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robertogreco : sole   4

Squishy Not Slick - squishy not slick, the edtech futurist version / #thoughtvectors not call centers
"lots of rumblings lately, lots of connections

[most of this will just serve as placeholders until I have more time to fill in the missing pieces]

Is the future of educational technology going to look like a call center? (https://twitter.com/tressiemcphd/status/467867731254333441 )

Rob led me to Gardner Campbell’s talk (https://www.youtube.com/watch?v=kIzA4ItynYw ) [who I just realized is a colleague of some of my favorite people on the internet, @jonbecker and @twoodwar who are working on the #thoughtvectors thing at VCU], in which he explains the point of all this as ”networked transcontextualism,” which is the way to escape “the double bind,” a term from Gregory Bateson. (https://scholar.google.com/scholar?hl=en&q=gregory+bateson&btnG=&as_sdt=1%2C38&as_sdtp= )

In the same vein, Audrey Watters says all the right things (https://storify.com/rogre/more-audrey-watters-in-your-stream-please ) [and thanks to Rob for storifying it]

Seymour Papert (https://scholar.google.com/scholar?as_vis=1&q=seymour+papert&hl=en&as_sdt=1,38 ) keeps coming up [Campbell and Watters mention him]

Campbell’s “networked transcontextualism” especially reminded me of what Richard Elmore had to say about all this (http://www.c-span.org/video/?c4088865/richard-elmore-futures-school-reform ), that we’re moving from “nested hierarchy” to “networked relationships.”

Then Dan Meyer joined in, saying it with a Neil Diamond analogy. (http://blog.mrmeyer.com/2014/adaptive-learning-is-an-infinite-ipod-that-only-plays-neil-diamond/ )

This is all happens while I’m trying to make Sugata Mitra’s SOLE idea (http://www.ted.com/participate/ted-prize/prize-winning-wishes/school-in-the-cloud ), or something similar, happen in more traditional classrooms, an attempt at finding an alternate path, an escape from the call center version of our edtech future."
lukeneff  audreywatters  2014  gardnercampbell  jonbecker  tomwoodward  gregorybateson  danmeyer  seymourpapert  sugatamitra  sole  transcontextualism  edtech  education  learning  teaching  connections  networks  doublebind  richardelmore  transcontextualization 
may 2014 by robertogreco
Squishy Not Slick - SOLE / Group Research Questions
"It wouldn’t be the holiday break if I didn’t decide to scrap my original plans and try something different when we come back together in a few days.

Here’s what I’m thinking…. any feedback would be greatly appreciated.

I really like a lot about Sugata Mitra’s SOLE idea. You can watch his TED Talk (does that need a TM after it yet?) about it, or you can read the supporting documents that have been put together about it (if you do, are you horrified by the police role that they have students fill?). Here’s the basic formula for SOLE: students are given a question and the internet and then form groups to answer it. That’s about it. It’s pretty brilliant in its simplicity, and we’re going to give it a try.

I’ll have to tweak it a bit for our purposes in a few ways…

• Our pattern will be one day of research (eighty minutes) and then one day of prep and presentations (twenty minutes to get set and then an hour to present, discuss, reflect, and write about it). We’ll see how this format works and what needs to change. I’m assuming that the length of time needed depends a lot on the question, and I’m sure some of the questions will need quite a bit more time.

• I’ll assign groups. I know that one of the big pieces of the SOLE system is the whole “self-organized” thing, but, sadly, my students are fifteen and have spent a decade learning bad habits around motivation for education. Maybe they’d do fine. Maybe the question and the freedom to answer it together as they choose will help them to overcome those just-give-me-what-I-need-for-the-quiz mindsets, but I’m not that hopeful they’re there yet. I have lots of other reasons for this, but I am hopeful that after they get the process down (a few rounds of it), they will be able to make good choices around who they work with. So, hopefully we’ll get to the point of being actually self-organized in the near future.

• I have put together a form to structure some of it and help with the grading part of it. I think that ideally there would be no grades, and it would be all about the love of learning together. But that’s just not the reality of what we’re working with here.

[image]

Here are some ideas for questions we might try to answer… many of these relate to the content we’re supposed to be covering:

• Which human has saved the most lives on the planet?
• What does the rise of the selfie tell us about society?
• What will daily life in 2075 be like?
• Are you worth your weight in gold? Is any person? Is every person?
• What is the situation in South Sudan and what options does the US have there? Which option should they pursue and why?
• Who is Edward Snowden and should he get clemency?
• Which place and time on earth has developed the greatest art?
• What was the most important invention of the last 200 years?
• Which historical figure should we bring back to be president in 2016. Why this person?
• How would your life be different if you lived in a totalitarian state? Are you living in a totalitarian state now? • • How do you know one way or the other?
• What are the keys to a successful revolution?
• Standards? I’ve got lots of those figured out. This hits a bunch of them…

What else? What am I forgetting? What should I think about?"
lukeneff  teach  education  classideas  sole  peerassessment  selfassessment  2014 
january 2014 by robertogreco
Hacking at Education: TED, Technology Entrepreneurship, Uncollege, and the Hole in the Wall
"I have questions about community support. I have questions about what happens when we dismantle public institutions like schools — questions about social justice, questions about community, questions about care. I have questions about the promise of a liberation via a “child-driven education,” questions about this particular brand of neo-liberalism, techno-humanitarianism, and techno-individualism."

"Now don’t get me wrong. There’s plenty that education institutions do — from K–12 onward — that doesn’t help learners at all. Cost. Curriculum. Control. Assessments. Standardization. Debt. Unemployment. Existential Malaise."

"So despite their claims to be liberatory — with the focus on “the learner” and “the child” — this hacking of education by Mitra and Stephens is politically regressive. It is however likely to be good business for the legions of tech entrepreneurs in the audience."
education  schools  schooling  ted  tedtalks  sugatamitra  holeinthewall  community  publicgood  dalastephens  uncollege  unschooling  deschooling  criticism  audreywatters  techno-humanitarianism  neoliberalism  liberation  criticalthinking  groupthinking  dalestephens  evgenymorozov  highereducation  highered  funding  sole  capitalism  coursera  salmankhan  khanacademy  daphnekoller  privilege  techno-individualism  individualism  libertarians  libertarianism  californianideology  niit  salkhan 
march 2013 by robertogreco
Teaching: Inspiring British children, Slumdog style: A radical new teaching method that has been pioneered in India, Africa and Latin America is catching on in Britain, says Max Davidson. - Telegraph
"As his academic standing rocketed, Mitra conducted similar experiments in other parts of the world, from Africa to Latin America. He is now working with children at three schools in the north-east of England, including St Aidan's C of E primary in Gateshead, where nine-year-old children are to be found researching school topics on computers, unaided by teachers. The result is what Mitra calls a Self-Organised Learning Environment, or SOLE." ... "If children know there is someone standing over them who knows all the answers, they are less inclined to find the answers for themselves. It would be better, in a way, if any adults present were completely uneducated. There is nothing children like more than passing on information they have just discovered to people who may not already have it – an elderly grandmother, for instance."
sugatamitra  holeinthewall  autodidacts  learning  education  india  africa  unschooling  deschooling  tcsnmy  independence  sole  collaboration  cooperation  lcproject  outdoctrination  self-organizedlearningenvironment 
april 2010 by robertogreco

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