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Creating Innovators: Why America's Education System Is Obsolete

Creating Innovators: Why America's Education System Is Obsolete

www.forbes.com
Nadia Uddin Nadia Uddin
3 years ago

Critical thinking and problem solving (the ability to ask the right questions)

-  Collaboration across networks and leading by influence

- Agility and adaptability

- Initiative and entrepreneurialism

- Accessing and analyzing information

- Effective written and oral communication

- Curiosity and imagination

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nnovative learning cultures teach about creating, not consuming, he says.
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Networked Knowledge and Combinatorial Creativity

Networked Knowledge and Combinatorial Creativity

www.brainpickings.org
Nadia Uddin Nadia Uddin
3 years ago
This is what I want to talk about today, networked knowledge, like dot-connecting of the florilegium, and combinatorial creativity, which is the essence of what Picasso and Paula Scher describe. The idea that in order for us to truly create and contribute to the world, we have to be able to connect countless dots, to cross-pollinate ideas from a wealth of disciplines, to combine and recombine these pieces and build new castles.
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Einstein famously attributed some of his greatest physics breakthroughs to his violin breaks, which he believed connected different parts of his brain in new ways.
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Ideas cause ideas and help evolve new ideas. They interact with each other and with other mental forces in the same brain, in neighboring brains, and thanks to global communication, in far distant, foreign brains.”
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So what enables this derivative creativity and cross-pollination of ideas is a rich pool of mental resources to derive from. And I believe the two main mechanisms of how we fill that pool are curiosity…and choice. Curiosity is one of the most fundamental human drivers. Just look at little kids – this hunger to know the world is deep in our species’ DNA.
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But curiosity without direction can be a taxing and ultimately unproductive endeavor. Choice is how we tame and channel and direct our curiosity, where we choose to allocate our time and energy, and ultimately, what we choose to pay attention to.
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Over the next century, scholars and fans, aided by computational algorithms, will knit together the books of the world into a single networked literature. A reader will be able to generate a social graph of an idea, or a timeline of a concept, or a networked map of influence for any notion in the library. We’ll come to understand that no work, no idea, stands alone, but that all good, true and beautiful things are networks, ecosystems of intertwingled parts, related entities and similar works.”
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Are We Artificially Intelligent?

Are We Artificially Intelligent?

thomasgoetz.com
Nadia Uddin Nadia Uddin
3 years ago
This kind of extra-smartness is coming to people. Effectively, people are about 20 IQ points smarter now because of Google Search and Maps. They don’t give Google credit for it, which is fine; they think they’re smarter, because they can rely on these tools. It’s one reason they get so upset if the tools are inaccurate or let them down. They feel like a fifth of their brain has been taken out.
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Theories for the digital age: Connectivism | Learning with 'e's

steve-wheeler.blogspot.com
Nadia Uddin Nadia Uddin
3 years ago
The present technology rich learning environment is characterised by a sustained use of digital media, their integration into formal contexts, and a shift toward personalisation of learning. These facets of modern life in combination have led educators to question the validity of pre-digital age learning theories. In recent years a range of new explanatory theories has been generated that can be applied as lenses to critically view, analyse and problematise new and emerging forms of learning. 
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declarative knowledge is now supplemented or even supplanted by knowing where knowledge can be found.
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Grilled Realism with a Connectivism Reduction Aioli | {working title in parentheses}

Grilled Realism with a Connectivism Reduction Aioli | {working title in parentheses}

www.coetail.com
Nadia Uddin Nadia Uddin
3 years ago
The big issue with Connectivism theory is that if students are truly going to realize the power of technology in making connections, collaborating and finding/using the proper information and tools at the right times, they must be guided through the process. It doesn’t just come naturally simply because the technology exists.
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Rethinking Your Online Classroom with Connectivism

Rethinking Your Online Classroom with Connectivism

facultyecommons.org
Nadia Uddin Nadia Uddin
3 years ago
http://www.irrodl.org/index.php/irrodl/article/view/1046/2026
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Why Connectivism is not a Learning Theory

