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robertogreco : self-organizedlearning   6

Half an Hour: The MOOC of One
"I want to begin by asking the question, "What does it mean to be one person?" What does it mean to be, say, Valencian? What does it mean to be a doctor? We have this intuitive idea that we think we understand when we begin to educate someone, we're going to make somebody a doctor, but what does that mean? I'm not sure we even know, and a major part of the reason we developed the MOOC is to challenge our thinking around some of these ideas.

In the traditional course, and that includes the traditional online course as well as the traditional offline course in traditional education (Pape talked about it as well) we have this idea that there is the authority at the center who will throw content at you - lots of content, piles of books, piles of video, and hope some of it sticks.

Even the MOOCs, the Massive Open Online Courses, that have followed the MOOCs that were developed by George Siemens and myself, the courses offered by Khan Academy, Coursera, Udacity, Udemy, and the rest are all based on the idea of some body of content.

Is being one being the same? That's kind of a hard question. It's not even clear what I mean when I ask that. Let's take doctors. Does being a doctor mean having exactly the same knowledge as every other doctor? No.



When we design these MOOCs, we realized every single person taking our course is going to be different. Some use Internet Explorer, some of them use Firefox, some use Opera, who knows why, some even use Safari (and nothing works in Safari! [laughter]). Different languages, different cultures. Some people want to get the knowledge, some people want to socialize, some people want to meet other people."



"In our MOOCs, there's no constructor of things. MOOCs (and people) are self‑organizing networks that process and organize perceptions in a natural automatic way given that they are provided proper nutrition, diversity, openness, autonomy, and the rest.

From the student's perspective, if they're taking the MOOCs - reflect on your own experience here for a second - they're right at the center. Goodness, they might even be taking more than one MOOC at a time. From different institutions at the same time, I know it's heresy but they might be doing that. They might be communicating on WordPress or on Flickr delicious, posting videos on YouTube, but they're always at the center of their Internet sphere.

That's basically how we, in developing the next phase - remember I promised a new technology after MOOCs - but here is what it looks like. It's really MOOCs Mark II, but now we're telling the story from the perspective, not of the education provider, but from the perspective of the individuals who are participating in the learning.

We understand that they are perceiving and reasoning self‑organizing networks. They will be coming into this with that capacity, but with those needs, and therefore what we're attempting to do, we're creating something called learning and performance support system (I'm really sorry about the name) to provide that measure of support."



"And finally to be one is to be you. Now, everybody talked about massive open online learning. I don't care about the massiveness of open online learning. It's important - that there are seven billion people in the planet, whatever we do has got to work for everyone of them - but it's only going to work for every one of them, one person at a time. There's no other way of doing it. 

 There's no other way of doing it because there's no other way that's going to be genuine. There's no other way that's going to be effective. What makes the MOOCs special is that each person taking the MOOCs makes it their own. They create and shape their own learning according to thier own needs and their own interests, their own values, their own objectives. And that to me is what learning and education is all about."
stephendownes  mooc  moocs  scale  2014  self-directed  self-directedlearning  learning  education  georgesiemens  self-organizedlearning  individuality  individualized  participatory  networks  networkededucation  audiencesofone 
march 2014 by robertogreco
Yeah, I'm free-thinking
"It's tempting to conclude that the computer is the magical ingredient here: just add computers and children can learn anything. But if the story of Sergio Juárez Correa's fifth-grade class is any indication, the secret is the kids organizing themselves to learn."
kottke  self-organizedlearning  holeinthewall  sugatamitra  learning  unschooling  deschooling  2013  computers  edtech 
november 2013 by robertogreco
Will · Educon 2.5-ish Random-ish Reflections
"But the one thing we kind of danced around that I wish we’d had more time for was the “ok, so what do we do about it.” Two snippets spoke to that. First, at one point we began talking about the inroads that companies had made into education via the Apple Distinguished Educator or Google Certified Teacher brands, and whether or not there was a downside to helping to market companies that at the end of the day may not have the best intentions or visions for the type of progressive reforms that many of us are calling for."

WILL ASKS:

"We don’t need textbooks anymore. We can make our own with our kids. But textbook companies need us to need textbooks. Other companies need us to need LMSs even though we don’t really need them. Etc. What, at the end of the day, are the products that really serve the vision of teaching and learning that we’re now talking about?"

