Mark Hines on 2009-07-11
After visiting the MET in Providence, I am convinced that Littky has already answered this question with an entirely new way of thinking of school - and he has plenty of data to show IT WORKS!
Group annotations on this page
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Sharon_elin on 2009-05-15This analogy of equipping sailing vessels with steam engines works well as an illustration of technology being plugged into traditional classrooms.
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We need to get the teacher into
the game. The teacher needs to get in there and be part of the
learning process, actively engaged in solving the problem with the
students and learning with the students—not teaching but
modeling learning with the students by functioning as an expert
learner solving problems and constructing new knowledge with the
students. -
modeling the
learning process -
Any
organization that adopts a new technology without significant
organizational change is doomed to failure. You have to change the
organization. You cannot just add the technology. You have to
actively work on changing the roles of the teachers, the roles of
the students, the roles of the parents, and the roles of the
administrators, and start to work toward building new relationships
and new structures -
we will get the same result if we
introduce modern learning technologies in our schools but do not
prepare teachers to work in this new learning environment. If we want to take
advantage of these new technologies and the billions we are
investing in equipment for our schools, we have to prepare teachers
very differently than we have in the past. We have to change our
own model of teaching and instruction in higher education. -
Trying to introduce new technologies into schools without
these changes would be similar to efforts in the sailing industry
during the 1800s, when steam engines were installed in wooden
sailing ships. -
We will not get
out of our wooden ship schools until we use communication
technologies for two-way interactivity that allows us to
collaboratively construct the learning experience and new
knowledge.
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sharon_elin on 2009-05-15CITE Journal Article
This link has been bookmarked by 78 people . It was first bookmarked on 09 Apr 2008, by Liz Dorland.
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11 Oct 09
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If a surgeon from the 1800s walked into an operating room today
where arthroscopic surgery was being performed, could that surgeon
step in and perform the surgery? No way. The surgeon would not even
understand what the procedure was, would not understand what the
instruments were, and would be totally lost about what was going
on.But if a teacher from the 1800s walked into a classroom today,
could he or she substitute as a teacher? If so, why would that be
possible? Perhaps the
educators of the 1800s were able to anticipate the needs of the 21
st century and designed a system that perfectly fits our
educational purposes today. The other possibility is
that our industrial era schools have not changed to keep pace with
our current understanding of cognition and learning. If this system
of factory era schooling does not meet the needs of today’s
learners and the demands of our information age economy, we have a
problem. If we have a
system that does not fit our needs anymore, we must begin thinking about
how to transform the educational system we have.
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Kathleen NCarroll, T. G. (2000). If we didn't have the schools we have today,\nwould we create the schools we have today? Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm
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23 Jul 09
Chris AndrewsCarroll, T. G. (2000). If we didn't have the schools we have today,
would we create the schools we have today? Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). -
16 Jul 09
Heidi GableIf We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?
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11 Jul 09
Mark Hinesgreat article form 2001 from Thomas Caroll asking the question "If we didn't have today's schools, would we crate today's schools?
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he question in the title of
this article is a trick
question, because I want readers to really think about it.
“If we didn’t have today’s schools, would we
create today’s -
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(A
significant part of the expert learner’s role will be
organizing and managing the collaborative learning community.)
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Mark Hines on 2009-07-11
of course, the wonderful thing about this is that this is age-independent - it allows even a very young learner an opportunity to be the expert - we rarely enable this kind of human potential in schools.
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In most of those schools, she heard complaints from
the principals and from the teachers that the open space model did
not work. Teachers who were interviewed in the article said things
like, “When I am trying to lecture to my students, I
can’t keep control of the class, because they are distracted
by lectures and noise from the other teachers and their students.
My students listen in
on what the other teachers are saying or doing with their students,
and they have a lot of ways to send messages to the other students.
