Which means that decisions makers are motivated (partly out of fear of appearing ill-informed, partly out of not wanting to take risks) to adopt approaches that integrate fairly seamlessly across the education spectrum. use a smaller range of tools today than I did five years ago. More on that in a bit. So that kind of doesn’t add up. MORE >>

What can we do now with information that we could not do in the past? In this case, the “something new&# is the ways in which new tools allow us to mess around with information. What can we do with information that I’ve overlooked? Create information and easily. information. Information splicing. MORE >>

Technological advancement, coupled with rapid growth of information, global connectedness, and new opportunities for people to self-organized without a mediating organization, reveals the fatal flaw of classrooms: slow-developing knowledge can be captured and rendered as curriculum, then be taught, and then be assessed. Move fast. Be bold. MORE >>

And in what some see as a threat to traditional institutions, several of these courses now come with an informal credential (though that, in most cases, will not be free). In our first open course – CCK08 – we emphasized learner’s control in orienting themselves to complex information. Or will that destroy them?” MORE >>

Which means that decisions makers are motivated (partly out of fear of appearing ill-informed, partly out of not wanting to take risks) to adopt approaches that integrate fairly seamlessly across the education spectrum. He’s an extremely informed and capable person. Here’s why. No clear direction on standards. Web 2.0 MORE >>