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Saturday, September 17

  1. page Counseling edited Counseling Guiding Introduction: Guiding conception to ... learning pathways In Open Ed…

    Counseling
    GuidingIntroduction: Guiding conception to
    ...
    learning pathways
    In Open Educative Systems terms, 'counseling' is a major institution equal in importance to delivering curriculum (often called 'teaching' in 2016). When a parent (or parents) decide to keep a fetus, that child's education begins. When the child dies, not matter what age, that individual's education ends. Everything that person learns makes up his or her learning pathway. Many of the experiences on the pathway will be serendipitous, unplanned and unintentional. Others will be consciously crafted, designed to produce knowledge, skill or pleasing experiences. Before birth and for several years thereafter the child will need guidance in deciding what directions to take, setting goals and getting access to the resources that will help attain the outcomes s/he desires. Even after the individual becomes mature enough to choose his/her own directions human help is likely to be needed to locate resources, talk over possibilities before making decisions, encourage, and solve unanticipated problems. The Open Educative Counselor works with the parents during the child's early life and then shifts to the learner as independence is achieved.
    The Counselor's role is advisory only. S/he does not become involved in teaching any subject matter, tutoring, developing educational materials, or certifying. Counselors may recommend and administer psychological, aptitude, learning style and achievement tests to discover more about the learners personal characteristics and active knowledge. Counselors use these instruments to guide the learner in understanding his/her own interests and potentials and to identify 'educative experiences' that will be appropriate and satisfying steps on the learning pathway.
    In traditional 20th and 21st century schools learning pathways are rarely individualized or personalized. Educational institutions usually offer students of various ages a very limited choice of courses, classes and 'independent studies'. There are only three major tracks: high school graduation, academic tertiary (college or university) programs or vocational/professional training. In OES, any learner would have access to any educative experience (class, course, MOOC, etc.) produced by any organization or institution of education as long as the learner had the prerequisites to benefit from the experience without detracting from the experience of others. The number of opportunities makes the tasks of identifying possibilities, choosing among them and managing attendance logistics serious challenges for the independent learner. Counselors facilitate these choices, offer advice about their alignment with learner's goals, coordinate logistics including seeing to any appropriate certifications and accurate record keeping.

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  2. page Counseling edited Counseling Guiding conception to grave learning pathways

    Counseling
    Guiding conception to grave learning pathways
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  3. page Counseling edited Counseling Guiding conception to grave learning pathways

    Counseling
    Guiding conception to grave learning pathways

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  4. page home edited ... a place to envision what we could invent and implement to facilitate conception-to-grave learn…
    ...
    a place to envision what we could invent and implement to facilitate conception-to-grave learning in the 21st century.
    What are Open Educative Systems?
    ...
    of individuals, institutions, organizations, resources
    ...
    contribute to human learning. When
    This wiki site has two purposes:
    ...
    of the piecesinstitutions (pieces or elements of an OES) and point
    ...
    well developed forms.forms around the world in the 21st century.
    2nd: We
    ...
    among these elementsinstitutions so that
    ...
    social signifiers (credentials, certificate or badges) that testify
    ...
    learning accomplishments.
    How to begin?:
    I like to invite audiences and readers to begin by breaking out of our normal ways of thinking about education. So, for a moment, imagine that you have just joined a development team with me. Our assignment is to design an educative system to send to Mars with the departing colonists. These men, women and children will awake from suspended animation after their one-way journey to an alien world devoid of infrastructure. They will have to use the techniques they take with them to set up a new civilization and pass on something of their old culture. What do we send with them? Surely the traditional little red school house with its teacher-centered classrooms is not the only possible model they might implement. Let's brainstorm to envision new ways to support learning on a new planet.
    An alternative approach is to analyze the educational system we have now in terms of the various goals, functions and outcomes we attempt, the institutions and organizations we set up and the processes we set in motion. Such analysis has been going on for decades, if not centuries, and usually results in educational reform that tinkers around the edges of our schools, colleges and universities but shies away from questioning the basic structures on which our educational systems rest. The result is often less that stellar and, year after year, we report to ourselves that education is broken.
    For the analytic, as compared to the visionary, approach to bring about fundamental change in the way we support learning we will have to go deeper. We will have to question whether our traditional concepts of classroom instruction and teacher-pupil relationships are optimal solutions in today's world of computer-augmented communications, exponentially exploding knowledge and life-styles that change significantly in less than a generation.
    The ideas and information collected in this wiki site are intended to stimulate your thinking no matter how you prefer to enter the arena of new ways to learn and teach. Read a little and write a lot. If you've addressed these issues elsewhere, add links to where other participants can find your work. Cite books, articles, websites, blogs, videos. We will learn from each other. And, let's have some fun.