It doesn’t work. I just can’t teach my
class in an open space.”However, at one school, the principal said, “This is
great. It works really well for us. Our teachers have organized
themselves into teams. We have cross-age classes and we have team
projects across our subjects. Our teachers and students
can move around and reconfigure themselves any time they want to
work on a new task together. We have some older students tutoring
younger students. This is a great school, and we are very happy
with it.”-
Mark Hines on 2009-07-11
what a contrast between these two views on what to do with learners in an open environment. The big shift will have to be re-tolling teacher's mindsets about how to teach in these settings. Folks like High tech High and the MET have given up expecting to hire the right kind of teachers, and instead have opened their own schools of education to get teachers to develop the correct pedagogy and philosophy.
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So these are the possibilities. They begin when each one of
us takes a step toward preparing educators who can become expert
learners in a networked learning community. Pierre Boulez said
recently, “The future is the present slightly
modified.” Each
one of you can help us take a step forward into the future. The
choice is yours. We have the technology. We have the knowledge. We
have the support. Define your vision and make it happen.-
Mark Hines on 2009-07-11
the past 8 years of tech development have moved us even further along this proposition. Although there is a lot of hand wringing and "schools and teachers are resistant to change" the movements to charters, new school models, online education that works (check the research on this) and new models for schools indicate the disruptive wave (Christensen, Horn et el) are coming sooon!
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08 Jul 09
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“If We
Didn’t Have Today’s Schools, Would We Create
Today’s Schools?”
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Their job will not be to teach – but to
help others learn,
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They are a great hybrid technology for now. We are using
them to make the transition, but imagine if I walked into that
surgery room with a laptop computer and said, “I have a
laptop computer here with business applications on it, and it will
revolutionize the way you practice surgery.” They would throw
me right out of there.-
Brenda Muench on 2009-07-02
Web 2.0 Applications are the beginning of this change I think. Let the users decide what they need and how they want to use it but it's got to be collaborative in nature!
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Our traditional K-12
schools have rarely made room for adults and young people to
collaboratively contribute to each other’s learning, or to
the development of new knowledge on a sustained basis. But our information age
economy demands this intergenerational, collaborative construction
of knowledge, and our schools will fail to develop young people who
can be productive citizens in this economy if they do not support
this mode of learning. -
As we collaboratively work
together in a learning community, we can complement each
other’s knowledge and skills. In a networked learning
community, we can greatly accelerate and augment the learning of
all members by linking them with other learners in collaborative
efforts organized by expert learners. - 17 more annotations...
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In a networked learning community, modern communication
and information technologies can enable us to construct knowledge
and skills at a faster rate and at a higher level, because we can
be connected with more learners, more resources and experiences,
and more experiments and learning opportunities than ever before. -
The Virtual High School organized by the Concord Consortium [
http://vhs.concord.org ] is
becoming another well-known example. Teachers (as expert learners)
located in different high schools around the country are using
network connectivity to collaborate, with the help of experienced
facilitators, to design and offer new Internet netcourses. Each VHS school provides a
part-time coordinator, who acts as liaison between students and the
VHS teachers. The
Concord Consortium provides professional development, netcourse
expertise, and curriculum development support to the collaborating
teachers, who are offering over 200 courses in over 350 schools in
30 states and 6 foreign countries. Student participation is
expected to reach 4,000 this year. -
Once we move the teacher—as an expert
learner—into the learning activity we begin modeling the
learning process with the students. They are all learning together. And as I have said,
once we reach this point, it’s not useful to distinguish
between students and teachers, because they are all learning. Who
is teaching and who is learning? They are all learning. -
chools resist change, because they are
designed to resist change. They are cultural organizations, and
cultural organizations are not supposed to change. Cultures are
designed to preserve existing solutions to
problems—considerable social and economic capital goes into
developing culturally valued solutions to problems and change is
risky. Stability
reduces risk—“change is bad”—and our
schools have been designed to focus on the knowledge transmission mode
of learning. -
we continued to
prepare most teachers as if the only way to teach is using the
solo, stand alone, self-contained, isolated classroom
model—the open space concept could not work. That was how
those young and mid-career teachers were prepared to teach. They
believed they were doing what was expected of them as teachers and
that open space thwarted their teaching efforts. They were not
prepared to do anything different. That’s our
responsibility—and we will get the same result if we
introduce modern learning technologies in our schools but do not
prepare teachers to work in this new learning environment. If we want to take
advantage of these new technologies and the billions we are
investing in equipment for our schools, we have to prepare teachers
very differently than we have in the past. We have to change our
own model of teaching and instruction in higher education. (See
Schlechty, 1990.) -
Any
organization that adopts a new technology without significant
organizational change is doomed to failure. You have to change the
organization. You cannot just add the technology. You have to
actively work on changing the roles of the teachers, the roles of
the students, the roles of the parents, and the roles of the
administrators, and start to work toward building new relationships
and new structures, or you will be disappointed with the results.
