Month: January 2007

References from ‘Knowing Knowledge’

Posted on January 5, 2007 by Doug Belshaw

George Siemens’ book Knowing Knowledge is an excellent work and is available freely online at knowingknowledge.com. The bibliography especially is likely to help me with my thesis. Here’s references from the book with links and references to holdings at Durham University Library, where appropriate:

Benkler, Y. (2006) The wealth of networks (not available @ Durham)
Bloor, D. (1983) Wittgenstein: A social theory of knowledge (Main, L1, 192 WIT/BLO)
Boghossian, P. (2006) Fear of knowledge (not available @ Durham)
Bryan, L.L. & Joyce, C. (2005) The 21st Century Organization (subscription needed to access, unless available elsewhere)
Downes, S. (2005) Connective knowledge
Downes, S. (2004) New Directions in Learning (PPT)
Driscoll, M. (2000) Psychology of Learning for Instruction (not available @ Durham)
Gates, B. (2005) What’s wrong with U.S. high schools—and how we
can make them better
Hagel, J.(2004, November 1) Return on attention and infomediaries
Knight, P.T. (1997) The half-life of knowledge and structural reform of the education sector for the global knowledge-based economy
Locke, C., Levin, R., Searls, D. & Weinberger, D. (2001) The Cluetrain Manifesto (Main, L3, 658.872 CLU)
McLuhan, M., Fiore, Q. & Agel, J. (1967) The Medium is the Massage: an inventory of effects (not available @ Durham)
Morris, D.M., Mason, J., Robson, R., Lefrier, P. & Collier, G. (2003) A revolution in knowledge sharing (PDF)
Oblinger, D. & Oblinger, J. (eds.) (2005) Is it age or IT: First steps toward understanding the net generation
Pink, D. (2005) A whole new mind: moving from information age to conceptual age (not available @ Durham)
Polanyi, M. (1958) Personal Knowledge: towards a post-critical philosophy (Main, L1, 121 POL)
Postman, N. (1995) The end of education (not available @ Durham)
Restak, R. (2003) The New Brain (not available @ Durham)
Sahasrabuddhe, H.V. (no date) Half-life of knowledge (PPT)
Siemens, G. (2003) Learning ecologies, communities, and networks
Siemens, G. (2006, June) Networks: Revisiting Objective/Subjective
Surowieki, J. (2004) The Wisdom of Crowds (Main, L4, 301.1554 SUR; Business AEF/LXMF Sur)
Weinberger, D. (2005, June 27) The New Shape of Knowledge
Wilson, L.O. (1997) New View of Learning: Types of Learning

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Open Thinking & Alec Couros’ PhD dissertation

Posted on January 5, 2007 by Doug Belshaw

Brain with lock

I’ve just come across a new ‘community’ that has been set up at OpenThinking.ca. What is Open Thinking?

Open thinking is the tendency of an individual, group or institution to give preference to the adoption of open technologies or formats in regards to software, publishing, content and practice. Open thinkers critique, question and seek to reject technologies or formats that compromise the power of adopters, especially in the freedom to use, reuse, edit and share creative works and tools. Open thinkers value group-based problem solving and give preference to tools that enable social collaboration and sharing. Open thinkers actively strive to replace adopted technologies and formats with open alternatives. Open thinkers advocate for the adoption of open technologies and practice.

This might be useful for contrasting the approaches of different types of teachers and comparing their motivations.

From this site, I stumbled upon Alec Couros’ blog where he posted last month that he’s successfully defended his PhD thesis on The Open Movement: Possibilities and Implications for Education. Again, this could be useful for looking at the motivations and approaches of educators. 🙂

Expanded thesis proposal outline

Posted on January 5, 2007 by Doug Belshaw

I’ve just heard back from my Ed.D. supervisor regarding my expanded thesis proposal outline. Unfortunately, as I suppose I was expecting, it’s not focused enough. Now I’ve got to try and write another one before the end of the month! The problem is that I’m used to the broader (and shallower) practice of blogging, rather than the depth required for a thesis.

So at the moment I’m thinking that my new focus will be something along the lines of:

Does the nature and practice of schooling need to be modified to reflect the changing nature of knowledge in the 21st century?

(obviously this needs to be refined and focused as well, but it’s a start…)