student's interests and build relationships with them, we can help them to love learning. We can do this collectively with our classes and we can do it with each student individually.

    1. The kind of participatory connected learning experiences that we are advocating for arenot easily described

      What are some ways we who seem to "grok" participatory connected learning (or think we do) can make this concept more accessible to colleagues who lament the failure of "sit-and-get" faculty development/PD, but don't know what to do next? I was reminded of this a few days ago in a "mixed" meeting of faculty, staff, and administrators. We all meant well, but could have done better in planning some upcoming sessions that (we hope) will become a Community of Practice. I think a way to describe participatory culture in a room full of people who don't already know Henry Jenkins and Mimi Ito would help.

  3. Oct 2018
    1. We propose “connected civics” as a form of learning that mobilizes young people’sdeeply felt interests and identities in the service of achieving the kind of civic voice andinfluence that is characteristic of participatory politics. Of course there is nothing newabout the idea that interest, affinity, and identity are drivers of political action, but toooften when it comes to learning, we can default to civic educational experiences that failto tap the kinds of cultural practices young people produce through their everyday sym-bolic expression

      Does this feel different than Civics learning from your own middle or high school classes?

  4. Jul 2018
    1. Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.

      This article goes along well with the class reading on "Connected Learning"- using digital accountability and support to reach goals (example: fitness)

    1. What would it mean to consider an educational agenda that includes more flexible, informal, diverse, and interest-driven learning environments? Can we do this in a way that elevates all youth rather than serving the privileged minority?

      Good point- using technology and media capabilities to bridge this gap between the poor and wealthy in education

    2. Despite its power to advance learning, many parents, educators, and policymak-ers perceive new media as a distraction from academic learning, civic engagement,

      Many parents think this is true- while there are differing opinions on technology use, this is one such example where the stereotype needs to be broken

    3. attributes her success to the writing skills she developed in the role-playing world (see Case Study 1).Clarissa’s out-of-school engagement in creative writing is an example of what we have dubbed connected learning—learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

      good example: using "Connected Learning"- role play online to strengthen creative writing

    1. harness these new technologies for learning rather than distraction.

      good point- there is a hard gap to fill between elem grades and middle and high school- harness kids interests and use technology to the best advantage

    2. The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

      goes against standardized testing, teaching one to many, or fixed subjects. Connected learning to enhance human connection and technological as well

  5. Mar 2018
    1. A rhizome ceaselessly establishes connections between semiotic chains, organizations of power, and circumstances relative to the arts, sciences, and social struggles.”
    1. Clavier has been part of that unexpected sequence of events and the network which has stretched around the world has seen me working with colleagues in Egypt, Poland, Sweden, Australia, the USA, Spain, Finland, Canada and the UK! 

      global network connected

    1. the connected approach to learning and teaching has been overwhelmingly positive for me

      connection connected learning

  6. Jan 2018
    1. Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers; at the worst transitory fads, and at the best merely improvements in certain details—and this is the plane upon which it is too customary to consider school changes.

      I think this quote serves as counterpoint to the Connected Learning and Research Agenda quote on Page 14 (Connected learning recognizes a tension... ... competition for scarce opportunities.) The tension that the Agenda describes is an incomplete implementation of connected learning that some may consider as a fad in the eyes of Dewey. Again, to make sure that the Agenda policy makers can implement the alternative connected learning pathways, policymakers must take on Dewey's broader social view that we must undertake the learning paradigms that enhance student learning...

  7. Nov 2017
  8. Oct 2017
    1. Annotating DML

      Few conference sessions offer this level of supplemental reference. Thanks for rockin' DML!

  9. Jul 2017
    1. Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them

      Support is essential

    2. Connected learning isn’t a burden that one organization shoulders on its own, and is about building connections across different sites of learning

      This is where the community partnerships come in

    3. Traditional education is failing to engage many students as they enter their middle school, high school, and college years.
    1. Connected learning posits that by connecting and translating between in-school and out-of-school learning, we can guide more young people to engaging, resilient, and useful learning that will help them become effective contributors and participants in adult society. We also believe that networked and digital technologies have an important role to play in building these sites of connection and translation
    2. onnected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

      Essentially, this is conecting personal interests to content learning to real world applications.

  10. Apr 2017
    1. https://connectedlearning.uci.edu/

      new Connected Learning Lab (CLL) at UC Irvine, an interdisciplinary research center dedicated to studying and mobilizing learning technologies in equitable, innovative, and learner-centered ways.

  11. Jun 2016
    1. I have Serious Rant-y Thoughts on requiring that students inhabit public spaces in professional contexts, and I do wonder how much a class hashtag is useful beyond self-promotion of the course and its amazing instructor.

      You may consult input from amazing people like @GoogleGuacamole and @actualham who have very intentionally integrated (not just mentioning or requiring) Twitter use in their courses and implicated its value in students' connections with their professional network.

