i love the time we are living in... we publish/ship, then we remix/mashup,... so many eyes on one idea... the idea can't help but morph.
and if we're all connected by a common passion (ie: learning, school, ...whatever) the drive each of us brings to the table (idea) can't help but make something remarkable.
People doing things because they matter, not because they're getting paid (work-money/homework-grade) brings a whole new level of art.
The focus isn't on plagiarism of static content anymore...
did you copy me?....
but rather on optimizing things that matter...
can you help me improve my work?...
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here's one example...
i thought this was so cool - still do
then along came this
witchrichy says it well..
Nice mashup...but I'm not sure that I agree that a lecture is still a lecture. The technology makes it possible to break that lecture into segments, review different sections, and even, as you did here, cut and paste the important pieces into something new. I listened to a talk by Steinem through Yale's itunes site: yes, it was a lecture but it was one I would have never heard otherwise, one I could share with others, etc. So, a lecture isn't always a lecture, imho.
I love the challenge Punya Mishra gives us... to not let things stay the same - with glitter.
I also love the tweaking his commenter brings:....yeah - so it is our time... use it well... maybe this best thing for most kids is that they can now take a "lecture" in snippets.. or 10 times ... or whatever - until it makes sense to them..
But I especially love this forever morphism that makes each of us sit with....maybe there's more...
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i'm thinking there's more...
So what if the lecture turns into a conversation...
a conversation not confined by walls or geography -
a conversation transformed by passion.
So what if the networking ability of the web allows not only learning and action, but learning and action.
Chris Lehmann talks of Lonnie Marcado's project with SLA kids, where they made flow process biodegal generator that took a village in Guatemala off the grids. -
Where school is real life not prep for real life.
Where school is real life not prep for real life.
I just saw this...
had no idea before about iodine in salt...
had no idea before about iodine in salt...
So many simple fixes... what if those were the problems we dealt with in school.
What if school was life... instead of (fake?) prep for life.
What if school was life... instead of (fake?) prep for life.
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I especially love mash-ups of people.
Dan Meyer's ongoing professional development. A group not bound by geography but brought together by passion. The reason it's such a great mashup - they are learning together.. [i just hope they all see it that way... that the act of learning together is the main thing they need to take back to the classroom... not the particular cool lesson they worked out - on say the bouncing logo.]
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Dan Meyer's ongoing professional development. A group not bound by geography but brought together by passion. The reason it's such a great mashup - they are learning together.. [i just hope they all see it that way... that the act of learning together is the main thing they need to take back to the classroom... not the particular cool lesson they worked out - on say the bouncing logo.]
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My most recent mash-up, me being a hs math/leadership coach, mashing up with the brilliant
Dr. Jim Folkestad who teaches the Educational Technology and Assessment class at Colorado State University. The students in his class are education majors, and the focus of the course is to teach them how to teach with technology in their future careers. Folkestad says technology makes it possible for students to transition from merely consumers of information to producers of educational content. {btw - this kind of mashup in ed should be the norm...}
So here are the results of our mash up - or i should say the beginning of our mashup
2) We work to promote these ideas within the community.
3) Jim conducts observations, takes field notes, pictures, etc. within monika's class. The focus of this investigation would be on the "innovation lab" teaching methodology (maybe ground it in the literature as "20% time." Definitely ground it in literature surrounding innovation and ecosystems.)
Co-author a research article together about this teaching method.
This observation will provide third party objectivity and a critical eye to unseen phenomenon
Jim is taking the consent document and working on obtaining Human Subjects approval at CSU.
after meeting...2-4-2010 - we decide this:
1) monika gives a talk to my EDUC331 class about future of education / individualized education and the innovation lab (other).2) We work to promote these ideas within the community.
3) Jim conducts observations, takes field notes, pictures, etc. within monika's class. The focus of this investigation would be on the "innovation lab" teaching methodology (maybe ground it in the literature as "20% time." Definitely ground it in literature surrounding innovation and ecosystems.)
Co-author a research article together about this teaching method.
This observation will provide third party objectivity and a critical eye to unseen phenomenon
Jim is taking the consent document and working on obtaining Human Subjects approval at CSU.
for others to remix/mashup
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ship...remix... repeat...
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