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interactive communication
technologies give power to the learning revolution. -
The
learning revolution is about constructivist learning, and these new
communication and information technologies allow us to facilitate
constructive learning in ways that we could never do before. They
are becoming cognitive
amplifiers that will accelerate learning and the development of
new knowledge in the same ways that machines accelerated production
during the industrial revolution. -
work is learning . Work in
the workplace is learning. Work in the larger
community surrounding the schools is about learning every day. -
must learn in the
workplace and in the home to use these tools to improve their
knowledge, skills, and productivity. -
workers
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learning communities have no
boundaries . In a
networked learning community, schools and classrooms will simply
become nodes in a larger learning environment. The boundaries of
the schools and classrooms with their fixed curriculum and dated
texts are no longer going to limit learning. -
An increasing number of
parents are discovering that they can make more powerful learning
opportunities available to their children in the home than they can
in the schools, and unless the schools change, more parents will
collaborate to construct alternative learning opportunities with
these technologies.
Because work is learning, the home is a work and learning place,
and learning communities have no boundaries, schools are going to
be marginalized as learning environments if they do not change
dramatically. -
Kids come into the schools recognizing that they have
more powerful learning opportunities available out of school than
they have in school. -
Any time
we put teachers and students in predefined courses with a linear
design, bound by dated texts, credit hours and static tests of
factual recall, we are still on a wooden sailing ship. What we are
moving toward is authentic, long-term projects, asynchronous
learning, knowledge-work and nonlinear learning. “Just-in-time,”
consumable information used for specific purposes, instead of
“just-in-case” facts packed into our heads at an early
age that few of us can recall. -
The web, as a
networked learning environment, linking learning centers, anytime,
anywhere is what we are moving to. The tools will
change—textbooks, blackboards, and business computers will
fade from use. These business computers are going to have to
change. -
We are going to move from static,
text-driven content in a fixed curriculum to learning content that
is constructed by the learners. Our former teachers and
their students—these new expert learners and their novice
learners—collaboratively working in these networked learning
communities will construct this content.
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Yes. Computers can be used
to improve schools. -
Yes. Computers can be used
to improve schools.
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09 Jun 09
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Larry RosbachIf we didn't have the schools we have today,
would we create the schools we have today? -
07 Jun 09
Barbara Lindseyexpert learners (we call them teachers, educators, scientists, and researchers today) are going to be recognized for their ability to learn and help others learn, as they continue to construct new knowledge and develop their own expertise.
education technology change 21stcentury actfl09 mafla09 blended learning
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There is no way for
the faculty or teachers to collaboratively learn and construct new
knowledge in this system—no way for them to know whether the
knowledge that might have been acquired by the student teacher is
actually the knowledge the student teacher then conveys as a
teacher to the K-12 students. Few, if any, of the educators know
anything about what the K-12 students might be doing with any of
the knowledge they may have acquired after they leave the K-12
classroom. This is a
linear, fragmented teaching approach—the epitome of the
factory-era assembly line approach to teaching and
learning—which defeats any opportunity for collaborative
learning or feedback across the various levels of teaching and
teacher preparation. -
New learning teams are emerging, which consist of college
faculty, the teacher candidates, and the in-service teachers. The
high school students themselves are sometimes members of these
teams, developing new applications of technology. They are becoming
learning communities, “communities of practice,” as
some would call it.
And in these learning communities, the distinctions between
“teacher” and “student” no longer serve us
well. That is why I believe education is rapidly moving toward new
learning environments that will have no teachers or
students—just learners with different levels and areas of
expertise collaboratively constructing new knowledge. - 7 more annotations...
