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November 14, 2008
Discussion via USTREAM 11 am CST: See time zone conversion.
Openness in Education
In this video, discusses the major elements of openness in education, including types of openness, types of licenses, sustainability models, and related issues. You can follow along with slides at this presentation.
Stephen Downes,
blip.tv,
November 14, 2008 [Link] [Tags: none]
[Comment]
CCK08: How to Profit Off of Open Source, Or at Least Pay the Bills
Bradley Shoebottom writes, "I could now discuss open source publication with my Innovatia sponsors when I brief them about the course and provide business model options." This after reading this week's optional readings. The column describes how open learning could be applied in a coreporate context.
Bradley Shoebottom,
Weblog,
November 14, 2008 [Link] [Tags: none]
[Comment]
Poll: What Tools Do You Use to Engage in CCK08?
Everyone is encouraged to fill out this survey asking yopu what tools you've used for CCK08. You can access the survey directly here.
Mike Bogle,
TechTicker,
November 14, 2008 [Link] [Tags: none]
[Comment]
Educare and Educere: Is a Balance Possible in the Educational System?
A discussion thread turns to this article, which sets up the following premise: "that there are two different Latin roots of the English word 'education.' They are educare, which means to train or to mold, and educere, meaning to lead out." The article, of course, calls for balance between these two meanings. It is a masterful job of reframing, but readers should question whether these two endpoints constitute the actual (rather than merely entomological) root of education.
Randall Bass and J.W. Good,
Bnet,
November 14, 2008 [Link] [Tags: none]
[Comment]
Learning, Chunking, Reflecting
An important educational goal is to move learners beyond only shallow awareness of a field or subject. Deep understanding is an important goal. Howard Gardner, Gary Klein, and others suggest that becoming an expert is at minimum a 10 year period. Why so long? As we have suggested throughout this course, learning is connection forming. Our depth of knowledge is related to (or even a function of) the development of patterns. Deep understanding of a discipline is about developing various patterns.
Mrs. Durff,
,
November 14, 2008 [Link] [Tags: none]
[Comment]
Week 10: Openness
Good question: "I am still struggling with the role of openness in connectivism. Is it a prescriptive, integral part of the theory? Or is it just an ideal frame in which the descriptive power of connectivism can be shown particularly well?"
In my (George) view, openness is vital to the ability for networks to form. The internet provides a great example of the value of openness. Sharing, creating, and building on the work of others helps educators to both innovate and to participate in distributed networks for sensemaking (see week 1 & 2 discussions). While I wouldn't say that openness is an integral part of connectivism, it is an important pre-condition.
,
,
November 14, 2008 [Link] [Tags: none]
[Comment]
Here's what course members from around the world had to say. Want to join the conversation? Login and submit your feed. Then put this at the beginning of your post: CCK08
Tickling the changing roles of educators, assignment 2, cck08: November 14, 2008
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Copyright 2008 Connectivism & Connective Knowledge
Contact: stephen@downes.ca
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