Category Archives: Self-organized learning

Democratic Schooling: What Happens to Young People Who Have Charge of Their Own Education

A follow-up study was conducted of the graduates of the Sudbury Valley School (SVS), a democratically administered primary and secondary school that has no learning requirements but rather supports students’ self-directed activities. Although these individuals educated themselves in ways that … Continue reading

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The obsolescence of teachers – a controversy

Sugata Mitra is a Professor of Educational Technology at Newcastle University and is famous for the research he conducted on SOLE Self-Organised Learning Environments, starting with the ‘hole-in-the-wall’ experiments he carried out in 1999 where he left a group of … Continue reading

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Supporting self-directed learning with cultures of participation in collaborative learning environments

Different kinds of problems require different kinds of learning approaches and different sociotechnical  environments to support them. Outside the classroom, much learning and problem solving takes place as individuals explore personally meaningful problems and engage with each other in collaborative … Continue reading

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Imagining a Self-Organised Classroom – Some Gilles Deleuze’s conceptualisations

This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze’s conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may … Continue reading

Posted in Classroom, Complexity & education, Deleuze, Rhizomatic learning, Self-organization, Self-organized learning, Self-organized pedagogy | Tagged , , , , , , | Comments Off on Imagining a Self-Organised Classroom – Some Gilles Deleuze’s conceptualisations

Professors of the Year put Students in Charge of Learning

To spark their interest in geology, one professor traveled more than 300 miles with his undergraduates so they could gain fieldwork experience. Another professor got his students to do a puppet show based on a literary classic. “What matters to … Continue reading

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Perspectives on Tag Clouds for supporting Reflection in Self-Organised Learning

Tags are popular for organising information in social software based on the personal views of the participants on the information. Tags provide valuable attention meta-data on a person’s interests because the participants actively relate resources to concepts by using tags. … Continue reading

Posted in OEP, OER, Open education, Open learning, Self-organized learning, Virtual communities, Web 2.0 | Tagged , , , , , , | Leave a comment

Multichannel Self-organized Learning and Research in Web 2.0 Environments

This paper explores the functionalities of the start pages and considers their usefulness for deployment as learning and research environments for self-organized learners. The start pages’ comparative analysis is done according to created criteria, focused on availability of the authoring, … Continue reading

Posted in OEP, OER, Open education, Open learning, Self-organization, Self-organized learning, Web 2.0 | Tagged , , , | Leave a comment