Noch nicht gelesen, deshalb kann ich auch nicht sagen, ob's was taugt.
Weblogs, Blogs als Werkzeuge für selbstorganisiertes Lernen

Via Fabian

Stanford on iTunes

• Download faculty lectures, interviews, music and sports.
• Play audio on your iPod, Mac or PC, or burn a CD.
• Stay Connected anytime anywhere.
• Experience Stanford on iTunes today and continue learning with Stanford.

Via George Siemens (see also: Connectivism: A Learning Theory for the Digital Age)

Frage: Denwa o eigo de?

Antworten:
Saifon
Terefon
Raifon
Maifon

aus Piposaru Academia

See also:
PSP Index (jp)

Learning in the New Economy

Learning in the New Economy e-Magazine (LiNE Zine) is an editorially independent publication introducing the best thinking on learning, performance, knowledge, and human capital in the New Economy.

Sieht frisch aus. Gibts da interessante Kommentare, Gedanken zu?

Die neue Schule für uns

Drei zentrale Gedanken stehen über dem Projekt „Schule Neu“. Es geht darum, die Schule den Erfordernissen der modernen Arbeitswelt anzupassen, durch Individuelle Förderung Potenziale zu entdecken und zu fördern und die hohe Qualität des Unterrichts zu sichern und zu steigern.

oder konkreter:

• Lesen fördern
• Tagesbetreuung
• Frühe Sprachförderung
• Leadership Academy
• 5 Tage Woche
• Bildungsstandards
• Individuelle Förderung

Via Leselust - nichts fürs Internet? (PDF) bzw. Bildung Schweiz

Knowledge Work and Knowledge Society
The Social Transformations of this Century
Peter F. Drucker
May 4, 1994

THE EMERGING KNOWLEDGE SOCIETY
Paradoxically, this may not necessarily mean that the school as we know it will become more important. For, in the knowledge society, clearly more and more of knowledge, and especially of advanced knowledge, will be acquired well past the age of formal schooling, and increasingly, perhaps, in and through educational processes which do not center on the traditional school, e.g. systematic continuing education offered at the place of employment.

[...] There are obvious dangers to this. Society can easily degenerate into one in which the emphasis is on formal degrees rather than on performance capacity. It can easily degenerate into one of totally sterile, Confucian-type Mandarins a danger to which the American university, particularly, is singularly susceptible. It can, on the other hand, also fall prey to overvaluing immediately usable, practical knowledge, and underrate the importance of fundamentals and of wisdom altogether.

[...] The knowledge society will inevitably become far more competitive than any society we have yet known for the simple reason that with knowledge being universally accessible there are no excuses for nonperformance. There will be no poor countries. There will only be ignorant countries.

[...] As said before: the shift from knowledge to knowledges offers tremendous opportunities to the individual. It makes possible a career as a knowledge worker. But it equally presents a great many new problems and challenges. It demands for the first time in history that people with knowledge take responsibility for making themselves understood by people who do not have the same knowledge base. It requires that people learn and preferably early how to assimilate into their own work specialized knowledges from other areas and other disciplines.

This is particularly important as innovation in any one knowledge area tends to originate outside the area itself.

Den Faden wieder aufnehmen ...
In Multimedi Learning (Multimedia Learning Book on Google Scholar) von Richard E. Mayer beschreibt dieser:

[...] some research-based principles for the design of multimedia instructional messages including the following: multimedia principle, in which people learn better from words and pictures than from words alone; coherence principle, in which people learn better when extraneous material is excluded rather than included; contiguity principle, in which people learn better when corresponding words and pictures are presented at the same time or next to each other on the screen; modality principle, in which people learn better from animation with spoken text than animation with printed text; signaling principle, in which people learn better when the material is organized with clear outlines and headings; and personalization principle, in which people learn better from conversational style than formal style.

Es gibt neu auch einen Blog zum Thema: Multimedia Learning Theory

Siehe weiter (von hier stammt auch das Zitat):
The Cognitive Load of PowerPoint: Q&A with Richard E. Mayer

It is worthwhile to distinguish between two possible goals in making a PowerPoint presentation — information presentation, in which the goal is to present information to the audience, and cognitive guidance, in which the goal is to guide the audience in their processing of the presented information.

Ursprünglich via Garr Reynolds. Siehe auch den letzten Beitrag.

I cannot but agree with Jerry Graff on this. I always felt that my personal classroom experience came close to 70 to 90% of wasted time. But even so, I still had this romantic image in mind, that somehow the classroom is qualitatively better than an online experience? Now Graff just brought down this false idea. So now - and similarly with journalism - we have to ask ourselves what is it that makes the remaining 10-30% great! And how can we find a more engaging way to learn. One idea is to go in HU Obrist's direction: do less but with better preparation, provide a more engaging, non-teacher-focused experience, extend the pauses and do the rest online.

I have long thought that there is something infantilizing about the standard classroom situation, where the very face-to-face intimacy that is so valued actually encourages sloppy and imprecise habits of communication. That is, the intimate classroom is very different from--and therefore poor training for--the most powerful kinds of real-world communication, where we are constantly trying to reach and influence audiences we do not know and will probably never meet. We should be using online technologies to go beyond the cozy pseudo-intimacy of the classroom, to put students in situations that force them to communicate at a distance and therefore learn the more demanding rhetorical habits of constructing and reaching an anonymous audience. We have begun to do this to some extent, but our habit of idealizing presence and "being there," the face-to-face encounter between teachers and students, blinds us to the educational advantages of the very impersonality and distancing of online communication. Indeed, online communication makes it possible for schools and colleges to create real intellectual communities rather than the fragmented and disconnected simulation of such communities that "the classroom" produces.

from Technology & the Pseudo-Intimacy of the Classroom: an interview with Jerry Graff

OSLO, Learning is Expanding

The Open Sustainable Learning Opportunity (OSLO) Group carries out research, development, and implementation initiatives that strive to make educational opportunity freely available to all who desire it.

See also iterating towards openness (blog) and Common Wisdom: Peer Production of Educational Materials (PDF Download is free)