I was introduced to this graphic by @paulhamilton8 at the Education Nation Conference I attended earlier this year. I have used it several times already in conversations and planning sessions with my new colleagues, to illustrate the messiness of learning. I have used the graphic to encourage my colleagues to gradually “let go” of ownership of the learning of their students, and think about the big picture of what they hope their students will learn in a particular unit of work (i.e. the finish line), and what checkpoints can be put in place (by them or their students) to help their students get there. To me, this is a good way to start the journey away from teacher-centred practice.
“One of the most compelling aspects of the Semantic Web vision is the idea that computers will be able to create new knowledge from existing information. By linking our data to shared ontologies that describe the properties and relationships of objects, we begin to allow machines not just to “understand” content, but also to derive new knowledge by “reasoning” about that content.”
Goddard, L., & Byrne, G. (2010). Linked Data tools: Semantic Web for the masses. First Monday, 15(11).
I am excited by the possibilities of WEB 3.0, particularly thinking about how we can connect data in new ways, and learn new things from those connections. I remember seeing a Hans Roling TED talk a while ago, and being captivated by his BEAUTIFUL graphs (Yes – I am a maths geek, and see beauty in statistics). I bookmarked Gapminder to look at at some other time, so was glad to be reminded of it via this module. Our Yr 6 group are doing a unit on GLOBAL CONNECTIONS this term – I can see great potential for the use of GAPMINDER as part of that unit. Continue reading