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Sunday, August 26

  1. page MIE Journey 2012 edited ... This will be the focus of my session at ICOT 5 Year Olds, iMovie, and SOLEs {imov.jpeg} …
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    This will be the focus of my session at ICOT
    5 Year Olds, iMovie, and SOLEs
    {imov.jpeg}
    May 2012
    Remoteness was first addressed by Mitra in a geographical sense. For example (in the context of Delhi) he found that the further schools are from the city, the lower the educational outcomes. He then went on to discover that remoteness was not just a developing nation problem but happening in all countries across the globe. Even in developed nations there continues to be areas where there are clusters of 'under-achievement'. When it comes to access to, and knowledge of, digital resources this is often referred to as The Digital Divide.
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    2:00 am
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  4. page home edited Minimally Invasive Personalised Education My 2011 Adventures My 2012 Adventures See also ht…

    Minimally Invasive Personalised Education
    My 2011 Adventures
    My 2012 Adventures

    See also
    http://wikieducator.org/Minimally_invasive_education
    (view changes)
    1:54 am
  5. page MIE Journey 2012 edited ... Enter Minimally Invasive Education. Today a couple of exceptional junior school teachers and m…
    ...
    Enter Minimally Invasive Education. Today a couple of exceptional junior school teachers and myself pooled all our iMacs together to see if we could encourage our 5 year-olds to gather in SOLES (Self-Organised Learning Environments) and teach themselves how to use iMovie.
    Within less than an hour they were creating projects, dragging photos into iMovie, adding sound effects, adding titles, adding transitions, and recording their own voice-overs. They were self-teaching, they were exploring, they were empowered. The topic of their inquiry this term is Beauty and Joy. As an outsider looking in I was overjoyed and it certainly was a beautiful thing!
    Check it out!
    Where to next?
    From a lecture in Bombay (May 2012) Mitra outlines his research on Remoteness, The Hole in the Wall Experiments, and the Granny Cloud. He shows how the children in his experiments were able to Self Organize their learning and reemphasizes the importance of connections and working together in groups. When Mitra talks of children learning on their own, he means in the absence of adults (not in isolation). It is crucial that children work in groups and these are often refereed to as Self Organized Learning Environments (SOLES). As stated in a previous post Mitra discusses that his research has shown that the future of education requires the following skills: Reading and Comprehension, Search and Synthesis, A system of belief. He goes on to outline his new research: If children can self-organise their learning, can they then self-learn these fundamental skills? In other words: Can children in remote areas teach themselves to read in SOLEs? This is the new and exciting next step in his research where he will be investigating this very thing. Can we open up a whole new world of opportunity for our remote learners? We can only wait and see. Sugata Mitra's full lecture here:
    (view changes)
    1:52 am
  6. page MIE Journey 2012 edited ... Too often we do the learning for the kids and leave them only with something that a simple mac…
    ...
    Too often we do the learning for the kids and leave them only with something that a simple machine can do.
    This will be the focus of my session at ICOT
    5 Year Olds, iMovie, and SOLEs
    May 2012
    Remoteness was first addressed by Mitra in a geographical sense. For example (in the context of Delhi) he found that the further schools are from the city, the lower the educational outcomes. He then went on to discover that remoteness was not just a developing nation problem but happening in all countries across the globe. Even in developed nations there continues to be areas where there are clusters of 'under-achievement'. When it comes to access to, and knowledge of, digital resources this is often referred to as The Digital Divide.
    Like remoteness, the digital divide can lurk anywhere. It is often assumed that the higher the decile, ranking the more access children have to knowledge and digital literacies. However this is an incorrect assumption - there are many cases where children in decile 10 schools can have very limited access to eLearning and, at the same time, many decile 1 schools have exceptional eLearning programmes and opportunities.
    It can also be the case that there are digital divides within schools. For example, there are many teachers who bring old devices in from home, encourage students to use their personal eLearning devices (often their smartphones), beg borrow and acquire older computers from wherever they can, and basically do anything they possibly can to increase the computer to student ratio. Yet, in the class next door, there could well be only one classroom computer sitting on the teachers desk while their Tela laptop remains at home and is lucky if it is used once a week for facebook and trademe.
    Just as Sugata Mitra has said, the most important factor to increasing learning is very much down to the individual teacher. Too often a student's digital literacy experience is limited by what their teacher can do. How often do we hear "I can't do eLearning unless I get adequate PD first".
    Enter Minimally Invasive Education. Today a couple of exceptional junior school teachers and myself pooled all our iMacs together to see if we could encourage our 5 year-olds to gather in SOLES (Self-Organised Learning Environments) and teach themselves how to use iMovie.
    Within less than an hour they were creating projects, dragging photos into iMovie, adding sound effects, adding titles, adding transitions, and recording their own voice-overs. They were self-teaching, they were exploring, they were empowered. The topic of their inquiry this term is Beauty and Joy. As an outsider looking in I was overjoyed and it certainly was a beautiful thing!
    Check it out!

    Where to next?
    From a lecture in Bombay (May 2012) Mitra outlines his research on Remoteness, The Hole in the Wall Experiments, and the Granny Cloud. He shows how the children in his experiments were able to Self Organize their learning and reemphasizes the importance of connections and working together in groups. When Mitra talks of children learning on their own, he means in the absence of adults (not in isolation). It is crucial that children work in groups and these are often refereed to as Self Organized Learning Environments (SOLES). As stated in a previous post Mitra discusses that his research has shown that the future of education requires the following skills: Reading and Comprehension, Search and Synthesis, A system of belief. He goes on to outline his new research: If children can self-organise their learning, can they then self-learn these fundamental skills? In other words: Can children in remote areas teach themselves to read in SOLEs? This is the new and exciting next step in his research where he will be investigating this very thing. Can we open up a whole new world of opportunity for our remote learners? We can only wait and see. Sugata Mitra's full lecture here:
    (view changes)
    1:50 am

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