Category - Software

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ICT, Resilience, Complexity & Sensemaking
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Trafalgar Primary School in Victoria, Australia, pioneers radical approaches to learning
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Webcast: mapping ideas in an enquiry
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Change Stories: teachers’ accounts of how they changed their practice
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Digital support for Authentic Enquiry

ICT, Resilience, Complexity & Sensemaking

Last week I gave a seminar at the Palo Alto Research Center (PARC), renowned for its ground-breaking computing R&D in many fields, including Human-Computer Interaction, Hypertext and Sensemaking. Contested Collective Intelligence: Resilience, Complexity & Sensemaking View more presentations from Simon Buckingham Shum I was hosted by my long time colleague Maarten Sierhuis (formerly NASA Ames, now Manager of the Knowledge, Language & Interaction Area) and Gregorio Convertino (Augmented Social Cognition Area) who organised the CSCW 2010 Collective Intelligence workshop we attended last year. As the abstract indicates, the ideas we’re developing connect to Learning Emergence themes of how ICT intersects with resilience thinking in complex adaptive systems (such as educational institutions or leaning networks), and sensemaking. As discussed in another[…]

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Trafalgar Primary School in Victoria, Australia, pioneers radical approaches to learning

Vicki Miles, Principal, Trafalgar Primary School in Victoria gives an overview of how her students are enhancing arts and media skills with integrated technology. Trafalgar Primary school is a progressive and innovative school that seeks to find learning experiences that support their philosophy of valuing the “whole child”. Trafalgar teachers actively engage in creating learning opportunities that support students in developing 21st century learning skills, specifically how students learn and engage with technology. With a highly successful integrated music and technology program, a fully functioning recording studio and a desire to engage with student interest, Trafalgar teachers wished to trial a number of innovative programs with their Grade 5/6 students through a newly developed open learning centre. How about trialling[…]

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Webcast: mapping ideas in an enquiry

As part of The Open University’s doctoral training programme, which we’re opening increasingly to the world as open educational resources, here’s the webcast and multimedia resources from my keynote at last week’s Research Methods conference. The Cloudscape from this event, which was live-blogged, is itself a great resource to mine (see also the Research Skills clouds). It was fun putting this together, and I squeezed in as many movies and live demos as possible from the projects we’ve done with Compendium to illustrate how far Vannevar Bush’s original 1945 conception of the Memex has come (widely regarded as conceiving hypertexts, such as the Web), and how far a particular visual hypermedia tool with a very simple notation (IBIS) for mapping[…]

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Change Stories: teachers’ accounts of how they changed their practice

Visiting University of Kent at Canterbury yesterday, I met Sally Fincher. She is  running an intruiging project called Change Stories, a narrative approach to eliciting accounts of practitioner learning: Our Question When do you make changes to your teaching? What gives you the idea? What do you do then? Our Idea: We aim to gather hundreds of real examples of how and when and why educators change their practice. Narrative is important to authentic enquiry. Even more interestingly, this is a project as part of her work on a Cognitive Edge course, arising from the work that Dave Snowden has been developing over the last decade, on the application of complexity theory to sensemaking. The  narrative database you’re taken to[…]

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Digital support for Authentic Enquiry

Just back from a workshop trialling our WordPress plugins for EnquiryBlogger, a tool we’re developing for Learning Futures. [slideshare id=6039473&doc=enquiryblogger-lf-dec2010-101205143629-phpapp01] We had a mixed group of Learning Futures teachers, other teachers and workplace learning specialists, convened by Ruth Deakin Crick from the Systems Learning & Leadership group at U. Bristol. The group was being introduced to, and engaging in, an example of authentic enquiry, as proposed by Deakin Crick, which starts with the selection of a specific, concrete object, place or person, and then builds out from there through a range of activities, to connect with bigger questions and existing knowledge: Deakin Crick, R. (2009). Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy. Curriculum[…]

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