Portal:Education/Featured educational organization: Difference between revisions
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The educational organization envisioned for the OLPC initiative is that of a network of learning communities applying the following design principles: |
The educational organization envisioned for the OLPC initiative is that of a network of learning communities applying the following design principles: |
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1) Locally grounded but with boundary-spanning individuals who connect their local community to other communities; |
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2) Initially strong leadership that transforms into distributed leadership; |
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3) Increasingly supportive of a diversity of online activities linked to the curriculum and/or part of the schooling process; and 4) Astonishingly capable of demonstrating agency. |
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- Astonishingly capable of demonstrating agency |
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The above principles are based on previous work with networked learning communities, be they communities of learners, communities of practice or knowledge building communities. The first principle, local grounding, encourages specific educational organizations (e.g., a Department of Education) to develop partnerships with local schools and regional universities. We will provide later exemplars. |
The above principles are based on previous work with networked learning communities, be they communities of learners, communities of practice or knowledge building communities. The first principle, local grounding, encourages specific educational organizations (e.g., a Department of Education) to develop partnerships with local schools and regional universities. We will provide later exemplars. |
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Revision as of 12:34, 17 July 2007
The educational organization envisioned for the OLPC initiative is that of a network of learning communities applying the following design principles:
1) Locally grounded but with boundary-spanning individuals who connect their local community to other communities; 2) Initially strong leadership that transforms into distributed leadership; 3) Increasingly supportive of a diversity of online activities linked to the curriculum and/or part of the schooling process; and 4) Astonishingly capable of demonstrating agency.
The above principles are based on previous work with networked learning communities, be they communities of learners, communities of practice or knowledge building communities. The first principle, local grounding, encourages specific educational organizations (e.g., a Department of Education) to develop partnerships with local schools and regional universities. We will provide later exemplars.