Learning pathway - Wikipedia
Learning pathway is described as the chosen route, taken by a learner through a range of (commonly) e-learning activities, which allows them to build knowledge progressively. With learning pathways, the control of choice moves away from the tutor to the learner. "The sequence of intermediate steps from preconceptions to target model form what Scott (1991) and Niedderer and Goldberg (1995) have called a learning pathway. For any particular topic, such a pathway would provide both a theory of instruction and a guideline for teachers and curriculum developers" (Clement 2000).

"Interactive courseware aids learners to access information and tools by which they can construct personalized transitions between the information to be accessed and their own cognitive structures. The process of navigation enables learners to experience the content of interactive courseware. Learning pathways also reveal the learning trails while learners traverse any interactive environment. Since learners have unique knowledge structures based upon their experiences and abilities, the ways that they choose to access, interact, and interrelate messages in interactive courseware also vary. Studies on pathways help us to explore and explain human behaviors during learning processes" (Jih 1996).

Another well known definition of a learning path is defined by the Learning Paths methodology for employee training developed by Jim Williams and Steve Rosenbaum, which uses a performance improvement approach to learning and defines a Learning Path as the ideal sequence of learning activities that drives employees to reach proficiency in their job in the shortest possible time. In the Learning Paths methodology a Learning Path is created for the entire job done by an employee. By looking at learning as a complete process rather than a single event, a Learning Path enables employers and employees to find new ways to drive out time, waste and variability in training which leads to improved results and reduced costs (Williams & Rosenbaum 2004). Learning Paths have been proven to reduce time to proficiency by 30-50%.
learningpathway  credentialing  credential  eoe 
3 hours ago
The Child in the Country - Colin Ward - Google Books
Adding to my bookmarks, today. This book still lights to my social imagination in many ways, from the removals to the loss of local control of education, hegrow and culture.
colinward 
2 days ago
The Question Concerning Technology -Heidegger
Technology is a mode of revealing. Technology comes to presence [West] in
the realm where revealing and unconcealment take place, where ale¯theia, truth,
happens.
heideggar  philosophy  philosophyoftechnology  fieldnote 
4 weeks ago
Collective Shift
Collective Shift and its first effort, LRNG, build on more than ten years of research, design, and implementation in learning and education. Seeded by the John D. and Catherine T. MacArthur Foundation, a community of scholars, designers, practitioners, and policymakers began to work together to research, design, test, argue and then redesign approaches to learning in the connected age. John Seely Brown has been my mentor for the last decade.
macarthur  connieyowell  jsb 
4 weeks ago
World Game | The Buckminster Fuller Institute
“Make the world work, for 100% of humanity, in the shortest possible time, through spontaneous cooperation, without ecological offense or the disadvantage of anyone.”
fuller  worldgame 
4 weeks ago
o.s.Earth
The Global Simulation Workshop is a dynamic and innovative learning tool for academic, community, and professional organizations. A direct descendant of Buckminster Fuller’s famous World Game™, the Global Simulation Workshop is an interactive game that builds critical skills, social bonds, and global awareness.
worldgame  fuller 
4 weeks ago
Introduction - Blockcerts : The Open Standard for Blockchain Certificates
These open-source repos form a working standard for blockchain certificates that may be utilized by other research projects and commercial developers. It contains components for creating, issuing, viewing, and verifying certificates using the Bitcoin blockchain. These components form all the parts needed for a complete ecosystem.
blockchain  blockcerts  badges  credential 
4 weeks ago
A Constellation of Microcredentials – We Seek – Medium
Jobs and careers are changing, education is changing, many skills seem to have an ever shortening “shelf life.” We need to always be learning in order to stay relevant. How can you show and prove what you know? How do you identify the path you might follow to gain recognizable expertise in the field you want to work in? Microcredentials, more specifically Open Badges, are one answer and we spoke with one advocate of the format; Doug Belshaw. He’s been involved with the standard for years and his one of the most interesting and clear spoken voices around technology and education.
eoe  credential  badges  microcredentials 
4 weeks ago
A New Model | Mastery Transcript
No Standardization of Content
The performance areas, credit standards (rubrics, etc.) and credits are specific only to the individual crediting school, and will never be standardized across schools.

