Create values: help people and society to create their own.

Just watching this video.

The message is: Quit fast, quit often; create value; empathize, be humble.

Postscript: Interesting and useful advice.  Good to learn with an open mind, and stay as a learner for the rest of our life.  That’s similar to what Stephen Jobs mentioned in a graduation speech: Stay hungry, stay foolish.  In Chinese, there is a motto, where there are three persons walking together with us, there must be a teacher for us.

Be a good listener, and stay humble in learning.

Jenny says in her post how does a mooc demonstrate its value?

MOOCs: Where is the income generated to run one?
It has never been the intention of MOOCs (at least the original connectivist MOOCs) to generate income. Having said that, some MOOCs charge for accreditation. Oxford Brookes intends to do that next year. We’ll have to see if it works. Other MOOCs get sponsorship. See for example the forthcoming FHE12 MOOC

MOOCs: How do you run a MOOC and generate enough revenue to stay independent?
This is an important question as of course funding and sponsorship brings with it constraints, which might affect the pedagogical aims of the MOOC. There has been talk recently on the web about the business model for MOOCs. My view is:

MOOCs were never intended – originally – to generate income. They had altruistic and experimental aims – but of course, we all have to make a living, so MOOCs could never be your only business. I think we need to think in terms of spin-offs of MOOCs and possibly trade-offs. I have written a blog post about my initial thoughts following FSLT12 here –

I share the value of MOOC here:

In reflection, I think Noam’s ideas of enlightenment are charting out a course where people would pursue their interests and passion, without fear of retribution.  My view is that if people are really passionate about education and learning, then they would go through the gateway where they could find enlightenment, rather than looking for a mediocre, conforming pathway, though such pathway may be easier for people to secure success.

I tend to associate such passion of enlightenment with those taking up the challenge of engaging in learning, such as those participating in MOOC, or those who are engaged in various learning networks or platforms, in its various forms, from active participants to lurkers.   I think that is how people could identify themselves in their own learning pathways, making meaning out of their interaction with the entities, artifacts or people in the networks or communities (as Stephen has mentioned here, that he prefers entities to people in networks), and not being subject to the conformance from any others.  There are certain constraints that may be inherent in the networks, due to “group and peer” pressure to submit or forward ideas, or to comply with powers which would lessen personal autonomy to learning.

Here, the purpose of education is to engage with the world, and to prepare ourselves (as learners) to be tenacious and resourceful, imaginative and logical, self disciplined and self-aware, collaborative and inquisitive.  And one of the most important purposes of education is learning how to learn.  Learn globally and act locally, and be connected to the international communities.


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