http://shagdora.wordpress.com/2007/01/01/college-is-a-great-place-to-learn-so-what/ Revolution through do-it-yourself learning communities. Wed, 28 Oct 2009 16:02:22 +0000 http://wordpress.com/ hourly 1 http://shagdora.wordpress.com/2007/01/01/college-is-a-great-place-to-learn-so-what/#comment-854 shabaaz Mon, 25 Aug 2008 10:08:11 +0000 http://shagdora.wordpress.com/2007/01/01/college-is-a-great-place-to-learn-so-what/#comment-854 i m form kenya looking for a slow learning school plz help! i m form kenya looking for a slow learning school plz help!

]]> http://shagdora.wordpress.com/2007/01/01/college-is-a-great-place-to-learn-so-what/#comment-843 JSB advocates slow learning « DESIGN DIALOGUES Sun, 03 Aug 2008 00:59:03 +0000 http://shagdora.wordpress.com/2007/01/01/college-is-a-great-place-to-learn-so-what/#comment-843 [...] Patricia Kambitsch describes a program called Slow Learning, defined about 4 years ago after her experiences with co-creating the Dayton Early College Academy (a Gates Foundation project) in inner-city Dayton. What she realized was that students remain locked into the institutional warrants by mandate, and that after a decade of conventional learning, students can play a new game, but that learning-to-learn requires more than new institutional architectures. It requires huge personal commitment, a (perhaps) permanent change of consciousness, and cultural support. We identified a different target audience - mid-career adults, who believe they need to earn another conventional degree when they decide to change career paths. Slow Learning was born from the frustration of watching friends chase the “institutional warrant,” especially for creative careers - when, in mid-career, it doesn’t actually MATTER whether you have a warrant. You just need to be part of the network of practitioners that learning happens in. (And there’s more … at College is a Great Place to Learn - So What?) [...] [...] Patricia Kambitsch describes a program called Slow Learning, defined about 4 years ago after her experiences with co-creating the Dayton Early College Academy (a Gates Foundation project) in inner-city Dayton. What she realized was that students remain locked into the institutional warrants by mandate, and that after a decade of conventional learning, students can play a new game, but that learning-to-learn requires more than new institutional architectures. It requires huge personal commitment, a (perhaps) permanent change of consciousness, and cultural support. We identified a different target audience – mid-career adults, who believe they need to earn another conventional degree when they decide to change career paths. Slow Learning was born from the frustration of watching friends chase the “institutional warrant,” especially for creative careers – when, in mid-career, it doesn’t actually MATTER whether you have a warrant. You just need to be part of the network of practitioners that learning happens in. (And there’s more … at College is a Great Place to Learn – So What?) [...]

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