''1'' PersonalIntroduction\n\n''2 Behavorism? Constructivism?''\n''A'' TheContext\n''B'' TheProblems\n\n''3 Connectivism''\n''A'' TheTheory\n''B'' ThePractice\n''C'' TheEvaluation\n\n''4'' TheFuture\n\n''ThankS''

!''about the author''\nHello, it's nice to have you as a reader. Please forgive some personal introduction, but I'm personally get annoyed when someone tries to share some knowledge, tell me a story or sell a worldview out of the blue behind the curtain of professionality, business or academia.\n\nMy name is Daniel Molnar. I spend most of my day working at a Hungarian e-learning service company called [[Coedu|http://coedu.hu]]. My title at my daily job is business unit director. But you can find out a lot about me if you Google [[soobrosa|http://www.google.co.hu/search?q=soobrosa]]. You can find me as an [[editor|http://newfocus.hu]], a [[gastronomer|http://szindbadek.hu]], a [[photographer|http://www.flickr.com/photos/b2men/]], an [[ARG player|http://perplexcity.com/profile/view.qbuild?player=soobrosa]], a [[bootlegger|http://www.gybo-v3.co.uk/profile.php?mode=viewprofile&u=1461&sid=62e905292f760fea9312d0e1db7c1a1b]], a [[Wikipedian|http://en.wikipedia.org/wiki/User:Soobrosa]], a [[music listener|http://www.last.fm/user/soobrosa/]], a [[music advisor|http://mangare.newfocus.hu/]], a [[music selector|http://getupat9.tyrell.hu/mixes/index.html]] and an [[e-learning professional|http://soobrosa.wordpress.com/]].\n\nI'm active in different social networks as an [[English speaking music fan|http://www.myspace.com/soobrosa]] at myspace, a [[Hungarian speaking learning specialist|http://aktivtabla.hu/index.php/User:Dmolnar]] at Aktivtabla and an [[English speaking e-learning specialist|http://minerva.euproject.net/go.cfm?UserID=19055]] at the Minerva Virtual Community.\n\n!''orientation''\nWhy do I enlist so many things, roles and functions of mine?\n\nFirst, I think our life is more and more defined by these different, intertwining roles and our learning needs are more and more met through these communities of practices we are involved in and all these things are ubiquitously connected and pervasively proximate.\n\nSecond, I would like you to have a subjective impression on me, the writer, because I will take you to a trip that is not about me, but much about how can we, you and me, converse about some topics I think you will be interested in - although we engage in this communication asynchronously, impersonally and mediated.\n\nThis is a journey with road signs, different paths and dead ends and I see my role mostly as a tour guide. I don't think that I'm having too much original thoughts, although I try add some layers of thought based on my personal experience. There will be no scored evaluation, but please take some time for personal reflection. Yes, I've read all the referenced materials and I've included them because I think they contain interesting and useful insights. Most of the time I try to avoid resummarizing the referenced pieces and most of the activities I've included consist of some reading on your own and reflection on the material read, you should answer the questions for your own purposes. Whenever it's possible I try to include different media options, but it's fairly likely that you'll get along nicely with an up-to-date Flash plug-in.\n<<<\n''ACTIVITY PIA''\n\n''PREPARATION''\nGet the [[latest Flash player|http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash]]\n<<<\n\nFeel free to [[write me|mailto:dmolnar at coedu.hu]] if you have any questions and you think that I'm more able to answer them than yourself armed with Google. :)\n\n[<img[http://img89.imageshack.us/img89/6613/umbrella2kp.jpg]]Ladies and gentlemen, this is my umbrella, whenever I keep this above my head for a while, I'm appreciating if you're getting back to me and then we can proceed on our walk.\n<<<\n''ACTIVITY PIB''\n\n''SEARCH''\nWhat does ubiquitously connected and pervasively proximate means?\nGoogle on [[ubiquitously connected and pervasively proximate|http://www.google.co.hu/search?q=ubiquitously+connected+and+pervasively+proximate]]\n\n''REFLECT''\nWhat does ubiquitously connected and pervasively proximate mean to you? Remind yourself to something you did or happened to you and is related to UCaPP!\n<<<\n<<<\n''ACTIVITY PIC''\n\n''WATCH''\nWatch Dick Hardt, founder and CEO of Sxip Identity talking about Identity 2.0\n[[http://www.identity20.com/media/OSCON2005/|http://www.identity20.com/media/OSCON2005/]] (HTML -> Flash, Windows Media, Quicktime)\n\n''REFLECT''\nHow could you use his communication style in a learning process?\n<<<

Performance of VET teachers and trainers and life long learning facilitators

Where do we go now?