    Navigating through this wiki
    This wiki is a work in progress (that's why we have used the wiki platform). The left hand column will take you to named pages but the natural structure of wikis is completely flat. Logical paths must be created by links put on each page by page authors. Not every author is rigorous about adding these links so you may find you jump around a lot. As the wiki grows the managers will try to make a more coherent structure. For now, just explore.
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Wednesday, December 9

  1. page Educative_Experiences edited Educative Experiences ... 10 minutes. Many of us We learn from ... everything we do. do …

    Educative Experiences
    ...
    10 minutes. Many of usWe learn from
    ...
    everything we do.do although we may not notice or appreciate the lesson. Learning happens
    When someone else sets up the experience and leads us to it we call that "teaching." Teachers often have a preconceived learning outcome in mind when they set up the situation. Sometimes we learn what the teacher wants, sometimes we don't.
    Schools and colleges today are largely focused on providing educative experiences for their students. But they do a lot of other things too. And other people and organizations also intentionally provide educative experiences.
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    7:06 am
  2. page Educative_Experiences edited Educative Experiences An Today we usually think of the curricula offered by schools or univers…

    Educative Experiences
    AnToday we usually think of the curricula offered by schools or universities as our primary educative experiences but we can benefit by broadening our perspective. An educative experience
    When someone else sets up the experience and leads us to it we call that "teaching." Teachers often have a preconceived learning outcome in mind when they set up the situation. Sometimes we learn what the teacher wants, sometimes we don't.
    Schools and colleges today are largely focused on providing educative experiences for their students. But they do a lot of other things too. And other people and organizations also intentionally provide educative experiences.
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    7:05 am

Wednesday, August 26

  1. msg Testing Comment Space message posted Testing Comment Space Home schools more often than not bank on Co_ops.
    Testing Comment Space
    Home schools more often than not bank on Co_ops.
    10:56 pm

Friday, July 17

Friday, July 10

  1. page home edited Open Educative Systems Welcome to Open Educative Systems (OES for short) ... 1st: We can ela…

    Open Educative Systems
    Welcome to Open Educative Systems (OES for short)
    ...
    1st: We can elaborate the characteristics of the pieces or elements and point to examples of where they exist in rudimentary or well developed forms.
    2nd: We can describe how to build and strengthen relationships among these elements so that learners of any age (including individuals and learning organizations) can use "the system" to direct their own learning, access the resources they need to do this and acquire the social signifiers that testify to their learning accomplishments.
    Navigating through this wiki
    This wiki is a work in progress (that's why we have used the wiki platform). The left hand column will take you to named pages but the natural structure of wikis is completely flat. Logical paths must be created by links put on each page by page authors. Not every author is rigorous about adding these links so you may find you jump around a lot. As the wiki grows the managers will try to make a more coherent structure. For now, just explore.
    This page will help you see how this web site was organized:
    Hierarchical Site Map

    An Earlier Introductory Note...
    Much has been written and spoken about what is wrong with the educational systems available around the world today (2009). Suggestions include increasing individualization, using more electronic technology, making classrooms more learner-centered as compared with teacher-centered and upping the relevance of the curriculum. Reformers advocate promoting critical thinking, taking advantage of multiple intelligences, constructivist/discovery/project-based learning and longer schools days. The Back-to-basics and No-child-left-behind movements are familiar to most people who have interacted with elementary and secondary schools in the US. We hear employers complain that college graduates are ill-prepared for reading, writing or collaboration in the workplace. Even universities are under fire for granting irrelevant degrees. It seems that no matter what we do our educational institutions snap back to the old ways, the tried-and-true methods of teaching.
    ...
    .Sir Kenneth Robinson explains what's wrong with education today.
    Ready to tackle this problem? Just want to see what some of us have to say? Click to continue
    This page will help you see how this web site is organized:
    Hierarchical Site Map

    According to an IBM White Paper entitled "Living in the Information Society"
    VII. Conclusions
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