sábado, 29 de noviembre de 2008
viernes, 21 de noviembre de 2008
lunes, 17 de noviembre de 2008
Stephen Downes today in Second Life
Stephen Downes is going to speak about networks, connectivism and organizations in Second Spain today at 22:00 (UTC/GMT +1 hour, Madrid).
For more information: http://elearningxxi.blogspot.com/2008/11/stephen-downes-en-second-spain.html
For more information: http://elearningxxi.blogspot.com/2008/11/stephen-downes-en-second-spain.html
domingo, 16 de noviembre de 2008
3. Paper: Opportunities and zombie-resistances
Today I read a post about zombies in educative institutions, (yes, really, it exists), his author Gabriel Bunster makes me really thinking and I spent the rest of my peaceful Sunday with this horror image in my head: Zombies walking in the educative institutions all around.
The resistance to the change to a more free, open, active, dynamic, fair, interesting, interactive and better education are THE ZOMBIES.
I felt that I need more information about this scary argument. What I did?... Wikipedia of course and I found some useful information about my topic: educational zombies... The idea of p-zombies: Philosophical zombies. And then I was really scared:
A world that is so really like our world but without "conscious experience". I don´t want to go in a deep discussion about philosophical concepts. I like Philosophy but I am not so good to discuss about it in an appropriate level. Not like "Old socs", "I Kant", "L Tzu" and all the others philosophers in our Moodle forums.
In any case the idea of the educational zombies and his philosophical reflection let me in a very extreme pessimistic position: There are not solution, there are not opportunities to change nothing, because we are maybe selves the zombies and we don´t know. What to change then?
But if we are not, if we are the good guys, the "Ed-tech survivors/fighters" (...?) the avantgard of a new open, free, decentralized... better world thanks the social media in the Internet, than the question is HOW.
We can use this tech "to make fundamental and systemic changes" in our classes, in our teaching and in our learning. We can apply a more connectivist approach to our daily doing. OK, that is a way, and the second part is hopeful. The hope that a "viral process" transform our zombie-environment in something "vital", in life. Education becomes life.
"we have to gain our voice. We have to speak for ourselves. To reclaim our language, reclaim our culture". (S.Downes, Reusable Media...). :
Right, that can be an opportunity: The open social media in the Internet, and the use that an active individual working in network do with it, and in this way hope to gain some influence on the institutional practice of education and that means on the future our societies. Because against the hard critic that the idea of a Fifth Estate receive in the forums of our CKK08 I still support the idea of W. H. Dutton:
The most important thing that we can learn from voices of resistance against a change is two things:
1. The most powerful voice of resistance is sometimes in ourselves.
2. The resistance is normally not really a conscious resistance against do things better, but a zombie resistance, a resistance from the ignorance of the existence of a practical alternative way, an opportunity, and from the election of false opportunities that improve any real change but only the continuation of old corrupts practices in a new high-tech-envelope.
In any cases I know how to act now with zombies thanks to the people of "Commoncraft Show":
The resistance to the change to a more free, open, active, dynamic, fair, interesting, interactive and better education are THE ZOMBIES.
I felt that I need more information about this scary argument. What I did?... Wikipedia of course and I found some useful information about my topic: educational zombies... The idea of p-zombies: Philosophical zombies. And then I was really scared:
...it is possible that there is a world exactly like ours in every physical respect, but in it everyone lacks certain mental states, namely any phenomenal experiences or qualia. The people there look and act just like people in the actual world, but they don't feel anything; when one gets shot, for example, he yells out as if he is in pain, but he doesn't feel any pain
A world that is so really like our world but without "conscious experience". I don´t want to go in a deep discussion about philosophical concepts. I like Philosophy but I am not so good to discuss about it in an appropriate level. Not like "Old socs", "I Kant", "L Tzu" and all the others philosophers in our Moodle forums.
In any case the idea of the educational zombies and his philosophical reflection let me in a very extreme pessimistic position: There are not solution, there are not opportunities to change nothing, because we are maybe selves the zombies and we don´t know. What to change then?