I thank [[Barbara Kósa|http://www.oki.hu/oldal.php?tipus=ember&kod=2544]], [[Médea Marosán|http://www.ntt.hu/index.php/User:Mmarosan]] and [[Martin Lindner|http://phaidon.philo.at/martin/]] for their reflections and support.\n\nFigure done with [[Gliffy|http://www.gliffy.com/gliffy/]].

!''information anxiety''\nHow do I feel myself harvesting dozens of RSS feeds, checking up websites, interesting projects, technical specifications, specialist forums? Stephen Downes hit the nerve with his presentation entitled ''Riding The Wave - Personal Professional Development in an Age of Chaos''.\n\n@@''Stephen Downes'' is a designer and theorist in the fields of online learning and new media living and working in Canada. Currently he is a senior researcher at the National Research Council of Canada in the Institute for Information Technology's e-Learning Research Group. Stephen has become a leading voice in the areas of learning objects and metadata as well as the emerging fields of weblogs in education and content syndication. (resumed from [[Wikipedia|http://en.wikipedia.org/wiki/Stephen_Downes]])@@\n<<<\n''ACTIVITY TCA''\n\n''WATCH''\nWatch the presentation entitled [[Riding The Wave - Personal Professional Development in an Age of Chaos|http://www.downes.ca/files/s5/804.htm]] (web-based presentation)\n\n''REFLECT''\nDo you experience similar things?\n<<<\n\n!''changing literacy''\nBefore talking about the changing pedagogy I would call in Mark Federman to share his thoughts on our changing literacy and his views of the ubiquitously connected and pervasively proximate reality.\n\n@@''Mark Federman'' played the role of Chief Strategist and head of McLuhan Management Studies at the McLuhan Program in Culture and Technology at the University of Toronto, as well as Principal, Merrill Consulting, his private consulting practice. Mark is dedicating much of his time to his current research, namely, developing an emergent model of the "corporation of the future" that is consistent with our present conditions of ubiquitous connectivity and pervasive proximity, or "UCaPP." (resumed from [[his blog|http://individual.utoronto.ca/markfederman/]])@@\n\nThe changing literacy can give us a very rough framework on why our pedagogical methods do not work.\n\n<<<\n''ACTIVITY TCB''\n\n''READ''\nRead the paper of Mark Federman entitled [[Why Mr. And Ms. Smith Can't Teach: The challenge of multiple media literacies|http://individual.utoronto.ca/markfederman/WhyJohnnyandJaneyCantRead.pdf]] (PDF document, could be opening in browser)\n\n''REFLECT''\nHow do you feel about what you have read? Do you agree? What are your questions?\n<<<\n\n<<<\n''ACTIVITY TCC''\n''READ''\nRead the paper of Mark Federman entitled [[The Ephemeral Artefact - Visions of cultural experience|http://www.utoronto.ca/mcluhan/EphemeralArtefact.pdf]] (PDF document, could be opening in browser)\n\n''REFLECT''\nThink about the story of a remarkable ephemeral artefact in your life!

I think that evaluation turned education into what it is today.\n\nThe inclination to measure defines the framework and mindset of most of the people active in education today.\n\nPerhaps it is a bit harsh to call in pornography as an analogy, but this way you surely won't miss my point. Porn defines sexuality through the voyeur lens of the camera in a way like education does this with measurement. As real learning occurs within the learner, all we can measure are just indirect effects of this process. You cannot record people making love on a video tape, just how they are having sex -- and a lot of people make the mistake perceiving thi recording as reality. Measurement defines education, while learning is still considered a by-product.\n\nHow can you evaluate in connectivism?\n\nWe need more soft methods, for sure. Churning rates, complaints analyzed, proactivity in communication and nurturing ability of the tutors/mentors could be starting points as I see this field.

