I haven't had nearly as much time to think or write about my Master's Project as I'd like. However, a couple quick links to people who seem to be thinking along similar lines:
Scott describes 5 steps toward using technology as an environment for learning (and identifies popular and his own picks for tools to aid in each step):
He goes into more detail and it's worth the read1, but these steps fit nicely with the three general steps I have in mind for students while working as self-directed learning in the science classroom:
- Selection (choosing learning goals, identifying resources to help meet those goals, content selection)
- Performance (working towards learning goals & mastery of content)
- Assessment (primarily self- & peer-assessments)
This process is surrounded by Monitoring, or self-assessing ones progress, identifying weaknesses, and focusing on strengths. I feel Scott's ideas flesh out how technology might interface with my ideas here. Details are still pretty fuzzy, but my neurons are firing happily when I think about it- telling me it must be on the right path.
The venerable Mr. Warlick lays this down:
|Shifts in Education
Not that we stop doing one and replace it with the other. This is not a dicomedy
|F r o m||T o|
|• Classroom/Workshop Learning (time/place-based)
|• Institution Dependent Learning||Independent (self-directed) Learning|
|• Literacy||Learning Literacy|
|• Lifelong Learning Skills||Learning Lifestyle|
Right now I'm on solidly the left, frustrated because I want to work my way more to the right, but not able to make much progress because of time and commitment constraints. If I could only take a month sabbatical or two to really hash these things out...