MY COMMENT:

"I. Self-organized learning

This is something I've been thinking about lately. If we are not given true control (when, how, what, etc.) of our own education then we can always blame others for our education. We become victims. This is the problem with compulsory schooling and predetermined curriculum.

On the other hand, if we are given complete control of our education then we can only blame ourselves for its shortcomings. We are allowed self-determination. That is empowering.

II. The tools at our disposal

"What, at the end of the day, are the products that really serve the vision of teaching and learning that we’re now talking about?"

Same as they've always been (though not really products): the people and places in our communities. That includes libraries and museums, of course.

And from recent years: broadband connections (connecting to people, ideas and resources from around the world) and maker spaces (in many ways, those are not really new)."
willrichardson  educon  educon2.5  2013  self-organizedlearning  education  learning  tools  empowerment  blame  victimization  teaching  schools  schooling  textbooks  lms  audreywatters  comments 
march 2013 by robertogreco
The unconference is alive | THATCamp
"the term “unconference” is sometimes used in cases where it’s hard to see what’s so “un” about the conference. I specifically remember deciding not to tweet the otherwise intriguing-sounding “Indigenous Innovation Unconference” when I saw how much they were emphasizing their six eminent speakers and how little they were emphasizing any kind of participant-driven program. Similarly, plenty of events that call themselves unconferences seem to have whole slews of presentations, which strikes me as odd."
egalitarian  hierarchy  unschooling  deschooling  self-organizedlearningenvironment  self-organizedlearning  informality  open  rules  copyleft  mitchjoel  haroldbloom  free  amandafrench  2012  edcamp  thatcamp  unconferences 
february 2012 by robertogreco
A Networked Learning Project: The Connected Day
[Broken link, alternative refs here:
https://steelemaley.io/2014/03/06/a-networked-learning-ecology/
http://www.networkedresearch.net/index.php/Networked_Learning_Ecology_Design
http://steelemaley.io/2015/10/25/the-rise-of-micro-schools/ ]

"Piper is a 15 year old who lives in Midcoast Maine, US. A year ago, Piper heard about a new way to learn, and decided to take part in a new learning experience called the Maine Networked Learning Project. Known as “the Mesh” to participants, this learning ecology offered Piper the chance to apply her passion for learning in highly experiential and collaborative ways with groups of young people of varied ages, adult and youth mentors with knowledge territory specialties and organizations focused on ensuring sustainable and resilient societies, economies, and the environment. This is a snapshot of her day…"
connectivism  cck11  thomassteele-maley  maine  mlearning  mobilelearning  mobile  networks  netoworking  lcproject  bighere  longhere  bignow  elearning  self-organizedlearning  self-organizedlearningenvironment  self-organization  sugatamitra  mesh  meshnetworks  twitter  googlereader  projectbasedlearning  realworld  farming  sustainability  ecology  projects  local  glocalism  experientiallearning  meetups  education  speculativefiction  designfiction  pbl  agriculture 
february 2011 by robertogreco
…My heart’s in Accra » TEDGlobal: Sugata Mitra, beyond Hole in the Wall
"experiment in Hyderabad asked children who spoke English with a strong Telugu accent to use a voice recognition system on a computer. 2 months later, their accents had changed & were closer to the neutral British accent of the speech synthesizer.

Mitra had a conversation w/ Arthur C. Clarke [who] said, “If a teacher can be replaced with a machine, he should be.” & Clarke told him that student interest is the most important thing in education...

Maybe the most amazing experiment comes from Turin, where Mitra went to a primary school and started writing questions on the white board in English for students who speak only Italian. Using Google translate, students were answering questions like “Who was Pythagoras and what did he do?” in a few minutes.

Mitra tells us that he future of education is self-organized learning environments. They let students learn together, use resources and people they can access online & explore on their own, & he plans on testing this going forward."
sugatamitra  holeinthewall  outdoctrination  learning  education  unschooling  deschooling  turin  torino  testing  self-organizedlearning  autodidacts  colaboration  cheating  sharing  motivation  2010  pln  teaching  technology  ted  ict  edtech  biotech  math  google  ethanzuckerman  self-organizedlearningenvironment 
july 2010 by robertogreco

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