Colin's Sandbox

#etlead

A shift in focus from factual to tacit knowledge

by on Mar.16, 2014, under #etlead

This week’s #etlead essential question asks, “what are the challenges in shifting content from ‘what’ to ‘where’ and ‘how’?”.  The big challenge it would seem is the letting go of the old notion that the person in the front of the room is the ultimate authority when it comes to all things learning.  With the power of always-on connected learning at our finger tips we’re entering into an era where it matters that you know how to do something and where to look up resources for help during its implementation.  Learning facts is not as important in this view.  Computers allow us to bypass much of the mechanics of certain tasks, freeing us up to answer more and better questions, while being connected together (Thomas and Seely Brown’s “geeking out”).  Approaches like this become talked about as a way to understand the roots of asking questions and solving real problems (from the acquired tacit knowledge), and focusing less time on the calculation:

Tacit knowledge, defined as intuitive knowledge as defined by ScienceDaily, is that of knowing a skill without having “rational/analytical thought processes” mediating between the “knower and the known”.  The renewed focus on tacit knowledge over explicit knowledge (facts) and is one of the big shifts in the learner-centric, mastery learning environments.  Thomas and Seely Brown (2011) characterize tacit knowledge, as that “which grows through personal experience and experimentation, is not transferrable” and is therefore acquired only through learner engagement.  With the rise of mobile computing, and the 24-7 connectedness with learning collectives this enables encourages this shift. (continue reading…)

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#etlead Week 8 reflection

by on Mar.09, 2014, under #etlead

Students and the intergenerational learning collective

(continue reading…)

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#etlead – Thoughts on the “learning collective”

by on Mar.08, 2014, under #etlead

When I think of “learning collective” as described in Thomas and Seely Brown’s reading thus far I find a lot of commonality with the philosophies of connectivist MOOCs out there.  Paraphrasing from an article posted by Stephen Downes in 2011 describing the third installment of a popular course taught in conjunction with George Siemens in 2011, the basic overall goals consisted of:

1. Aggregation – Resources are provided by all participants in a form that could be read by others through a means such as RSS feeds.  Facilitators broadcast “news of the day” postings that reflected material they thought was important or highlighted something particularly interesting.

2. Remixing – Allow participants to “draw connections”.  Document learning process through blogs, social bookmarking, social networking, etc.

3. Repurposing – Use this collective of knowledge as a basis for action in your own world.  Examine what works and document the experience.

4. Feeding Forward – Share new knowledge with the group as much as possible.  It is this public nature of our learning which encourages us to put a little elbow grease into the products and projects along the way.  This act of sharing will connect you with other people who can support you along the way and to whom you can provide some guidance in the future.

(continue reading…)

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#etlead Reflection, week 7

by on Mar.04, 2014, under #etlead

This has been a tough week for me – ASTE sapped quite a bit of my time, and I have been having a hard time catching up on all the writing.  This past weekend I was sucked up into a hockey tournament playing host to teams from Petersburg to Palmer.  Add to that the cold that has been rolling through my family finally caught up with me.  But there was still plenty of opportunity for learning along the way. (continue reading…)

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How I play games and embracing change

by on Feb.28, 2014, under #etlead

What’s Your Bartle Sign?

Just for completeness’s sake I took the Bartle Test of Gamer Psychology and was instantly flummoxed.  I haven’t ever really played a MMORPG, at least not for the past 15 years.  So therefore most of the questions didn’t really evoke a valid response to me; I have never been part of a guild, I don’t kill in arenas, I haven’t really seek out areas to explore, so I just tried to answer the questions as best I could imagining that I was in a game of the sort.

Bartle_Test_of_Gamer_Psychology___Explorer

I guess that means I’m an explorer, which makes sense, since I tended to answer the questions from the mindset of someone who’d rather build stuff, learn new things, and sometimes work with others than one who takes lusty pride in destroying others in-game. (continue reading…)

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