Why Connectivism is not a Learning Theory

apointofcontact.net
Nadia Uddin Nadia Uddin
3 years ago
In the past, these routes were limited; since the boom of information technology the number of qualities has become much more complex, calling for a theory like Connectivism to help make sense of the map. Connections themselves relate to learning in a binary way: with connections a learner can learn, without connections they cannot. Connections need to be driven by structure and intent in order for Educators to be able to grow, develop and describe successful networks. Education is in tension between intention and learning, and connections act as agents on behalf of structure to work for the quality of learning in education.
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distributed knowledge cannot avoid the distinction of intent. Unique educational networks distinguish themselves by their intention or purpose, thus different networks place unequal values on knowledge. Knowledge that contributes to the success of one educational network, may contribute more, less or even harm the success of another.
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To interpret actual learning and collect concepts based on observed learning is the role of a learning theory, and these tasks lie outside the capabilities of Connectivism.
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The realm of a learner includes representation as a medium to translate the values of knowledge that the individual learner understands and expresses as their own learning to compare with the various networks they are a part of.
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Taking into account the approximate quality of intentional learning, and the representation needed to interpret this learning into distinct educational networks, Connectivism is best situated to concern itself with the quality of access to distributed knowledge, not with how learners learn.
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Attacks on connectivism

Attacks on connectivism

jennymackness.wordpress.com
Nadia Uddin Nadia Uddin
3 years ago
connectivism is an empirical theory intended to describe how learning occurs. It is based on observations and evidence from a variety of related empirical theories. Four theories which he claims support connectivism are connectionism, in computer science, associationism in philosophy and psychology, graph theory in mathematics and social network theory. Connectivism is a theory about pedagogy to describe how we can apply what we know about how networks learn to learning. Connectivism doesn’t have a message; it is not a belief or a political movement. Connectivism doesn’t argue; it describes – describes the world as we see it and explains why we are developing e-learning as a distributed and networked process.
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Connectivism: Its place in theory-informed research and innovation in technology-enabled learning | Bell | The International Review of Research in Open and Distance Learning

www.irrodl.org
Nadia Uddin Nadia Uddin
3 years ago
Theories of web-enabled learning have grown out of the disciplines of education and what is called instructional design in the US, resulting in competing and philosophically disjointed theories such as behaviourism, cognitivism, and (social) constructivism, following their own trajectories with occasional collisions and overlaps (Bell, 2003). I would argue that theories of learning based solely on assumptions of students being taught by teachers, usually in a classroom, do not provide an adequate framework for us to think and act in the digitally saturated and connected world in which we live.
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Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning | Ravenscroft | The International Review of Research in Open and Distance Learning

www.irrodl.org
Nadia Uddin Nadia Uddin
3 years ago
  1. Learning and knowledge rest in diversity of opinions.
  2. Learning is a process of connecting specialised nodes or information sources.
  3. Learning may reside in non-human appliances.
  4. Capacity to know more is more critical than what is currently known.
  5. Nurturing and maintaining connections is needed to facilitate continual learning.
  6. Ability to see connections between fields, ideas, and concepts is a core skill.
  7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  8. Decision making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

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And currency (7) will be realised through maintaining up-to-date and responsive dialogues, and we will often decide what to learn (8) through processes such as clarifying, reflective engagement, and negotiation.
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Learn something new - your brain will thank you

Learn something new - your brain will thank you

thechart.blogs.cnn.com
Nadia Uddin Nadia Uddin
3 years ago
Learning a more lasting new skill - be it playing guitar or learning to speak a foreign language - can equally harness the brain’s joy of learning new things, but leave you with something of permanent value, in a way that neither drugs nor video games ever could. It leaves you with a sense of fulfillment, which goes back to what pioneering psychologist Abraham Maslow called "self-actualization."
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From the strict "Selfish Gene" perspective - in which all that we do is driven by the self-perpetuating interests of our individual genes – hobbies like playing music rarely make sense, especially for mere amateurs. But maybe the art of reinvention and acquiring new skills, even as adults, can give us a sense of a life well-lived.
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