I see an emerging e-learning 1.5 scene with the availability and spreading use of free, open source and good quality LMSs (mostly [[Moodle|http://moodle.org/]], [[Ilias|http://www.ilias.de/]] and [[Atutor|http://www.atutor.ca/]]), but the pedagogy, the workflow and the content are still the same old ones.\n\nAlthough I smell lots of money spent on monoliths like [[Sakai|http://sakaiproject.org/]] and [[Open Source Portfolio|http://www.osportfolio.org/]] in the US and I really do greet the efforts of JISC in the UK on [[personal learning environments|http://www.cetis.ac.uk/members/ple]], I'm much of a believer that something really useful will come out of mash-ups and prototypes.\n\nAlso I wonder how will the ''ePortfolio 2010'' goal implemented in Europe - as it says ''in 2010, every citizen will have an ePortfolio''.\n\n[[Elgg|http://elgg.net/]] could be a good host application for chanelling the needed functionalities, but it's still a bit alpha for decent usage, plus the actual methodology and workflows are somewhat missing.\n\nI see the following pieces float around:\n* Channel your sources through [[Suprglue|http://www.suprglu.com/]].\n* Browse the information overload with an RSS reader. Client-side [[Thunderbird|http://www.mozilla.com/thunderbird/]], [[Google Reader|http://www.google.com/reader]] or [[Bloglines|http://www.bloglines.com/]], make your bet.\n* Organize while exploring. [[Wikalong|http://www.wikalong.org/]] seems to be better than [[Scrapbook|http://amb.vis.ne.jp/mozilla/scrapbook/]]. (Both are Firefox plug-ins.)\n* Record, autotag (and play back - wouldn't it be nice?) your teaching processes of a semester or a course with [[Vanilla|http://www.vanillasite.at/space/start]].\n* Publish in [[TiddlyWiki|http://www.tiddlywiki.com/]].\n\n[img[http://img100.imageshack.us/img100/3964/cycle6nw.jpg]]\n\n''Homework'' for ourselves:\n* Forget text-only. Visualize, for God's sake. See my [[doodle|http://flickr.com/photos/b2men/90218144/]] on a ''visual CV'' at Flickr. (Don't forget to play with the mouseover!)\n* Build KISS URIs for learning footprints: [[I404e-0.TTK.SZTE.HU|http://www.stud.u-szeged.hu/tanrend/2005-2006-2/a44/kurz44379.html]] (a course), [[JZA3001.TTK.SZTE.HU|http://cypherpunks.venona.com/date/1993/06/msg00220.html]]\n<<<\n''ACTIVITY TFA''\n''REFLECT''\nNow please describe a day in your life in 2012 while learning, teaching or mentoring a community of practice!\n<<<

!''roadmap''\nAfter making friends with the concept, metaphor and framework of ''connectivism'', let's see how should we start this whole thing out.\n<<<\n''ACTIVITY TPA''\n''LISTEN''\nListen to Stephen Downes giving his lecture [[The Buntine Oration: Learning Networks|http://www.downes.ca/files/audio/buntine_small.mp3]] in Australia! (mp3)\nAlternatively you can [[read the transcript!|http://www.downes.ca/cgi-bin/page.cgi?db=post&q=crdate=1097292310&format=full]]\n\n''REFLECT''\nDo you think your own children will be free?\n<<<\n!''tools''\nIf a picture worth a thousand words, how many words do a story worth? Now let's have a parade of the tools we see emerge to solve our needs. Ladies and gentlemen, will you please welcome to the arena Mr Bryan Alexander.\n\n@@''Bryan Alexander'' is Director for Research at the National Institute for Technology and Liberal Education (NITLE). His research portfolio includes learning and gaming, mobile computing, and Web 2.0 (resumed from his [[site|http://www.cet.middlebury.edu/~bryan/]]).@@\n<<<\n''ACTIVITY TPB''\n''READ''\nRead Bryan Alexander on [[Web 2.0: A New Wave of Innovation for Teaching and Learning?|http://www.educause.edu/apps/er/erm06/erm0621.asp?bhcp=1]]\n\n''REFLECT''\nWhat tools do you use of the ones mentioned in the article? For what purpose? What tools seem to be fine for your tasks? Why?\n<<<\n!''learner = e-portfolio''\n\nOf the few things we know for sure, is learning should be perceived learner-centered, not related to an institution as learning is attached to the learner, while the institution has been left with educating.\n\nNow what we have as a metaphor for digitally representing a learner is an e-portfolio.