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Do you in fact understand what Creative Commons is? If in doubt, before you go any further, watch this video: Creative Commons Explained.
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Are you thinking ahead to conferences next year, which ones you’ll attend and which ones you’ll submit to? Yeah, me too, which is why this ‘teaser’ video from the Plymouth Enhanced Learning Conference (PELeCON, April 10-12, 2013) couldn’t have come at a better time:
The topic/theme for PELeCON next year is “Digital Learnscapes: Meeting Future Challenges”:
“We live in a period of change and uncertainty. Many are bewildered by these changes and find it difficult to keep up, particularly in the education and training sectors. The ability to anticipate and prepare for change is the mark of innovative educators, as is the skill of harnessing new and emerging tools to promote good learning.
“At Pelecon 13 we want to provide learning professionals with opportunities to explore, discover and discuss new approaches, new technologies and new ideas to enhance, enrich and extend their own professional practice. There will be particular emphasis this year on simulations and games, personal learning tools, new pedagogies and practices, learner and teacher voice, and digital literacies.”
I have transcribed a few of the sections that really move and inspire me, what these children are doing/have done is brilliant, I hope you agree.
“Thousands of years ago the native Americans embraced the idea of a village, the entire community as teacher, as curriculum. The idea that everybody had something to offer was given. Somewhere along the way competition bled into efficiency and efficiency bled into standardisation. We are missing community, cross-generational expertise. We believe that technology wants to help us get back to to us.”
“We are suggesting that is compulsion, the assumption that was must teach and measure certain things, that is keeping us from betterness, keeping us mediocre rather than breathtaking. So we stop measuring learning, instead we prepare people for uncertainty, we facilitate curiosities, we create ‘community’. We create spaces of permission with nothing to prove because we believe ‘there is never nothing going on’.”
If you’re interested, check out the other 4 videos in the series: Dream (2), Connect (3), Do (4), and Be (5).
Now, I’m not an educational activist, nor do I want to upset the system or hack anything, but I do wonder why we continue to do things the same way despite evidence showing us there is a better way. From this video I can reflect my own experience at school, at university, etc, that I was not in the best ‘environment’ for my style of learning: I had to take myself out of the classroom to be comfortable to learn (but I still sat in the classroom with everyone else – does this mean I did twice as much?). From the video I question whether Schools are preparing children to learn a subject or learn to live in the world. There is a place for both, but I tend to see an either or approach, never both? Have I missed something … “we stop measuring learning, instead we prepare people for uncertainty, we facilitate curiosities, we create ‘community’.”
It strikes a chord with me, nothing more than that. And it is that chord that reminded me of the keynote that Simon Finch gave at PELeCON12 (pelc12) in April this year (2012), he opened ‘Something Better Change” with this video:
Europe accounts for over 34 million members (6 million in the UK alone) and India 11 million.
2011: 4.2 billion searches on the LinkedIn platform.
LinkedIn now has over 2,116 employees (up from 500 in 2010).
The fastest growing demographics are students and recent college graduates.
Revenues for 2011 reached $522 million.
75 of the Fortune 100 use LinkedIn for “corporate hiring solution”.
If we can give our students an edge when they apply for the same jobs as others by helping them use social networks, like LinkedIn, professionally and effectively then the student looks good, and so does the Institution they are coming from. What do you think?
What are you doing with your students to help them use social networks so they work for them, not against?