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Interview with Ayah Bdeir, Founder littleBits — Rise of the DEO
“But this gave me the idea that if something wasn’t there, I could make it happen.”
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But this gave me the idea that if something wasn’t there, I could make it happen.
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At work, I iterate all the time. I think this is a very important trait. I’ll try something and then shift if it doesn’t work.
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I didn’t start out to create a company. I wanted to solve problems.
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HT Trung Le of Wonder, By Design
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Techniques for Unleashing Student Work from Learning Management Systems | MindShift
Why LMS is not a sound facsimile for more genuine networked learning. (Supports foundational philosophies of #fsbl, #synergy, #iDiploma) Connected to a more real-world justification for ePortfolio types.
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An explicit goal is for students to learn to build networks of learning resources — people, readings, websites and communities—that can help them continue learning in a domain long after a course ends.
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In his manifesto on Connectivism, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important than whatever I could teach students about large-scale learning in the 12 three-hour sessions that we had together.
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we needed to develop a technology-mediated learning environment that could support connected learning. This begins by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change.
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On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.
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The Education Movement You’ve Never Heard Of | James Moore
HT @MeghanCureton
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How Can Teachers Prepare Kids for a Connected World? | MindShift
HT @therealjamcam
“In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called PLAY (Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently released a series of studies that describe what they found.”
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What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world — things like exercising sound judgment.
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One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.
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