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chools resist change, because they are
designed to resist change. They are cultural organizations, and
cultural organizations are not supposed to change. Cultures are
designed to preserve existing solutions to
problems—considerable social and economic capital goes into
developing culturally valued solutions to problems and change is
risky. Stability
reduces risk—“change is bad”—and our
schools have been designed to focus on the knowledge transmission mode
of learning. -
This is just what many teachers and faculty members are
saying, “We don’t have time for this. We are good
teachers, and we can continue to serve our students well with the
instructional strategies we have always used. Besides, with the
time demands on us, we don’t have time to learn this new
technology. As good teachers, we are doing well with our students
and we don’t need to go through this transition.”-
Barbara Lindsey on 2009-06-07
Exactly the response I hear again and again....
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The
learning revolution is about constructivist learning, and these new
communication and information technologies allow us to facilitate
constructive learning in ways that we could never do before. They
are becoming cognitive
amplifiers that will accelerate learning and the development of
new knowledge in the same ways that machines accelerated production
during the industrial revolution. -
The third reason schools will be driven to change is that
we have now reached a point where work is learning . Work in
the workplace is learning. Work in the larger
community surrounding the schools is about learning every day.
It's not just about
putting bolts on things anymore. -
The fourth force is that learning communities have no
boundaries . In a
networked learning community, schools and classrooms will simply
become nodes in a larger learning environment. -
The fifth factor affecting schools is that the home is becoming a learning
place . -
The final force driving change in schools is kid power.
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06 Jun 09
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24 May 09
roberto marcolinToday’s model of schooling is to bring the learner to the knowledge—tomorrow we will bring the knowledge to the learners. We must recognize that schools and classrooms are becoming nodes in networked learning communities. We must begin to think about how
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21 May 09
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If a surgeon from the 1800s walked into an operating room today
where arthroscopic surgery was being performed, could that surgeon
step in and perform the surgery? -
Most of what we are doing
with computers is comparable to putting steam engines in wooden
sailing ships. - 1 more annotations...
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Most of what we are doing
with computers is comparable to putting steam engines in wooden
sailing ships.-
James Folkestad on 2009-05-21
This is a very nice metaphor for what is going on in today's classrooms.
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20 May 09
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Briangreat article about how learning and school has or has not changed and what needs to be transformed to prepare for today and the future to meet the needs of students and teachers
21stcentury ISDEPT architecture article building change design education journal leadership learning research schools technology
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But most schools and classrooms will no longer be the central learning hubs they
are today. Today’s model of
schooling is to bring the learner to the knowledge—tomorrow we will bring the
knowledge to the learners. We must
recognize that schools and classrooms are becoming nodes in networked learning
communities. We must begin to
think about how to organize learning in networked communities and not limit
learning within the boundaries of classrooms and school buildings—which would be
to limit our thinking to what has been possible in the past in a single school
or node.-
Brian on 2009-05-20
This statement really needs to be foundational in school construction project design and planning work. We need to completely rethink how schools are designed. A 100 year old design is not the right design to support the learning community model described here.
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The new and more powerful opportunity
available to educators today is to use these
technologies to help
individuals collaboratively construct
networked learning
communities that will accelerate and augment
the community’s
learning, as well as each individual’s
learning.-
Brian on 2009-05-20
I wonder how this and other ideas here transfer to each level (eg, elementary, middle, secondary)? These statements aren't differentiated for age appropriateness. I'd like to see that fleshed out.
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We need to get rid of the circle and enable them to be learners in an open
learning environment (see Figure 5).
One of the large “L’s”
in the diagram is the expert learner-
Brian on 2009-05-20
This is transformational! I hear from principals all the time that teachers are uncomfortable using technology in front of their students... the teachers want to become proficient with technology before using it in class... in this model, they are learners alongside their students and each has their own domain knowledge and expertise to offer to the community. I like it!
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Mark Hines on 2009-07-11
The image and what it implies gets the to heart of what needs to change to save education - in the day 2 keynote of NECC09, the debate on bricks or mortar, good or bad, ended up being a somewhat agreement that the problem isn't B&M - it is what happens in them - this is the best, research evidenced solution, and technology needs to play a critical role to support it.