  12. May 2016
    1. To borrow a phrase from libraries and archives, how do we get to a point where we curate connections rather than curating content?

      connections over content. yes!

  13. Apr 2016
    1. A PLN is a self-directed system meant to support lifelong learning through the development, maintenance, and leveraging of digital networks.
    1. Connected Learning is based on the notion that learning is about expanding the connections between people and information within a learner's personal network
    1. We are naturally creative and curious. We just have to build systems that nurture our inherent abilities. Schools do not do that.

      Not only do schools not do that, traditionally they have "taught" creativity and curiosity out of students.

    1. networked discovery of connections would be at the center of both the learning environment as designed by faculty and the learning environment as experienced by students

      Would love to hear Campbell or Kuh elaborate on this. Identifying "connections" as more important than identifying content/information? A new way for searching the Internet? Mining connections among content/people? Mining the connections I've made among content/people on the Internet?

  14. Mar 2016
    1. the use of networks is gradually nudging aside more traditional problem-solving approaches based on the marketplace and the choice of a small leadership group or “hierarchies.”
    2. As Fung explains, wicked problems require “multi-sectoral problem-solving” and ways to remove the barriers to “pooling knowledge and coordinating action” through the formation of networks that connect organizations.7

      Can't be solved without being "connected."

    1. And this leads me to another thought- it seems like in our field there is this desire to go big, to scale, to teach hundreds of thousands, to affect an entire sector. Scale at the dimension is really only achieved by a process of mass duplication where the level of heart-felt connectivity is probably low.
  15. Feb 2016
  16. Jan 2016
    1. Moreover, the experience of building and participating within a digitally mediated network of discovery is itself a form of experiential learning, indeed a kind of metaexperiential learning that vividly and concretely teaches the experience of networks themselves.

      With a wide open network, it also makes the world look smaller.

      This is a great essay by Gardner Campbell. I'd add more notes. But every time I try, I start sounding like a crazed revolutionary. Like this...

      Ask not how you can be a more suitable corporate drone. Ask how you can knock them down a few pegs.

      The computer is an unprecedented partner for the human mind. We've barely begun to tap its potential. Stop trying to turn it into television.

      Stop training kids to do what they're told. Teach them to teach themselves and one another.

    1. The whole organic nature of learning experience through the #walkmyworld learning events meant that I learned what I needed to learn as I needed to learn it. It wasn’t a top down dictate of learning outcomes because the outcomes were determined by the process. It is a revolutionary concept — yet as ancient as Aristotle. Learning should never be measured solely by standard outcomes; people learn, and I mean really LEARN, when they discover for themselves what they know, what they want to know, and how they want to know it.
  17. Dec 2015
  18. Oct 2015
    1. The importance assumed for collaboration within NL has almost become ubiquitous and is frequently seen as unquestionably desirable.

      Not always desirable

  19. Sep 2015
    1. Our design model builds on this approach by focusing on supports and mechanisms for building envi-ronments that connect learning across the spheres of interests, peer culture, and academic life.

      To follow up on design supports

    2. Connected learning addresses the gap between in-school and out-of-school learning, intergenerational disconnects, and new equity gaps arising from the privatization of learning. In doing so, connected learning taps the opportunities provided by digital media to more easily link home, school, community and peer contexts of learning; sup-port peer and intergenerational connections based on shared interests; and create more connections with non-dominant youth, drawing from capacities of diverse communities.

      assuming learners have access to the web, and resources to connect

    1. Connected learning is a model of learning and social change that is not defined by a specific technology, tool, or technique. Instead, connected learning is defined by a commitment to social equity and progressive learning, and seeks to mold the uptake of new technologies and techniques based on these commitments.

      a model of learning and social change. as well a set of design principles?

    1. connect in- and out-of-school learning

      break down divide between intellectual work of school and organic inquiry of students

    2. Connected Learning, has emerged as a powerful way to connect fragmented spheres of a young person’s life—interests, academic and work opportunities, and peer culture.
    1. Bennett Merriman, young entrepreneur and director of a workforce management company, told a recent higher education conference that connectivity in our work place is important. He recommended that students should spend time developing their networks throughout their studies.
  20. Aug 2015
  21. Jul 2015
    1. Connected learning boils down to risk taking in the end. To quote colleague Jade Davis from her recent DML blog post, “I think the biggest risk in connected learning is Not Trying.”
    1. The “connected learning” term seems to derive from this infographic on connected learning and the folk who developed it. Their “What is Connected Learning” provides more of an overview, including principles (see the following table) and a research synthesis report.
  22. May 2015
    1. as researchers and policy makers look to build more sustainable futures, they would be wise to design creative ways to support parents even as they pour more resources into supporting students. We instinctively understand that our public institutions (i.e., schools), policy initiatives, and the spread of media technologies must be a valuable resource for students. But, how can these institutions, policies and technologies become an asset for parents?