\n\n@@''Scott Wilson'' is an Assistant Director of CETIS (the UK centre for educational technology interoperability standards), and has a special interest in standards for infrastructure and enterprise integration (retrieved from [[here|http://fraser.typepad.com/edtechuk/2004/week43/index.html]]).@@\n<<<\n''ACTIVITY TPC''\n''WATCH''\nCheck out Wikipedia on [[e-portfolio|http://en.wikipedia.org/wiki/Electronic_portfolio]], then watch the presentation of Scott Wilson on [[E-portfolios!|http://www.cetis.ac.uk/members/scott/resources/eportfolio.ppt]] (ppt)\n\n''REFLECT''\nHave you ever made something like a portfolio for yourself? Why?\n<<<\n!''case a: ultraversity (higher education)''\nI've just missed the Ultraversity presentation at Online Educa 2004, Berlin, but after I've checked out their website I immediately signed up for their BA (Hons) Learning, Technology and Research. I spent the best year in my life at a higher education institute with them.\n<<<\n''ACTIVITY TPD''\n''READ''\nCheck out what is Ultraversity is about!\nChoose an option:\n* explore [[their website|http://www.ultraversity.net]],\n* check a short PDF, [[Support Staff and Raising Standards: Implications for Schools|http://www.ultraversity.net/download/snapshots.pdf]],\n* or read a study in PDF, [[Online Communities - Vehicles For Professional Learning?|http://www.ultralab.net/papers/bera2002/bptbera2002.pdf]], that founds solidly their practice!\n\n''REFLECT''\nWhat do you think of the degree?\nDo you think it is a good strategy to fund change in education?\nWhat do you think why did I left the degree after one year?\n<<<\nBesides the pedagogical basics it gave me, I really liked the practical, reflective, action-oriented curriculum, plus I'm happy to met some real nice people there, like [[Andy Roberts|http://www.users.zetnet.co.uk/rob/homepage.htm]] or [[John Davitt|http://www.newtools.org/]]. Although after a year I had to realize that getting this degree involves being an active member of the Ultraversity community of practice. It isn't hard to see the obstacles occuring -- being an e-learning entrepreneur living in Eastern Europe I cannot share the practice of the teaching assistants working in the United Kingdom. I believe I learned a lot of them and about myself as well, but one year was enough.\n<<<\n''ACTIVITY TPE''\n''READ''\nThe ''patchwork text'' was a very nice metaphor I encountered at Ultraversity. Read the article of Richard Winter titled [[Alternative to the essay|http://education.guardian.co.uk/print/0,3858,4687096-48826,00.html]] on why regular writing tasks would aid learning far better than the last-minute essay!\n\n''REFLECT''\nWhat can you use ''patchwork text'' for in your work or life?\n<<<\n\n<<<\n''ACTIVITY TPF''\n''READ''\nRead the Year 2 report of Andy Roberts on [[Introducing a WIKI to a Community of Practice!|http://frankieroberto.com/dad/ultrastudents/andyroberts/year2/AEreport/AEtool.html]] I have to mention that the community is centered around cider.\n\n''REFLECT''\nWhat was the most useful findings of Andy Roberts you feel you can use in a community you're involved with?\n<<<\n!''case b: digital whiteboard''\nI've already mentioned our involvement in a methodology development for digital whiteboards for the Ministry of Education in Hungary. We have worked together with more than 60 practising teachers and tried to establish a community of practive with them. Our main technological tool was [[a Mediawiki|http://aktivtabla.hu/index.php/Kezd%C5%91lap]]. now that we continue the project we try to integrate [[a Wordpress blog|http://blog.aktivtabla.hu/]] with the wiki.\n\n(Actually we like Wordpress, because besides it's free, it has a good learning path, you can make your first WP hosted at their server, then you can have your own WP, and even a multiuser WP for institutional use.)\n\nWe were quite happy that the accredited teacher training course we got as one of the outcomes gained a lot of the peer-review processes of this community of practice.\n<<<\n''ACTIVITY TPG''\n''READ''\nRead my abstract from Online Educa 2004, Berlin, entitled [[The Wiki Way - Social Software for Collaborative Content Management in E-learning!