No Grades
Letter grading (or numerical equivalent) will not be used.

Consistent Transcript Format
Transcript has to be readable by college admission officers (once trained) in less than two minutes. Therefore, the transcript format has to be reasonably consistent across MTC schools.
credential  eoe  masterytranscript  hawken  slooney 
4 weeks ago
Digital Certificates Project
An incubation project by the Media Lab Learning Initiative and Learning Machine that builds an ecosystem for creating, sharing, and verifying blockchain-based educational certificates. Digital certificates are registered on the Bitcoin blockchain, cryptographically signed, and tamper proof. All code is open-source and we invite feedback, contributions, and general discussion.
mit  blockchain  credential  eoe 
4 weeks ago
Certificates, Reputation, and the Blockchain – MIT MEDIA LAB – Medium
Earlier this year, the MIT Media Lab started issuing digital certificates to groups of people in our broader community. We use certificates as a way to recognize contributions we value, or simply to signal membership in the Media Lab family. For example, in July we issued coins and certificates to all of the Media Lab Director’s Fellows. The coins are physical representations of digital certificates
mit  blockchain  badges  credential  eoe 
4 weeks ago
OpenBadges-Working-Paper_012312
Exploring an open badge ecosystem to support skill development
and lifelong learning for real results such as jobs and advancement
badges  mozilla  openbadges  eoe 
4 weeks ago
DesignScience-FrameworkforChange-BenEli.pdf
- Acknowledgment of the mystery and inevitability of an
implicated higher order
- A particular definition of Universe
- A specific view concerning the function of humans in the
cosmic scheme of things
fuller  CADS 
4 weeks ago
Eight Strategies for Comprehensive Anticipatory Design Science | The Buckminster Fuller Institute
SUBJECT 7: STRATEGY OF EDUCATION
Progressive transfer of population from physical production and distribution functions to a fundamental preoccupation with education, experiment, search, research, development, prototyping, tooling, tool-to-make-tooling-instrument-to-make-instrument-regenerative-step-up-transformation of technical man-advantage over a priori environmental patterning.
fuller  CADS  fieldnote 
4 weeks ago
Tiny Schools Project | 4.0 Schools
"Over the last 20 years, the world has changed far faster than our schools have evolved, and this gap gets wider every year. What we need — more than ever — is a systemic approach to creating new schools that prepare students for the future they will inherit while decreasing the risks and costs of testing of new ideas for schooling.

That’s why we’ve created The Tiny Schools Project (TSP), designed to support graduates of our Launch program who are focused on creating new innovative school models. Tiny Schools are prototypes, serving just one class of students so that innovative ideas can be tested in a safe environment. Participants in the TSP receive coaching, start-up funding, and support as they progress towards creating a full school over 2-12 months.

If we’re going to rethink school, we need to rethink how we create schools. Innovative schools coming out of the Tiny Schools Project will be field-tested and ready to scale after they demonstrate clear evidence of success at a small scale. And instead of spending over $500k and two years to find out whether a single school will be successful, we are able to test 4-5 new school models in 3–6 months for the same cost. We think the Tiny Schools Project represents an important step forward in the business of launching schools.

We expect 75% of these pilots to come to life as a larger school within two years, either as a low-cost private school, a new stand-alone charter school, or a new school model within the charter network or network that served as host site for the pilot. All schools in the program should be on track to run without philanthropy after year three.

Over time, we think the schools that come out of the Tiny Schools Project will demonstrate a bold vision of more personalized, more accessible and more sustainable school design."
microschools  tinyschools  education  schools  schooldesign  ele  via:robertogreco 
4 weeks ago
Wildflower Montessori
"ABOUT

Wildflower is an innovative, open-source approach to Montessori learning. Its aim is to be an experiment in a new learning environment, blurring the boundaries between home-schooling and institutional schooling, between scientists and teachers, between schools and the neighborhoods around them. At the core of Wildflower are 9 principles that define the approach.

A growing number of shopfront Montessori lab schools have been started using the Wildflower approach. These schools are listed here.