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Did the open space concept fail, or did we fail to prepare teachers who could
teach in an open space model? We changed the physical space in those buildings,
but because we continued to prepare most teachers as if the only way to teach is
using the solo, stand alone, self-contained, isolated classroom model—the open
space concept could not work-
Brian on 2009-07-09
This is a key point. A failed school design does not mean the design is wrong. How the learning community is implemented within the physical space is absolutely key to success. The real challenge is shifting the culture of teaching from a traditional model to a networked learning community model.
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we have to prepare teachers very differently than we have in the past
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Brian on 2009-07-09
How do we do that with teacher unions that are often resistent to change. "very differently" in this context is quite scary for traditionalists.
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Any organization that adopts a new technology without significant organizational
change is doomed to failure. You have to change the organization. You cannot
just add the technology-
Brian on 2009-07-09
This is profound. For too many years we've added technology to schools and classrooms and continued with the same general model of teaching and learning. We use words like "enhance learning with technology" when we should be saying "transform learning through the use of technology". Technology projects are organizational change projects which implies transformation.
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19 May 09
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18 May 09
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eally think about it.
“If we didn’t have today’s schools,
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Donna DesRochesworth reading - noting and adding to the annotations on the page
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17 May 09
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Invention and knowledge
generation . The third dimension of a learning community is
“invention” and knowledge generation. In this mode, young and old
learn to collaboratively construct new knowledge. Through this collaborative
learning, young and old join forces to create the future. The
community values innovation, and Change is Good . Our traditional K-12
schools have rarely made room for adults and young people to
collaboratively contribute to each other’s learning, or to
the development of new knowledge on a sustained basis. But our information age
economy demands this intergenerational, collaborative construction
of knowledge, and our schools will fail to develop young people who
can be productive citizens in this economy if they do not support
this mode of learning. -
Change Is
Inevitable
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Michael WackerThe investment of resources on this scale is comparable to the space program. The process of building this infrastructure is similar to launching a rocket in education. Now that we have launched that rocket, we must learn to fly. That may seem backwards,
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16 May 09
Ty YostIf We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?
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The Virtual High School
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H. HampsonIf We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?
education technology research children school learning design change
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15 May 09
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Dean ShareskiAnnotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.citejournal.org%2Fvol1%2Fiss1%2Fcurrentissues%2Fgeneral%2Farticle1.htm
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We have to start preparing teachers differently. If we are going to
continue preparing educators to work as solo, stand-alone teachers
in self-contained, isolated classrooms, we are going to perpetuate
the schools we have toda-
Dean Shareski on 2009-05-15
This is exactly the focus on my course at the University of Regina. My disclaimer to my students is that they have grown up in a system that for the most part, worked for them. It's going to be hard for them to change as well.
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Then I ask everyone who uses a touchtone phone to raise
their hands again. “How many of you with your hands up have
made the decision to use this technology because of a research
article that you read?” This is the technology we use to
communicate with each other every day, and no one can cite an
article on its effectiveness? I have done this at a lot of
meetings, and I still have not found anybody who can give me a
convincing research article or evaluation study that says using
telephones is a good thing to do. And, actually, I can tell you
from my own inquiry into this, having worked with the
telecommunications industry, that there is no research to support
what you are doing. It’s not there. Now that you know that
there is no research to support what you are doing, how many of you
will get rid of your phones?-
Dean Shareski on 2009-05-15
A great response to the arguement about whether or not technology improves learning.
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We should stop calling these individuals
“teachers” and “students” and start calling
them “learners” instead. More than just a change of
names, it is a change to a fundamentally different role. It is very different to be
a “learner” than to be a “student” or a
“teacher.”-
Marilyn Mossman on 2009-05-15
How do we get current teachers to accept this change?
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Many of the people in
the country who know the most about how to use this technology
effectively in K-12 schools are the master teachers—whom I
would call expert learners—in the K-12 schools, and we have a
lot to learn from them.