But if we are not, if we are the good guys, the "Ed-tech survivors/fighters" (...?) the avantgard of a new open, free, decentralized... better world thanks the social media in the Internet, than the question is HOW.
We can use this tech "to make fundamental and systemic changes" in our classes, in our teaching and in our learning. We can apply a more connectivist approach to our daily doing. OK, that is a way, and the second part is hopeful. The hope that a "viral process" transform our zombie-environment in something "vital", in life. Education becomes life.
"we have to gain our voice. We have to speak for ourselves. To reclaim our language, reclaim our culture". (S.Downes, Reusable Media...). :
Right, that can be an opportunity: The open social media in the Internet, and the use that an active individual working in network do with it, and in this way hope to gain some influence on the institutional practice of education and that means on the future our societies. Because against the hard critic that the idea of a Fifth Estate receive in the forums of our CKK08 I still support the idea of W. H. Dutton:
...the network of networks, the Internet is enabling the development of a Fifth Estate that is enhancing the accountability of many sectors across all societies, from Burma to Britain, and from the press office to the classroom
The most important thing that we can learn from voices of resistance against a change is two things:
1. The most powerful voice of resistance is sometimes in ourselves.
2. The resistance is normally not really a conscious resistance against do things better, but a zombie resistance, a resistance from the ignorance of the existence of a practical alternative way, an opportunity, and from the election of false opportunities that improve any real change but only the continuation of old corrupts practices in a new high-tech-envelope.
In any cases I know how to act now with zombies thanks to the people of "Commoncraft Show":
domingo, 26 de octubre de 2008
Instructional Design in differents Designs
Two PPTs to understand what is Instructional Design in two very differents styles:
The text
The pictures
The text
The pictures
Blogging in the class: Practicals models with connectivist inspiration
These 4 models are also 4 steps to implement a practical of connectivist learning with blogging in the formal teaching classes.
From the forum in Moodle:
From the forum in Moodle:
I am also very interesting in the practical application of the ideas of networks in the "formal class" and I see also in the blogs a very good tool for that. I want to show us a little schema of 4 differents uses of blogs for the courses, it is in my CCK08 blog It is made with "paint", that means not very impresive ; ) But I think that can be interesting.
In the past I use blogs like I describe in model A: An only teachers Blog for all the group, but this year I try to practice some new "connectivist ideas" and I start with model B: Each student have his/her own blog. Now I am in model C: An internal network of students and teacher Blogs and try to implement the model D: An open network of Blogs with all possibles external nodes.
sábado, 18 de octubre de 2008
My 2. paper for the CCK08: Answering the questions of Maru: My practical position on connectivism, that means my position like teacher
I answer maybe too late your questions in my last post about my "atomic learning theory" Maru, sorry.
But here I am going to do it. A post only for you ; )
I don´t take care about the possibility to measure the "speed" of the student in learning (speed in sense of efficience use of the learning network in internet). For me it is only important that he/she does it. I think that each student is very different and "measures" need allways too many "stardards" or general points of reference, and that is not my first goal in teaching. I know that the evaluation and feedback is very important for the students, but I see it in so personal sense as possible. Of course I have to "note" my students, but that is for me not the most important. I do it, because I have to do it, that is all. The real feedback that I give them is not a note, it is a critic comment or a suggestion.
What each person of the group (and yes, for me the group is very important) learnt autonomously is different. And the "complexity" of all this "personal interactions" between the persons in the group, the group, the network, and the collective, are the "orbit" (the Connective Knowledge) of my interpretation of Connective Learning (I remeber now the so long discussion about "what is connectivism" in Moodle...). That means for me that there is not an "orbit" before the start of the process of learning. The students do the "orbit" for a concret topic, in my case spanish learning is the topic, but the possibles orbits are infinite (Chaos, yeah ; )
I think that we have not to encourage speed in the "normal sense" of the word, but we have to encourage some "efficiences uses" of a chaotic network.
Learning is a personal and individual process, I speak not here of "connectivist learning" really, I know, but we can use the network and the collective to generate learning and, of course, "connectivist Knowledge", but these "connectivist Knowledge" per se is also not the goal.