ORIGINS

Wildflower Montessori is the labor of love of our founder, Sep Kamvar. Unable to find a school which combined Montessori education, an inclusive family environment, and a small, responsive school size, Sep was inspired to create his own. A professor and scientist, Sep sought the support of experienced Montessori leaders to design the school and to identify ways in which the long-history of experimentation and scientific practice in Montessori could be linked to his research. The outcome is a collaborative team of Montessori experts, scientists and designers working together to create a child-centered learning experience.

After the first Wildflower school was created in January of 2014, there was intense interest in the school and the approach. This interest led us to open-source the model and help other family groups and teacher-leaders to create new Wildflower schools. Each teacher-leader at each Wildflower school serves on the board of at least one other Wildflower school, creating a community of schools that are linked by both a shared philosophy and a network of shared relationships. However, each school is autonomous and independently run, with no operational involvement from Sep or MIT. Sep currently serves as an advisor to the Wildflower Foundation, a foundation that was set up to support teacher-leaders at Wildflower schools."



[9 Principles]

1. An Authentic Montessori Environment: providing a peaceful, mixed-age, child-directed environment.

In identifying Montessori as our guide for Wildflower schools, we were drawn to the unique combination of a few factors. The Montessori Method emphasizes the potential of the child, if served well, to change the world. We valued its intrinsic respect for that potential, its promotion of peaceful communities, and its specific pedagogical structures. As a model which prioritizes the development of the individual child, we value the balance of Montessori's scientific approach to children's development and its assertion that childhood is a unique period of growth to be protected at its own pace.

2. A Shopfront, Neighborhood-nested Design:</strong> committed to remaining small, teacher-led, integrated in the community, and responsive to the needs of children

Inspired by the work of Christopher Alexander, Wildflower schools are shopfront schools that consist of a single classroom, with the faculty both teaching in the classroom and administrating the school. By preserving a small scale, teachers are able to make decisions in their day-to-day teaching that respond to the intellectual needs of the children, and are able to make decisions on a school-wide basis that respond to their own vision and the contextual needs of the families. The shopfront model also allows these communities to seamlessly integrate into neighborhoods. Children are visible in the community as they walk to and from school, to their local playground or garden, and to civic spaces that would otherwise be on-site in a larger institution.

3. A Lab School: serving as a research setting dedicated to advancing the Montessori Method in the context of the modern world.

Each of the Wildflower schools serves as a lab school to help us better understand and advance the Montessori Method, and to help us propose empirically-supported design for new materials. We seek to integrate modern technologies in observation and documentation without changing the concrete, didactic nature of the classroom itself. We further seek to refine the development of Montessori-consistent apparatuses that prepare children for the cognitive patterns of modern fluencies.

4. A Seamless Learning Community: blurring the boundaries of home-schooling and institutional schooling by placing high priority on parent education and giving parents and integral role in the classroom.

Wildflower schools look for ways in which children's home, school, and community environments can offer more seamless experiences, reflecting consistent perspectives on children's development and engaging them as authentic contributors in each setting. We believe that parents and families offer a knowledge about children which is equally important to the professional preparation of teachers, and seek opportunities for parent-knowledge to inform classroom practice and teacher-knowledge to inform the home.

5. An Artist-in-residence: bringing richness to the learning environment by giving the children opportunities to observe and interact with adults doing day-to-day creative work.

Because we believe that children learn best in environments that model lifelong learning and creativity, each Wildflower school engages an artist-in-residence. Each school offers their artist studio space in a place accessible to the children, where the children can see them doing the work of their lives. In exchange, artists offer their work back to the classroom weekly, teaching children about their craft and helping children to develop their own skills. Through the artists-in-residence program, we seek to increase the awareness of the inner lives of children available to artists of all kinds and to protect children's understanding that learning and creating can happen throughout their lives and beyond their formal school experiences.

6. A spirit of generosity: Reflecting a spirit of generosity to all stakeholders, to children, to parents, to those in need, and to the local community.