|http://tyrell.hu/~b2men/2004_online_educa_wiki_abstract.doc]] (doc)\nor alternatively watch [[my presentation|http://demo.coedu.hu/wb_eng_0613.exe]] on the project (quite big exe)\n\n''REFLECT''\nWhat is your experience of participating in communities of practice related to education and learning?\n<<<\n!''case c: educational games''\nOur company, Coedu, organized some educational games for kids in we tried to keep connectivism and edutainment in mind. Think of a spy quest, lipsynching, movie trailer construction and constructing narrative with a cartoon editor.\n<<<\n''ACTIVITY TPH''\n''READ''\nRead my abstract from Online Educa 2005, Berlin, entitled [[Connectivism in Practice – Edutainment that Works!|http://tyrell.hu/~b2men/2005_online_educa_edutainment_abstract.rtf]] (rtf)\nor alternatively check out [[my presentation|http://tyrell.hu/~b2men/2005_online_educa_edutainment_presentation.zip]] (zipped shockwave)\n\n''REFLECT''\nIn which part would you liked to participate?\nHow would you develop these ideas?\n<<<\n!''case d: aniwiki''\nWhen I think of connectivism, some quite surreal examples also come to my mind.\n\nI remember when [[Andy Baio|http://waxy.org/]] thought he needed a Firefox plug-in to animate the history of a Wikipedia entry, so he [[put out a contest|http://www.waxy.org/archive/2005/06/27/wikipedi.shtml]] providing 50 dollars for the best entry. As I was also interested in having a similar plug-in that could give me metadata on how trustable an entry is (age, number of editors, number of edits, etc.). I dropped in some money asking for the features I was interested in. John Resig [[made a prototype|http://ejohn.org/projects/aniwiki/]] quite close to what I've wanted.\n\nHonestly, that was my best experience in software development: matching the partners, quickly and cheaply solving a problem and giving away the outcome for free to the public.\n<<<\n''ACTIVITY TPJ''\n''REFLECT''\nThink about a piece of software you would love to sponsor with 100 euros! Sponsor it!\n<<<\n!''case e: personal mba''\nConnectivism sometimes is really about just connecting.\n\nAnother nice story was when I've found out that [[Josh Kaufman|http://www.joshkaufman.net/]] has a proposal for a book called ''Personal MBA'' on [[Changethis|http://www.changethis.com/]]. I've voted plus sent the link to [[Lifehacker|http://lifehacker.com]]. Now with all [[the votes of the Lifehackers|http://72.14.207.104/search?q=cache:gHn66ec8oPsJ:www.joshkaufman.net/archives/the_personal_mba/index.html+%22personal+mba%22+lifehacker+votes&hl=hu&gl=hu&ct=clnk&cd=1]], Josh got the inclination to [[make the book|http://www.changethis.com/17.PersonalMBA]] quite quickly. I think that someone else surely have posted about this or people would have voted for his proposal for surely, but making a good connection fastened things a bit.\n\nI really think that any small connection can make a difference and if it's up to you, just do it.\n<<<\n''ACTIVITY TPI''\n''REFLECT''\nThink of two people or communities who should be knowing about each other and their goals! Connect them!\n<<<

//"Where do we go from here/ now that all of the children have grown up/ And how do we spend our lives/ knowin nobody gives us a damn."//\n''Woolfson, Eric. "Games People Play."'' The Turn of a Friendly Card. New York: Arista, 1980.\n\n!''situation in europe''\nI do know about the existence of a state-funded document on the current state of education in Hungary, but it has been made state secret and is distributed to only members of the administration. Still I believe that our position in Hungary is surely worse than the general situation what Ilkka Tuomi summarizes in his background document.