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Elysio SoaresIf we didn't have the schools we have today, would we create the schools we have today? by Thomas G. Carroll, U.S. Dept. of Education (2000)
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If we want schools to be
different, we must start today to prepare teachers
differently… si gnificantly
differently.-
Mary Ann Harlan on 2009-05-15
Changing before teachers enter the system - but my thought is that is has to be holistic, a system redesign
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Patrick Higgins on 2009-05-15
Mary Ann,
I agree that sending "changed" teachers out into schools that are unchanged would be a dangerous thing to do.
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These bodies of
knowledge are passed on as valued cultural wealth - 3 more annotations...
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ommunity is often focused on applied learning, in which existing
knowledge and understandings are revised through experience. -
they model learning through collaboration to
solve problems and achieve goals they have in common.-
Mary Ann Harlan on 2009-05-15
mentorships, apprenticeships, models have existed - but question - I can see this with older kids, what about younger how does that look?
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A learning community
learns as a community—unlike a community of learners in which
each individual is engaged in his or her own learning.-
Mary Ann Harlan on 2009-05-15
Wow
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Dean Shareski on 2009-05-15
I hadn't really thought about this distinction before.
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Ben LoueyIf We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?
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Will RichardsonToday’s model of schooling is to bring the learner to the knowledge—tomorrow we will bring the knowledge to the learners. We must recognize that schools and classrooms are becoming nodes in networked learning communities. We must begin to think about how to organize learning in networked communities and not limit learning within the boundaries of classrooms and school buildings—which would be to limit our thinking to what has been possible in the past in a single school or node.
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And the trick is, if you
wouldn’t create today’s schools, what are you doing
about it? If we
continue to prepare teachers as we have always prepared them, we
are going to continue to recreate the schools we have always had.-
Will Richardson on 2009-05-15
Too true. This is a huge professional development undertaking.
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Papert (1996) has suggested that another way to think about this
question is to ask, “If the changes in education over the
last 100 years had been as dramatic as the changes in medicine over
that time, what would our schools look like today?” - 33 more annotations...
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Today’s
model of schooling is to bring the learner to the
knowledge—tomorrow we will bring the knowledge to the
learners. We must
recognize that schools and classrooms are becoming nodes in
networked learning communities. We must begin to think
about how to organize learning in networked communities and not
limit learning within the boundaries of classrooms and school
buildings—which would be to limit our thinking to what has
been possible in the past in a single school or node. -
A Networked Learning Community is constructed as its
members collaborate to achieve common goals, learning together as
they develop solutions for problems they are addressing in common.
As the learning community grows, the members of the community
develop new knowledge and skills through their participation and
contributions. Everyone becomes a learner in a Networked Learning
Community, and the distinctions between students and teachers fade
away.-
Will Richardson on 2009-05-15
That part about the distinctions between students and teachers fading away is a big, big shift for most. This is where the idea of Learning First, Teaching Second comes in.
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Mary Ann Harlan on 2009-05-15
Teachers as learners, modeling a passion for learning, sharing enthusiasm, as well as strategies for learning
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The first dimension is knowledge
“transmission” and conservation. In this learning mode, the
community focuses its resources on ensuring that the young learn
from the old. -
The second dimension of a learning community is knowledge
“adaptation.” In this mode, traditions
and existing knowledge are modified to accommodate new
developments. The old
often learn from the young (as they do when older generations in
immigrant families learn from their children, who adapt quickly to
new cultural traditions). Old knowledge blends with
new. The community values progress and accepts that Change is Necessary . The
community is often focused on applied learning, in which existing
knowledge and understandings are revised through experience. -
The third dimension of a learning community is
“invention” and knowledge generation. In this mode, young and old
learn to collaboratively construct new knowledge.-
Will Richardson on 2009-05-15
This is huge. "Collaborativly construct new knowledge."
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Through this collaborative
learning, young and old join forces to create the future. The
community values innovation, and Change is Good . -
But our information age
economy demands this intergenerational, collaborative construction
of knowledge, and our schools will fail to develop young people who
can be productive citizens in this economy if they do not support
this mode of learning. -
If
you are an experienced learner in the community—practiced at
solving problems—you have a role to play helping others to
learn. You may bring past knowledge and experience, and you will
learn more as you help them learn.If
you are a young person or a novice at learning in a particular
field, you still have a role to play as you construct your own
knowledge and understanding, and through that process contribute
new insights, experiences, and creations that enhance the learning
of others in the community.