Often, schools are seen as a service relationship, with parents as customers, teachers as service-providers, and children as recipients of the service, to be filled with information and assessed. We see it differently -- we see that each constituency brings their special gift to one another. We see the teachers bring the gift of their love and skillfulness to the children and the parents, the parents bring the gift of nurturing and advancing the teachers in their practice and growth as teachers and leaders, and the children bring the gift of helping all of us see in a new way.&nbsp; Importantly, this spirit of gift extends beyond the walls of the school: each school seeks to bring their gifts to the broader community, by being involved in the local community, by making educational opportunities that are free to the public, and by reserving slots in our schools for those in need.

7. An Attention to Nature: emphasizing the nonseparation between nature and human nature through a unique living-classroom design and extensive time in nature.

It is both a contemporary imperative and an essential quality of our design that we think proactively about the impact of our work on the environment around us. By limiting the footprint of each school to a storefront, we necessarily limit the availability of private, outdoor space. Instead, we design the interior of the school to allow children to learn to care for their living environment and to surround them with abundant plant life. We site schools near to public play spaces and work with city partners to design sustainable urban gardens for which the school and neighborhood community can care. We carefully consider the materials used in the classroom and choose sustainable, nontoxic and earth-friendly options. Finally, we maintain nutritional standards that are earth-conscious and protect natural, healthful diets for children.

8. A Role in Shaping the Neighborhood: working with the community to improve local parks, streets, and establishments to create an urban environment that is healthier for children.

Wildflower schools should change the way their immediate communities function and, as a part of a larger network, change the nature of their entire cities. The integration of children and families into the daily fabric of the neighborhood, we believe, will influence the lives of other neighbors, the questions asked in other educational settings, and the priorities of policymakers. We implement, then, structures that make our work transparent to their communities and expand who we define as "stakeholders" to include more than just the families we serve. From opportunities for passers-by to stop and observe the classrooms to the presence of children in local eateries, from the public gardens we create and tend, to the regular, open information sessions to inform our community about our work, we judge our approach not only by its influence on enrolled children and their families but on the city beyond our rolls.

9. An Open-source Design and Decentralized Network: advancing an ecosystem of independent Wildflower schools that mutually support one another.

Finally, we recognize that issues of scale -- including increased centralized decision-making, larger administrative bureaucracies and operational overhead -- decrease the autonomy available to individual classrooms. At the same time, we value the practical benefits of a community of learners and professionals working together, and the economic efficiencies that can arise from shared resources. To balance those concerns, each school sees itself as a node in a network, maintaining autonomy in school-level decision-making while able to access the resources of the network when those resources are useful and compelling to the school. Reciprocally, each school also sees itself not only as responsible for its own operations, but as responsible for helping other schools in the network, and for helping other interested family groups to start their own Wildflower schools."
schools  education  small  microschools  montessori  via:aimee  opensource  homeschool  christopheralexander  labschools  networks  community  art  generosity  urban  cities  lcproject  sfsh  openstudioproject  decentralization  sepkamvar  eoe  via:robertogreco 
4 weeks ago
Architecture After the Event Horizon — Volume
This may not be such an impossible question to answer, as the event horizon may very well be behind, and not in front of us, With the emergence of the internet, a critical shift in spatiality has taken place. Once measured in tens of thousands of kilometers, the distance across the Earth is now measured in milliseconds. We mortals are unable to recursively improve ourselves or think at the speed of light as an AGI might, yet we have nevertheless entered into a previously unimaginable world.
AI  internet  volume 
december 2016
thalience - Wiktionary
Wikipedia has an article on: Wikipedia EtymologyEdit The concept was invented by Karl Schroed
december 2016
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brucesterling: *Nobody is ever gonna write better...
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To view again, if you have not, recently. (via Innovation Expert...
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Let them live their learning
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august 2016
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Content is a print concept – Dave's Educational Blog
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august 2016
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Top 5 RaspberryPi Robot Projects - YouTube
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july 2016
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Illah Nourbakhsh shows CMU's CREATE Lab - YouTube
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Microsoft Future vision 2020 - YouTube
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Productivity Future Vision
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Microsoft: Productivity Future Vision - YouTube
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Drones for Good 2016 Finals
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Scratch 2.0 Overview Video - YouTube
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Voxel8 - The World's First 3D Electronics Printer - YouTube
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On Adventure and Play
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