\n\n@@''Ilkka Tuomi'' is currently Chief Scientist at Meaning Processing Ltd. Before his current assignment, he was with the European Commission's Joint Research Centre, Institute for Prospective Technological Studies, Seville, Spain. During 1999-2001, Mr Tuomi was visiting scholar at the University of California, Berkeley, where he conducted research on the new dynamics of innovation networks, working with Professor Manuel Castells. From 1987 to 2001 he worked at Nokia Research Center, Finland, most recently as Principal Scientist, Information Society and Knowledge Management. (resumed from his [[cv|http://www.meaningprocessing.com/personalPages/tuomi/it_cv.html]])@@\n\n<<<\n''ACTIVITY TPA''\n''READ''\nRead the paper of Ilkka Tuomi entitled [[The Future of Learning in the Knowledge Society: Disruptive Changes for Europe by 2020|http://www.meaningprocessing.com/personalPages/tuomi/articles/TheFutureOfLearningInTheKnowledgeSociety.pdf]]\n''Tip:'' you can spare the methodological appendixes till the next tiddly :)\n\n''REFLECT''\nDescribe a work-day at the level of education you're dealing with in 2020!\n<<<\n!''situation in hungary''\nTalking about my personal experience, we did a methodology project on digital whiteboards for the Ministry of Education in Hungary in 2006. Although I have to remark that I met some outstanding teachers during this project, the feedback and the interaction I've encountered did not change my personal point of view on the state of education in Hungary.\n\nThe problem starts with who applies to be a teacher and why. Most of the applicants do choose the education faculties because they are known to be easily fulfillable. According to a methodology expert I know -- he is teaching methodology for would-be mathematics teachers --, in a given 100 person class he would let only 4-5 people pass his exam - if methodology wasn't just one of the dozens of credits to be earned in the factory of a university that is considered quite good actually.\n\nRight now all the teachers are public servants with no monetary feedback on their actual performance. If I should summarize the state of the current workforce, I would be call it at best a reverse Pareto, given the 20% are sacred fools who love what they are doing and are also good at it. The biggest enemy of change is the teaching staff, the actual peer. Perhaps the Che Guevaras could be connected through communities of practice, but it's still a story of the future.\n\n!''personal experience''\nOur company is over with developing a learning management system with a built-in XML-based content builder application, plus developing an e-learning material development methodology and workflow. These developments were done hand-in-hand with building a now 21-strong company that deals with full service e-learning development from software through content to training and system maintenance. These tools served quite well this team in traditional knowledge creation and transmission cases, definitely in typical objectivist pedagogical environments - anticipating that the learning material is an object that could be transmitted to a learner without giving any interest to the environment, taking the learner as a "tabula rasa" before the transmission occurs.\n\nDuring the last years I had to realize that most of my own knowledge creation and transmission cases took place and were conducted given much less definitive circumstances, in constructivist pedagogical environments - anticipating that the knowledge is not transmitted as an object, but is constructed in the learner during some processes and activities related to that piece of knowledge.\n\nI remember the day when the basics of calculus was "taught" to us at the university. I was a freshman coming from a 6-year special mathematics class in high school to become a computer scientists. We "learnt" calculus in high school for a semester discovering and developing its concepts for ourselves. And now I was sitting with 200 others in the Auditorium Maximus, hearing the basics in 90 minutes. The difference was hard to ignore: making love to someone or fastforwarding a porn flick.\n\nThat time I didn't know about pedagogical theories and perhaps I was lucky to have masters, interesting challenges and projects, but I think these kind of opportunities are given to anyone who is looking for them. On the other hand I really believe that our UCaPP world is amplifying these possibilities.