That is the reason why I find the idea of PLE (Personal Learning Environment) so interesting, and that is my way to improve the "connectivism" in my class.
Now how I do it at this moment:
I try that the students work voluntary with personal individual blogs and I link these blogs later in a "central blog". That is only the "group", that is the class, I know, but in a more open context in time and space: the internet, a virtual group paralel to the "formal presential group". The next steep in this process is the "group/network". All the students are going to surf in the PLE of the other students and in the central blog. The last steep is to open this "group/network" to the "internet/network".
The students look for interesting "nodes / contacs" in the web. They learn with these nodes and they integrate in this fashion the new external nodes in the "group".
In this last moment the group is open to the external network. The groups feelings/emotions are allways there, but the interaction with the external nodes let see that in a secondary position.
That is my practical approach to "my idea of connectivism". If I am wrong in the "theoretical-conceptual explication" or not is for me not so important. The thing is that this new form of learning works fine so in my class in this chaotic world of ephemeralization. ; )
Besos
Carlos
PD1. It was a very helpful for me lecture of a more practical approach the lecture of this week of Renata Phelps "Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear Learning".
PD2. Sorry Maru, I wanted to answer you and at the end I wrote something like my 2. Paper for this CCK08: Changing roles of educators
PD3. I like very much the "snap shots" tool... Thank you, I learn it in your blog.
But here I am going to do it. A post only for you ; )
I don´t take care about the possibility to measure the "speed" of the student in learning (speed in sense of efficience use of the learning network in internet). For me it is only important that he/she does it. I think that each student is very different and "measures" need allways too many "stardards" or general points of reference, and that is not my first goal in teaching. I know that the evaluation and feedback is very important for the students, but I see it in so personal sense as possible. Of course I have to "note" my students, but that is for me not the most important. I do it, because I have to do it, that is all. The real feedback that I give them is not a note, it is a critic comment or a suggestion.
What each person of the group (and yes, for me the group is very important) learnt autonomously is different. And the "complexity" of all this "personal interactions" between the persons in the group, the group, the network, and the collective, are the "orbit" (the Connective Knowledge) of my interpretation of Connective Learning (I remeber now the so long discussion about "what is connectivism" in Moodle...). That means for me that there is not an "orbit" before the start of the process of learning. The students do the "orbit" for a concret topic, in my case spanish learning is the topic, but the possibles orbits are infinite (Chaos, yeah ; )
I think that we have not to encourage speed in the "normal sense" of the word, but we have to encourage some "efficiences uses" of a chaotic network.
Learning is a personal and individual process, I speak not here of "connectivist learning" really, I know, but we can use the network and the collective to generate learning and, of course, "connectivist Knowledge", but these "connectivist Knowledge" per se is also not the goal.
That is the reason why I find the idea of PLE (Personal Learning Environment) so interesting, and that is my way to improve the "connectivism" in my class.
Now how I do it at this moment:
I try that the students work voluntary with personal individual blogs and I link these blogs later in a "central blog". That is only the "group", that is the class, I know, but in a more open context in time and space: the internet, a virtual group paralel to the "formal presential group". The next steep in this process is the "group/network". All the students are going to surf in the PLE of the other students and in the central blog. The last steep is to open this "group/network" to the "internet/network".
The students look for interesting "nodes / contacs" in the web. They learn with these nodes and they integrate in this fashion the new external nodes in the "group".
In this last moment the group is open to the external network. The groups feelings/emotions are allways there, but the interaction with the external nodes let see that in a secondary position.
That is my practical approach to "my idea of connectivism". If I am wrong in the "theoretical-conceptual explication" or not is for me not so important. The thing is that this new form of learning works fine so in my class in this chaotic world of ephemeralization. ; )
Besos
Carlos
PD1. It was a very helpful for me lecture of a more practical approach the lecture of this week of Renata Phelps "Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear Learning".
PD2. Sorry Maru, I wanted to answer you and at the end I wrote something like my 2. Paper for this CCK08: Changing roles of educators
PD3. I like very much the "snap shots" tool... Thank you, I learn it in your blog.
Suscribirse a:
Entradas (Atom)
