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Discover how giving students more responsibility in shaping their own curriculum can lead to more active participation.

Key Questions and Comments:

  • (24:05) What connections [do] you see to the experiments that Howard has been describing for us and some of the work that you’re engaged in?
  • (24:22) To what extent, Howard, do you see people finding and locating and bringing in knowledge and to what extent are they creating and developing new knowledge?
  • (28:42) How do all of these different texts and conversations and issues and debates we’re having–how do they connect, what do they mean?
  • (30:10) [Regarding] these principles that Howard’s describing for what he calls “motivated self-learners,” what are the opportunities and challenges for trying to do it in the K-12 context?
  • (30:36) How can we help teachers shift from controlling the flow of learning to becoming an “esteemed co-learner”?
  • (35:05) What does it take to move from that transformative experience to actual shifts in practice?
  • (37:45) Howard, can you talk a little about the influence of Illich’s “Deschooling Society” on your thinking?
  • (40:05) Are students just curating/posting old knowledge or reconstructing/remixing old knowledge/new ideas to create a “new” form of thinking?
  • (48:27) The communities that you are essentially convening, will they be able to hold different truths that really go in different directions? Is that a worthy goal, or is that really a freaky, scary outcome?

View the Conversation
During the broadcast, the conversation also took place on Twitter using the hashtag #connectedlearning.

Guests for this webinar included:

Resources for this webinar:

#ConnectedLearning Discussion on Twitter

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