"... everywhere that I go/ I got people I know."\n''Young, André Romel. "Big Ego's."'' The Chronic 2001. Los Angeles: Death Row, 1999.\n\nAlthough I think [[Ultraversity|http://www.ultraversity.net]] is not for me, I admit that I have learnt a lot during the time I've spent with them. (On what is Ultraversity and what was my interaction with them, see [[ThePractice]].)\n!''new pedagogy''\nThey gave me a good understanding on recent pedagogical theories, like the ones of Schön, Kolb, Dewey, Vygotsky, Lave and Wenger. Now you can have the "fast-forward" with the help of Tuomi.\n<<<\n''ACTIVITY TTA''\n''READ''\nNow read the methodological appendix of Ilkka Tuomi's paper, [[The Future of Learning in the Knowledge Society: Disruptive Changes for Europe by 2020|http://www.meaningprocessing.com/personalPages/tuomi/articles/TheFutureOfLearningInTheKnowledgeSociety.pdf]]\n\n''REFLECT''\nWhich theory do you like the most? Why?\n<<<\n!''action research''\nTwo important metaphors I've got to know there, one was ''action research'', the other was ''communities of practice''.\n<<<\n''ACTIVITY TTB''\n''READ''\nRead the definition of [[action research|''http://en.wikipedia.org/wiki/Action_research]] and [[participatory action research|http://en.wikipedia.org/wiki/Participatory_Action_Research]] in Wikipedia\n\n''REFLECT''\nRemember a case in your life when you participated in something like PAR!\n<<<\nLearning by doing. Now that sounded practical to me.\n\nI have to mention that stories and storytelling started to feel suspicious to me. I asked myself again and again: "does it has to do anything with memory and learning?"\n\n@@''Bob Dick'' has been shop assistant, electrician, draftsperson, recruitment officer, and psychologist. For the past 30 years he has been academic, publisher, consultant, facilitator, and of course person. His consultancy and facilitation primarily help people learn action research, qualitative evaluation, change management, and the communication and facilitation skills which are a foundation for these.@@\n<<<\n''ACTIVITY TTC''\n''READ''\nRead Bob Williams conversating with Bob Dick, a leading practitioner of action research: [[In the Pursuit of Change and Understanding|http://www.qualitative-research.net/fqs-texte/3-04/04-3-34-e.htm]]\n\n''REFLECT''\nYou have a persona related to the education. You are a teacher, a theorist, a practitioner. Enlist three key events, three key themes that define who you are in this context! Also try to distill three lessons you would give to others coming after you!\n<<<\n!''community of practice''\nI already knew that the school room is not the place where learning takes place. Is it a physical place, anyway, or something clever (erm) like cyberspace in John Perry Barlow's mind? ("Cyberspace is where you are when you’re talking on the telephone.")\n<<<\n''ACTIVITY TTD''\n''READ''\nRead the definition of [[community of practice|http://en.wikipedia.org/wiki/Community_of_Practice]] in Wikipedia and watch the presentation of Stephen Downes on [[The Evolving Community of Practice|http://www.icgd.usask.ca/DownesDCoP2004.ppt]] \n\n''REFLECT''\nWhat is your most important community of practice? How can an action research programme help its work?\n<<<\nOn my own I started to read seemingly interesting e-learning blogs and on one of my favourites George published his views in a form of a presentation.\n\n@@''George Siemens'' is an instructor at Red River College (RRC) in Winnipeg, Manitoba, Canada. He is the Founder and President of Complexive Systems Inc., a learning lab focused on assisting organizations develop integrated learning structures to meet the needs of global strategy execution. He has been active in corporate and higher education for over a decade. Over the last seven years, his focus was primarily on technology and learning (resumed from his site|http://www.elearnspace.org/about.htm).@@\n\n<<<\n''ACTIVITY TTE''\n''WATCH''\nThe presentation of George Siemens titled [[Connectivism - Rethinking learning in a digital age|http://www.elearnspace.org/media/connectivism_Web_2/player.html]] (Flash is required)\n\n''REFLECT''\nAre you convinced that Web 2.0 can deliver a paradigm shift? What are your doubts and objections?\n<<<

<<<\nblockquote\n<<<\n\n* bulletpoint\n\n~EscapeWikiWord\n\n/%This text is not displayed\nuntil you try to edit %/\n\n|!th1111111111|!th2222222222|\n|>| colspan |\n| rowspan |left|\n|~| right|\n\n!Header 1\n\n [[external sites|http://www.osmosoft.com]] \n\n [[ordinary tiddlers|TiddlyWiki]]\n\n# Numbered bullets\n\n[[non wiki word]]\n\n{{{\nMonospaced text\n}}}\n\n----\n\n''Bold''\n\n@@highlight@@\n\n__Underline__\n\n[img[title|filename]]\n\n[img[filename][link]]