Moving and motivating given the gaps

(Transcription of a podcast 22 June 2014, in which movement and positioning on the schema is shown visually.)

I came back to the schema below when I was thinking about the question of guidelines for curiosity: in what directions and how far to be curious? Read more of this post

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On gaps and belonging

The schema below is adapted from a 2013 post. It adds contour lines for the increasing amount of work needed for an exponent of a non-standard idea (or technology) to get to a place where it is possible to belong and hold onto the idea (or use the technology).
Read more of this post

Moving and motivating given the gaps

My pulling-together-the-pieces form of curiosity  together with asking about what motivate curiosity, in what directions, and how far led me to explore a schema from past work about “gaps.”  Rather than wait till I had time to write and revise the ideas, I speak about them in this 18-minute video podcast,
http://youtu.be/TLHEVguyW_Q.
Read more of this post

Support for learning: A shift of emphasis can simplify the technology needed

I see a common emphasis as I follow links from Personalized Learning Networks to Personalized Learning Environments to Responsive Open Learning Environments to Personalization Approaches in Learning Environments (see links at the bottom).

The emphasis is on the technology made available (new widgets etc.) as if that’s all a learner needs to pursue their personalized learning.  What needs more developing — or even a central place — is the more human dimension.  Of course, this sometimes happens as one uses technologies to, say, participate in a c-MOOC, but my preference (advice?) is to start from the premise that people need human support to regain their sense of being avid learners and to take initiative to build human relationships to cultivate support for themselves or others.

The shift of emphasis can simplify the technology needed.  Collaborative explorations do a lot with google+ hangouts and private communities.  G+ circles are all that are needed for my recent proposal for Emergent co-exploration in c-MOOCs. And so on.  (See “Guidelines about specific situations and specific ways in which specific technologies are of significant pedagogical benefit” from 2001.)

[Also posted to google+, where additional comments may emerge.]

Links
Collaborative explorations, http://collabex.wikispaces.com
Guidelines about specific situations and specific ways in which specific technologies are of significant pedagogical benefit,http://www.faculty.umb.edu/pjt/etguidelines.html
Emergent co-exploration in c-MOOCs, http://wp.me/1gwfa
Personalization Approaches in Learning Environments, http://adenu.ia.uned.es/workshops/pale2014/index.htm
Personalized Learning Environment, http://en.wikipedia.org/wiki/Personal_learning_environment
Personalized Learning Network, http://en.wikipedia.org/wiki/Personal_learning_network
Responsive Open Learning Environments, http://www.role-project.eu/News

A face-to-face, 75 minute introduction to online collaborative explorations

The following script was used at a 16 May 13 session with technology leaders from K-12 schools to provide a face-to-face, 75 minute introduction to online collaborative explorations.  [Times in brackets indicate the time spent in the session, not the time in an actual collaborative exploration.  When times are not given, the activity was not undertaken at the session.] Read more of this post

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