FOSSlike collaboration in schools/Resources: Difference between revisions
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==Comparing policies== |
==Comparing policies== |
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Constructivist policy and practice |
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http://artichoke.typepad.com/artichoke/2008/02/righteous-pedag.html |
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=== Copyright === |
=== Copyright === |
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=== Copyleft and A2K=== |
=== Copyleft and A2K=== |
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Revision as of 02:00, 3 March 2008
Efficiencies of scale and loss of the real in global policy
Ecological models for educational context
David W. Orr "All education is environmental education…by what is included or excluded we teach the young that they are part of, or apart from, the natural world."
Comparing policies
Constructivist policy and practice http://artichoke.typepad.com/artichoke/2008/02/righteous-pedag.html
Copyright
Copyleft and A2K
Access to knowledge is a collection or movement around open information policy http://www.cptech.org/a2k/ http://www.access2knowledge.org/cs/ http://www.oaklaw.qut.edu.au/
Richard Stallman has made his definitions of freedom in software explicit and concise. http://www.fsf.org/licensing/essays/free-sw.html
Adelphi charter http://www.adelphicharter.org/
CPTech http://www.cptech.org/
IPJustice http://ipjustice.org/
Freedom to tinker http://www.freedom-to-tinker.com/
M Geist in CA http://www.michaelgeist.ca/
Creative commons offers a range of options for copyright owners to define scope http://creativecommons.org/
Insurance (fault)
Insurance (no fault)
Value central
Value local
Student independence and personal agency
Geetha Narayanan A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness
Concepts, Contexts, Collaboration and Cultural Tools: A Sociocultural Perspective on Young Children’s Understandings Of Natural Phenomena
Crisis In Education
- http://www.cyi.org.au/WEBSITE%20uploads/Education%20Attachments/Teach%20For%20Australia1.pdf (thanks for this linklucychili 01:22, 3 March 2008 (UTC))
Applying policies for openness and innnovation
Innovation in schools grounded in open policies(actual)
Innovation in schools grounded in open policies(proposed)
- http://www.gnu.org/philosophy/schools.html --Alexanderhayes 23:34, 29 February 2008 (UTC)
General
- http://fossplanet.com/--121.218.87.136 06:01, 2 March 2008 (UTC)
- http://en.wikipedia.org/wiki/Communitarianism --Alexanderhayes 23:34, 29 February 2008 (UTC)
- http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus --Alexanderhayes 23:34, 29 February 2008 (UTC)
- http://mscofino.edublogs.org/ --Alexanderhayes 23:42, 29 February 2008 (UTC)
Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon, (Chief Editor) and D. Kuhn, & R.S. Siegler, (Volume Eds.) Cognition, perceptions and language, 5th Edition. Handbook of Child Psychology (pp.679-744). NY: John Wiley & Sons, Inc.
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.
Säljö, R. (1998) Thinking with and through artifacts: The role of psychological tools and physical artifacts in human learning and cognition. In D. Faulkner, K. Littleton & M. Woodhead (Eds.) Learning Relationships in the Classroom (pp.54-66). London: Routledge.
van der Veer, R. (1998). From concept attainment to knowledge formation. Mind, culture, and actvitity, 5 (2), pp.89-94.
van der Veer, R. & Valsiner, J. (1993) Understanding Vygotsky: A quest for synthesis. Oxford: Blackwell
Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C.D. Lee & P. Smagorinsky (Eds.) Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp.51-85). Cambridge: Cambridge University Press.