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VIPLAV BAXI MEANDERINGS
SEPTEMBER 21, 2010
Connectivist and Constructivist PLEs
Is the PLE a connectivist construct or a constructivist construct? Or both? Or neither, just influenced by many theories? statement by Wendy Drexler in her paper prompted this question. quote: Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base. objects.
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VIPLAV BAXI MEANDERINGS
JULY 19, 2011
Learning Styles and Learning
When I was building up the story for LearnOS , in my mind I had a mathematical model for how a complex of factors, assessed through various instruments (psychometric, inventories, observable analytics), could result in heuristics not only for content presentation, but also for collaboration, tools usage and learning process design. Learning Weights Matrix mapped elements of the learning experience to learner, learning, media and organization indicators to arrive at an indication of design or experience. However, my thinking has changed past that phase, based on a few key considerations.
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VIPLAV BAXI MEANDERINGS
OCTOBER 1, 2011
Epistemic Games
Clark Quinn pointed me to the work of David Williamson Shaffer and the work around Epistemic Games , the site provocatively taglined Building the Future of Education. Defined: Epistemic games are computer games that can help players learn to think like engineers, urban planners, journalists, lawyers, and other innovative professionals, giving them the tools they need for a changing world. In epistemic games, players see what it is like to live in the world of adults. The first point he makes is about the Epistemic Frame. The Epistemic Frame comprises of: Identity ( the who ). Values (the why).
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VIPLAV BAXI MEANDERINGS
MARCH 8, 2012
My life is a MOOC
I have been meaning to catch up with the interesting discussion happening around MOOCs. believe that there will be and should be plurality of approaches and intentions – they are the inevitable accompaniment to change itself. The top tensions in the conversation are: How do MOOCs compare with other initiatives like the Stanford AI? Should they be compared at all? How is the MOOC experience different from the others in both design and execution? Should MOOCs be seen as disruptive and liberating futures of education, or as incremental improvements to existing educational systems?
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VIPLAV BAXI MEANDERINGS
JULY 24, 2010
PLE Architecture
Rita Kop  mentions Stephen Downes’ charter/vision for a PLE extending on from a discussion of critical literacies and the eXtended Web, building on Steve Wheeler’s Web 3.0 , George Siemens’ xWeb and Stephen’s Web X , to which I would add some of my own thoughts from a couple of years ago on Learning X.0 : The components that were formulated in Stephen Downes’ vision for a PLE at the start of the PLE project of the National Research Council of Canada are the following: 1. personal profiler that would collect and store personal information. Services of the learners choice.
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VIPLAV BAXI MEANDERINGS
NOVEMBER 11, 2011
FICCI Higher Education Summit 2011
At the FICCI Higher Education Summit 2011 today. Had an interesting first day yesterday. The highlights for me were the talks by Montek Ahluwalia, Deputy Chairman, Planning Commission, Mr Michael Russell, Member of the Scottish Parliament, Scottish Cabinet Secretary for Education and Lifelong Learning, Prof. David Naylor, President, University of Toronto, Canada and Dr Daniel C Levy, Distinguished Professor, University of Albany and Director, PROPHE. In particular, Prof. Dr Daniel Levy also tabled his research at PROPHE – very interesting analysis of types of HE models across the world.
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