Minecraft learning science

Insomnia against the grain – and putting Bloom to bed

Reda Sadki Thinking aloud

Summer 2016, Day 1. “So, that puts to bed Bloom’s Taxonomy… that reliable workhorse,” sighed C. “What do we use in its place?” “We don’t”, answered the Walrus. “There is no successor to neatly replace Bloom’s. It’s still there – and can still be useful. It’s about changing the way we think and do the design of learning. Just look at how we are building our course in real time.”  And we are. Observing the accelerating flow of applications for the #DigitalScholar course is more than a spectator sport. It is turning me into an insomniac. It is about feeling who is out there in the interwebs, somehow ending up with a course announcement from a brand-new (read: obscure) foundation based in Geneva, Switzerland. Reading motivation statements, trying to figure out how they connect to boxes ticked… It is on that shifting knowledge landscape of what is shared, across time and space, that we are sculpting the experience we …

Estádio Nacional de Brasilia

Scaling corporate learning

Reda Sadki Events

If you are interested in the strategic significance of educational technology for workplace learning, make sure that you do not miss the open, online symposium happening 18-19 June 2014. The event is organized by George Siemens and hosted by Corp U. I will be facilitating sessions with the World Bank and OECD, as well as presenting on partnerships between corporate and non-profit learning leaders to scale up humanitarian education. You’ll find more information on George Siemens’s post about the event and (later this week) on this blog. Photo: Estádio Nacional de Brasilia. Imagery courtesy of Castro Mello Arquitetos.



Reda Sadki Learning

“In a knowledge economy, the flow of knowledge is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing knowledge flow should be a key organizational activity.” – George Siemens, Knowing Knowledge (2006) Photo: Oil Pipeline Pumping Station in rural Nebraska (Shannon Ramos/Flickr)

Are you nuts?

Badges for online learning: gimmick or game-changer?

Reda Sadki Thinking aloud

As I’ve been thinking about building a MOOC for the 13.1 million Red Cross and Red Crescent volunteers, I’ve become increasingly interested in connectivism. One of the platforms I’ve discovered is called P2PU (“Peer To Peer University”), which draws heavily on connectivist ideas. Surprise: on P2PU there is a debate raging on about badges, of all things. I initially scoffed. I’ve seen badges on Khan Academy and have read that they are very popular with learners, but did not really seriously consider these badges to be anything more than gimmicks. It turns out that badges are serious learning tools, and that makes sense from a connectivist perspective. A white paper from the Mozilla Foundation summarizes why and how, drawing on an earlier paper from P2PU’s co-founder Philipp Schmidt. George Siemens’s (2005) connectivism theory of learning is said to go “beyond traditional theories of learning (such as behaviorism, cognitivism, and constructivism) to include technology as a core element”. So badges in this theory would use …

Diving platform

Thinking about the first Red Cross Red Crescent MOOC

Reda Sadki Thinking aloud

You have no doubt heard about the Red Cross or Red Crescent. Some of you may be first aiders or otherwise already involved as volunteers in your community. My organization, the IFRC, federates the American Red Cross and the 186 other National Societies worldwide. These Societies share the same fundamental principles and work together to build resilient communities by reducing risks associated with disasters and, most important, by leveraging a community’s strengths into a long-term, sustainable future. The only distinguishing feature from one country to the next is the emblem in an otherwise secular movement: Muslim countries use a red crescent and Israel’s Magen David Adom uses the red “crystal” (offically recognized as an emblem) inside the star of David. Learning is a fundamental driver for the Red Cross and Red Crescent Movement. People become volunteers, very often in their youth, to develop life-saving skills through extremely social forms of …

George Siemens at TEDxNYED (3 June 2010)

A few of my favorite excerpts from George Siemens’s Knowing Knowledge (2006)

Reda Sadki Theory

My own practice (and no doubt yours) has been shaped by many different learning theorists. George Siemens, for me, stands out articulating what I felt but did not know how to express about the changing nature of knowledge in the Digital Age. Below I’ve compiled a few of my favorite excerpts from his book Knowing Knowledge, published in 2006, two years before he taught the first Massive Open Online Course (MOOC) with Alec Couros and Stephen Downes. Learning has many dimensions. No one model or definition will fit every situation. CONTEXT IS CENTRAL. Learning is a peer to knowledge. To learn is to come to know. To know is to have learned. We seek knowledge so that we can make sense. Knowledge today requires a shift from cognitive processing to pattern recognition. Construction, while a useful metaphor, fails to align with our growing understanding that our mind is a connection-creating structure. We do not always …