Een verhaal over hoe werk en leren steeds meer op elkaar beginnen te lijken in deze kennismaatschappij en wat betekent voor de rol van een elektronische leeromgeving.
31. "It is the thesis of this book that
change - constant, accelerating,
ubiquitous - is the most striking
characteristic of the world we live
in and that our educational system
has not yet recognized this fact."
32. "One way of representing the present condition of
our educational system is as follows: It is as if we are
driving a multimillion dollar sports car, screaming
“Faster! Faster!” while peering fixedly into the
rearview mirror. It is an awkward way to try to tell
where we are, much less where we are going, and it
has been sheer dumb luck that we have not smashed
ourselves to bits – so far. We have paid almost
exclusive attention to the car, equipping it with all
sorts of fantastic gadgets and an engine that will
propel it at ever increasing speeds, but we seem to
have forgotten where we wanted to go in it."
33. We richten ons op het hoe
in plaats van op het waarom
van het onderwijs
34. "The critical content of any
learning experience is the
method or process through
which the learning occurs"
40. "[Once] you have learned how to ask questions -
relevant and appropriate and substantial questions- you
have learned how to learn and no one can keep you
from learning whatever you want or need to know."
45. "A larger and larger
proportion of the
labour force in all
developed countries
does not work with
its hands but with
ideas, concepts,
theories. The output
of these workers is
not physical objects,
but knowledge and
information."
Peter Drucker
49. 2.
It demands that we impose the
responsibility for their productivity on
the individual knowledge workers
themselves. Knowledge workers have
to manage themselves. They have to
have autonomy.
51. 4.
Knowledge work requires contineous
learning on the part of the knowledge
worker, but equally contineous
teaching on the part of the knowledge
worker.
52. 5.
Productivity of the knowledge worker
is not - at least not primarily - a matter
of quantity of output. Quality is at
least as important.
53. 6.
Finally, knowledge-worker productivity
requires that the knowledge worker is
both seen and treated as an "asset"
rather than a "cost". It requires that
knowledge workers want to work for
the organization in preference to all
other opportunities.
54. Je kunt dus geen curriculum
voor deze mensen maken
(de vraag is zelfs of je nog wel
in ze moet investeren)
62. "[..] Our formal educational
methodologies seem to have
advanced less rapidly than many
other aspects of society. Our
formal education systems seem
out of step with rapid-growth hi-
tech industries and online
communities, and more akin to
those old-fashioned, fusty,
domains of industry that haven't
yet caught up with the times. [..]
Where this leads is to the end of
the distinction between education
and plain old everyday life. If you
learn by doing, and you need to
constantly learn while doing
anything due to the constant influx
of new information... then where
lies the distinction between
learning and living?"
Ben Goertzel, A Cosmist Manifesto
65. Moodle's pedagogische ladder:
1. Putting up the handouts (Resources, SCORM)
2. Providing a passive Forum (unfacilitated)
3. Using Quizzes and Assignments (less management)
4. Using the Wiki, Glossary and Database tools (interactive content)
5. Facilitate discussions in Forums, asking questions, guiding
6. Combining activities into sequences, where results feed later activities
7. Introduce external activities and games (internet resources)
8. Using the Survey module to study and reflect on course activity
9. Using peer-review modules like Workshop, giving students more control
over grading and even structuring the course in some ways
10. Conducting active research on oneself, sharing ideas in a community of
peers
67. Moodle's pedagogische ladder:
1. Putting up the handouts (Resources, SCORM)
2. Providing a passive Forum (unfacilitated)
3. Using Quizzes and Assignments (less management)
4. Using the Wiki, Glossary and Database tools (interactive content)
5. Facilitate discussions in Forums, asking questions, guiding
6. Combining activities into sequences, where results feed later activities
7. Introduce external activities and games (internet resources)
8. Using the Survey module to study and reflect on course activity
9. Using peer-review modules like Workshop, giving students more control
over grading and even structuring the course in some ways
10. Conducting active research on oneself, sharing ideas in a community of
peers
68. Moodle moet als middel
in de handen van de
leerling/kenniswerker komen
80. Met één druk op de knop
en 15 minuten configuratie
te gebruiken...
81. Moodle is te ingewikkeld en
moet worden versimpeld
82. "The majority of the time,
complexity can be traced to
a single design approach:
offering too much
flexibility. [..] Simplicity
comes from a basic
observation: all products
are used in much the same
way the vast majority of the
time. [..] Simplicity is about
lowering the priority of the
high-end functionality to
make sure the core tasks
work exceedingly well."
Scott Jenson, The Simplicity Shift
91. Uitdaging:
Wie maakt als eerste een
“flavour” met een versimpelde
theme en maar twee modules:
forums en wikis?
92. Dat was het...
Ik kijk uit naar de rest van de dag!
Slides & links:
http://hdez.nl/mootnl12
Contact:
h@nsdezwart.nl of @hansdezwart
93. Waar komen de plaatjes vandaan?
George Bernard Shaw:
http://lib-1.lse.ac.uk/archivesblog/?p=82
Ben Goertzel:
http://wallpaperhqdownload.com/ben-goertzel.html
Neil Postman:
http://www.basenow.net/wp-content/Postman_head_300.jpg
Peter Drucker:
http://www.cgu.edu/images/drucker/peter_drucker/pages/PeterDrucker004_jpg.htm
Harold Jarche:
http://www.flickr.com/photos/jarche/5716568436/
Cynefin Framework:
http://en.wikipedia.org/wiki/Cynefin
Jarche's picture about learning and Cynefin:
http://www.jarche.com/2012/04/three-principles-for-net-work/
Scott Jenson:
http://www.netmagazine.com/opinions/mobile-apps-must-die
The Big Lebowski:
http://www.intuition-online.co.uk/article.php?id=2372