14 February 2010

Chris Dede: How Web 2.0 Tools are Transforming Learning and Knowledge

Chris Dede recorded this in 2008

"Web 2.0 media are redefining what and how we learn. In Wikipedia, knowledge is constructed by negotiating compromises among various points of view so how do we teach students to be experts on a topic?"

He mentions Jenkins' framework for new literacies

Play – experimenting with one's surroundings in problem-solving
Performance – adopting alternative identities for improvisation and discovery
Simulation – interpreting and constructing dynamic models of real-world processes
Appropriation – the ability to meaningfully sample and remix media content
Multitasking – scanning one's environment and shifting focus to salient details
Distributed cognition – fluently using tools that expand mental capacities
Collective intelligence – pooling knowledge with others towards a common goal
Judgement – evaluating the reliability of different information sources
Transmedia navigation – the ability to follow the flow of stories and information across multiple modalities
Networking – the ability to search for, synthesize, and disseminate information
Negotiation – the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms

Are these the graduate capabilities of the future?

Philosophy for children in NZ

Matthew Lipman's Community of Inquiry approach is being used in NZ schools

"Philosophy for Children is often described as a thinking skills programme or a course in critical and creative thinking. While it is true that philosophy for children does improve students? critical and creative thinking skills, calling it a ?thinking skills? programme does not do it justice. It does much more as well.

Philosophy for children builds on the students? own wonder and curiosity about ideas that are vitally important to them. The subject matter of Philosophy for Children is those common, central and contestable concepts that underpin both our experience of human life and all academic disciplines. Examples of such concepts are:

Truth, reality, knowledge, evidence, freedom, justice, goodness, rights, mind, identity, love, friendship, rules, responsibility, action, logic, language, fairness, reason, existence, possibility, beauty, meaning, self, time, God, infinity, human nature, thought.

The central pedagogical tool and guiding ideal of Philosophy for Children is the community of inquiry. In the community of inquiry, students work together to generate and then answer their own questions about the philosophical issues contained in purpose written materials or a wide range of other resources. Thinking in the community of inquiry is critical, creative, collaborative and caring. "

Philippa Levy@AUT

Student inquiry and research in the ecology of the 21st century university

This is a recording of HERDSA Visiting Fellow Dr Philippa Levy's lecture at Auckland University of Technology on 11/12/2009

CILASS: Centre for Inquiry-based Learning in the Arts and Social Sciences

Inquiry-based learning at Sheffield University, UK

"IBL reflects a strongly student-centred conception of learning. Research has demonstrated that active learning approaches such as IBL are particularly powerful educationally, improving the experience of discipline-based learning (Prosser and Trigwell, 1999). Further benefits for students include the development of a wide range of transferable capabilities in crucial areas such as autonomous learning, critical thinking, team-work and information literacy. Capabilities that are developed through inquiry-based activity are essential not only for students´ academic work, but also for their employability and lifelong learning. At the same time, IBL can greatly enhance students´ enthusiasm and motivation for learning (Brew, 2006)."