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The Rules Have Changed
The document discusses the evolution of educational practices in the context of online learning, emphasizing the need for innovation and adaptability in teaching methods. It highlights the shift in power dynamics between learners and educators, the role of community and technology in learning, and urges educators to become more engaged and responsive to the needs of students. The text also touches upon concepts like emotional engagement, active learning, and the necessity for continuous reflection and change in educational approaches.
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The Rules Have Changed
- 1. The Rules HaveChanged Designing Engaging Learning Experiences Saturday, February 21, 2009
- 2. Eventually, the right ideabecomes the wrong idea Saturday, February 21, 2009 Ancient Greek philosopher ~ 500 BC - first creativity teacher Heraclitus is known for his doctrine of change being central to the universe Paradox & metaphor to help us break out of routine thought patterns to see things in a new way - whack pack
- 3. Saturday, February 21,2009 Change is difficult - and you leave the pack when you innovate.
- 4. Saturday, February 21,2009 Let’s explore some of the myths around online learning and educational technologies.
- 5. Learners Community Technology Learning Saturday,February 21, 2009
- 6. Saturday, February 21,2009 10-20 minutes of discussion about brainstormed items... where do myths come from and how can we address misconceptions?
- 7. Saturday, February 21,2009 LEARNERS - Consumer-orientation to education (power shift) Expect to be engaged by their environment - sensory rich, experiential opportunities Customized, on-demand, personalized content Flexible identity; expansive identity through use of avatars and pseudonyms
- 8. ratemyprofesors.com professorsstrikeback.mtvu.com Saturday, February 21,2009 Students have power. And now professors strike back!
- 9. Saturday, February 21,2009 Community - legitimate peripheral participation (Wenger & Lave) Distributed cognition & collective intelligence Peer production vs. control & authority by gatekeepers (“scholars”) Wikipedia user generated content - student generated content PRAXIS - reflection in action
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- 12. Saturday, February 21,2009 Second life clip: http://youtube.com/watch?v=U3d_fqDcN1s Mashups - maps & data - UN data Data visualization Augmented reality Peer production/change in the flow of media & production Properties of networks -
- 13. 1972 Saturday, February 21,2009 How can we continually innovate? Must we continually learn...? YES.
- 14. 1983 1972 Saturday, February 21,2009 How can we continually innovate? Must we continually learn...? YES.
- 15. 1983 1988 1972 Saturday, February21, 2009 How can we continually innovate? Must we continually learn...? YES.
- 16. 1992 1983 1988 1972 Saturday, February21, 2009 How can we continually innovate? Must we continually learn...? YES.
- 17. 1992 1983 1993 1988 1972 Saturday, February21, 2009 How can we continually innovate? Must we continually learn...? YES.
- 18. Saturday, February 21,2009 How can we continually innovate? Must we continually learn...? YES.
- 19. Saturday, February 21,2009 Learning at its core is: comprehension, retention, & transfer EMOTION helps us with all 3 -- Learning is social; communities of practice & “legitimate peripheral participation” Immersion, motivation, control -- Expression, ownership, flexibility
- 20. 5 Make your assumptions explicit Saturday,February 21, 2009
- 21. 5 4 Quarter thecontent & triple the activities Saturday, February 21, 2009
- 22. 5 4 3 Whereis the emotion? Hearts & minds Saturday, February 21, 2009
- 23. 5 4 32 Assessments as activities, learners as teachers Saturday, February 21, 2009
- 24. 5 4 32 1 Change now! Saturday, February 21, 2009
- 25. 5 4 32 1 Be ready to change later Saturday, February 21, 2009
- 26. When the rateof change outside, exceeds the rate of change inside, the end is in sight. - Jack Welch Saturday, February 21, 2009
- 27. What 2 changescan you implement immediately upon your return to the office? Saturday, February 21, 2009