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In the
networked learning communities of the future, expert learners (we call
them teachers, educators, scientists, and researchers today) are
going to be recognized for their ability to learn and help others
learn, as they continue to construct new knowledge and develop
their own expertise.-
Will Richardson on 2009-05-15
This is such a great statement. Will be recognized for their ability to learn and help others learn.
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Dean Shareski on 2009-05-15
"expert learners" That's what I"m talkin' 'bout! ;)
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James Folkestad on 2009-05-21
This is directly to the point. "Expert learners" help other learners build and increase their learning edgility (see edgility.net) and enter a space to connect with their passions.
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Their job will not be to teach – but to
help others learn, as they model learning through collaboration to
solve problems and achieve goals they have in common. (A
significant part of the expert learner’s role will be
organizing and managing the collaborative learning community.)
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In a networked learning community, we will have
“schools” that are nodes in a larger learning
environment, and in those schools there will be no teachers and no
students– just
learners .-
Will Richardson on 2009-05-15
Wow.
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As we begin this transformation, it is important to note
that a networked learning community is not a community of learners.
A learning community
learns as a community—unlike a community of learners in which
each individual is engaged in his or her own learning.-
Will Richardson on 2009-05-15
Very true.
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The new and more powerful opportunity
available to educators today is to use these technologies to help
individuals collaboratively construct networked learning
communities that will accelerate and augment the community’s
learning, as well as each individual’s learning.-
Will Richardson on 2009-05-15
I struggle with how this networked learning becomes tangible. What does it look like for the group as opposed to the individual?
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This
can only be an effective mode of education when the content is
assumed to consist of static or immutable facts, and when our
expectation is that all learners need to acquire the same facts at
the same time. This
is the transmission and knowledge conservation learning mode. -
Once we move the teacher—as an expert
learner—into the learning activity we begin modeling the
learning process with the students. They are all learning together. And as I have said,
once we reach this point, it’s not useful to distinguish
between students and teachers, because they are all learning. -
Trying to introduce new technologies into schools without
these changes would be similar to efforts in the sailing industry
during the 1800s, when steam engines were installed in wooden
sailing ships. -
The sailing industry never got the true benefits of steam
power until they reached the constructive transformation. They
altered the entire design of ships. They took down the masts, got
rid of the sails, changed the whole configuration of the ship, and
made it of steel. They changed the design, because to work
effectively, sailing ships need a very different hull shape than
steam driven ships. Once they made this transformation, and once
they prepared the sailors to navigate with these new vessels, they
achieved tremendous benefits from the new technology. -
In our schools, we are only
beginning to think about how to change our learning models with
these modern technologies. Most of what we are doing
with computers is comparable to putting steam engines in wooden
sailing ships. -
But
these transitional phases are important steps toward using these
transformational technologies for improved learning.-
Will Richardson on 2009-05-15
This is what I want to say to Gary Stager. This is a process. VIrtually nothing acheives excellence on the first try.
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We will not get
out of our wooden ship schools until we use communication
technologies for two-way interactivity that allows us to
collaboratively construct the learning experience and new
knowledge.-
Will Richardson on 2009-05-15
I wonder how many people still don't understand this.
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Since we have all seen that schools have the power to
resist change, why do I think these technologies will give us the
power to transform education? I think there are a number of
reasons, similar to the forces that lead us all to use phones
whether we have the research to support that use or not. These
forces are going to drive changes in education whether we are ready
for them or not.-
Will Richardson on 2009-05-15
Sounds like Shirky.
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The web is
displacing CDs and other fixed content approaches because it
supports interactive communication and collaborative construction
of knowledge. This is
a force that schools cannot resist. The Web gives learners
access to powerful learning opportunities anytime and anywhere.
Learners have open
access to this new learning tool, whether the schools are ready or
not.-
Will Richardson on 2009-05-15
This is depressing. We're making the same argument today.
