“The quantified self will give way to the qualified self.” Stephen Downes #el30
While watching the presentation E-Learning 3.0, where he explains the impact of the next wave of learning technologies emerging as a consequence of the significant and substantial changes coming to the World Wide Web, I asked myself what about the ‘Human Learning in the Age of Machine Learning’.
Seems I was not the only one. Roland Legrand wrote his thoughts as follows: “In times of rapidly developing Machine Learning Connectivism is a very suitable learning theory. It blends philosophy, educational practices and technological skills. It emphasizes the ability to make decisions and to choose what to learn, connecting with others and thus empathizing with those others. The theory is also related with the Extended Mind ideas of the philosopher Andy Clark.”
Some aspects, which I would like to get to know better are
Therefore I am quite confident to find peer learners in the MOOC.
Stephen Downes promises “This is a course by about the next generation of learning technology.” #el30
It’s a broad and challenging domain that he has broken down into the following topics
So while E-Learning 3.0 is in many ways anticipated by connectivist forms of learning, the tools, processes and outcomes are all new. The course becomes a set of linked data sources where the links are defined not only by educational institutions but by participants and learners and the sources are drawn from, and delivered into, multiple environments.
My humble self has already found what it’s looking for on Matthias Melcher’s blog. Technical feeds support in gRSShopper
The developer of the original MOOC, Stephen Downes, addresses this challenge by underling a set of competencies or skills recommended for both teachers and learners in virtual environments.
via Stephen Downes
Experiences from Massive Open Online Courses (MOOCs) and how the MOOC could potentially increase diversity, social inclusion & learner engagement.
My employer prefers the federation model – nevertheless, personally I stick to my PLE.
Prof. Aharon (Roni) Aviram, Chair of the Center for Futurism in
Education at Ben-Gurion University, was asked: “Is learning 2.0 fundamentally changing the educational landscape?”
Unlike Steve Wheeler, Assoc. Prof. at the University of Plymouth and Edublogger, he sees the landscape of education is changing drastically but unfortunately only in some areas. By encouraging educators instead of waiting for the change to happen, he urges them to be part of the change by being disruptive, innovative, taking risks even against their own administration for the sake of helping learners to learn.