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The second factor to consider is that these interactive communication
technologies give power to the learning revolution. -
The
learning revolution is about constructivist learning, and these new
communication and information technologies allow us to facilitate
constructive learning in ways that we could never do before. They
are becoming cognitive
amplifiers that will accelerate learning and the development of
new knowledge in the same ways that machines accelerated production
during the industrial revolution. -
The third reason schools will be driven to change is that
we have now reached a point where work is learning . Work in
the workplace is learning. -
The fourth force is that learning communities have no
boundaries . In a
networked learning community, schools and classrooms will simply
become nodes in a larger learning environment. The boundaries of
the schools and classrooms with their fixed curriculum and dated
texts are no longer going to limit learning. -
An increasing number of
parents are discovering that they can make more powerful learning
opportunities available to their children in the home than they can
in the schools, and unless the schools change, more parents will
collaborate to construct alternative learning opportunities with
these technologies. -
First, the purpose of
education will move from being curriculum driven to being learning
centered. -
It will be driven
by knowledge work in a networked learning community. -
The teacher will become an
expert learner organizing and leading others in networked learning
communities.-
Will Richardson on 2009-05-15
To me, this is the money quote. Helping kids to grow their own personal learning networks in safe, effective and ethical ways.
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Any time
we put teachers and students in predefined courses with a linear
design, bound by dated texts, credit hours and static tests of
factual recall, we are still on a wooden sailing ship. What we are
moving toward is authentic, long-term projects, asynchronous
learning, knowledge-work and nonlinear learning. “Just-in-time,”
consumable information used for specific purposes, instead of
“just-in-case” facts packed into our heads at an early
age that few of us can recall. -
They are learning to access
and use knowledge when and where they need it. -
Assessment will be
embedded on an ongoing basis in electronic learning activities and
documented in digital portfolios. We will move from a standard,
one-size-fits-all curriculum to mass customization in education. We
are already seeing this in other industries—the automobile
industry, the clothing industry. You can go on-line now and buy
clothes that are custom-made to your style, shape, and dimensions.
It is called mass customization, and we are going to have education
that follows that model. These modern learning
technologies give us for the first time the power to truly
individualize learning.-
Will Richardson on 2009-05-15
I agree. And this is something that we don't talk about enough. Everything is customized for us these days...except learning.
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I believe that in the near future the places
where children will learn are not going to look anything like the
schools we have today.
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Tania Shekoif we didn't have the schools we have today, would we create the schools we have today? by Thomas G. Carroll
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Networked Learning
Communities
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Sharon Elin on 2009-05-15
This analogy of equipping sailing vessels with steam engines works well as an illustration of technology being plugged into traditional classrooms.
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We need to get the teacher into
the game. The teacher needs to get in there and be part of the
learning process, actively engaged in solving the problem with the
students and learning with the students—not teaching but
modeling learning with the students by functioning as an expert
learner solving problems and constructing new knowledge with the
students. - 5 more annotations...
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modeling the
learning process -
we will get the same result if we
introduce modern learning technologies in our schools but do not
prepare teachers to work in this new learning environment. If we want to take
advantage of these new technologies and the billions we are
investing in equipment for our schools, we have to prepare teachers
very differently than we have in the past. We have to change our
own model of teaching and instruction in higher education. -
Any
organization that adopts a new technology without significant
organizational change is doomed to failure. You have to change the
organization. You cannot just add the technology. You have to
actively work on changing the roles of the teachers, the roles of
the students, the roles of the parents, and the roles of the
administrators, and start to work toward building new relationships
and new structures -
Trying to introduce new technologies into schools without
these changes would be similar to efforts in the sailing industry
during the 1800s, when steam engines were installed in wooden
sailing ships. -
We will not get
out of our wooden ship schools until we use communication
technologies for two-way interactivity that allows us to
collaboratively construct the learning experience and new
knowledge.
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11 May 09
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07 Apr 09
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First, the purpose of
education will move from being curriculum driven to being learning
centered. Learning is a verb, not a noun -
Assessment will be
embedded on an ongoing basis in electronic learning activities and
documented in digital portfolios.
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28 May 07
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11 Apr 06
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22 Apr 03
Public Stiky Notes
I agree that sending "changed" teachers out into schools that are unchanged would be a dangerous thing to do.
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