Can't some skills be explicit?
This link has been bookmarked by 195 people . It was first bookmarked on 16 Aug 2006, by Ole C Brudvik.
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22 Oct 13
Rui André Pereira"GROWING UP DIGITAL"
education web2.0 learning pedagogy e-learning technology netgeneration digital
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16 Oct 13
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02 Sep 13
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11 Jun 13
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Let's turn to today's youth, growing up digital. How are they different? This subject matters, because our young boys and girls are today's customers for schools and colleges and tomorrow's for lifelong learning. Approximately four years ago, we at Xerox's Palo Alto Research Center started hiring 15 year olds to join us as researchers. We gave them two jobs. First, they were to design the "workscape" of the future-one they'd want to work in; second, they were to design the school or "learningscape" of the future-again, with the same condition. We had an excellent opportunity to watch these adolescents, and what we saw the ways they think, the designs they came up with-really shook us up.
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21 Apr 13
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02 Apr 13
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13 Mar 13
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The new literacy, beyond text and image, is one of information navigation. The real literacy of tomorrow entails the ability to be your own personal reference librarian-to know how to navigate through confusing, complex information spaces and feel comfortable doing so. "Navigation" may well be the main form of literacy for the 21st century.
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09 Feb 13
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08 Feb 13
Elaine HarperDigital literacy defined as the learning style of younger generations that were born into the digital and technology eras.
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The content and technology are continually changing. This article reminds us that learners are also changing. For the past decade, faculty who won awards for teaching expressed concern that they could no longer hold the attention of their students. J
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People my age tend to think that kids who are multiprocessing can't be concentrating
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So the short attention spans of today's kids may turn out to be far from dysfunctional for future work worlds.
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real literacy of tomorrow entails the ability to be your own personal reference librarian-to know how to navigate through confusing, complex information spaces and feel comfortable doing so
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Web surfing fuses learning and entertainment, creating "infotainment."
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we can teach people about a subject matter like physics-its concepts, conceptual frameworks, its facts-and provide them with explicit knowledge of the field, but being a physicist involves a lot more than getting all the answers right at the end of each chapter
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learn the practices of the field,
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social mind to what we've called communities
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of practice
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10 Jan 13
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06 Dec 12
dwenmothHow the web changes work, education and learning - John Seely Brown
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03 Dec 12
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jmarkey2Growing up digital by John Seely Brown http://t.co/4TdoGFUh
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08 Nov 12
Anita Quintana"Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ. When, for example, have we lurked enough to try something ourselves? Once we fold action into the other dimensions, we necessarily shift our focus toward learning in situ with and from each other. Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration. As such, the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation."
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04 Oct 12
Lisa SnyderUSDLA
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29 Sep 12
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22 Jul 12
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26 Feb 12
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The final dimension has to do with a bias toward action. It's interesting to watch how new systems get absorbed by society; with the Web, this absorption, or learning process, by young people has been quite different from the process in times past. My generation tends not to want to try things unless or until we already know how to use them. If we don't know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert. Believe me, hand a manual or suggest a course to 15 year olds and they think you are a dinosaur. They want to turn the thing on, get in there, muck around, and see what works. Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ. When, for example, have we lurked enough to try something ourselves? Once we fold action into the other dimensions, we necessarily shift our focus toward learning in situ with and from each other. Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration. As such, the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation.
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but being a physicist involves a lot more than getting all the answers right at the end of each chapter. To be a physicist, we must also learn the practices of the field, the tacit knowledge in the community of physicists that has to do with things like what constitutes an "interesting" question, what proof may be "good enough" or even "elegant," the rich interplay between facts and theory-formation, and so on. Learning to be a physicist (as opposed to learning about physics) requires cutting a column down the middle of the diagram, looking at the deep interplay between the tacit and explicit. That's where deep expertise lies. Acquiring this expertise requires learning the explicit knowledge of a field, the practices of its community, and the interplay between the two. And learning all this requires immersion in a community of practice, enculturation in its ways of seeing, interpreting, and actin
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. Enculturation lies at the heart of learning. It also lies at the heart of knowing. Knowing has as much to do with picking up the genres of a particular profession as it does with learning its facts and concepts.
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In effect, the newcomer was a cognitive apprentice, moving from lurker to contributor, very much like today's digital kids on the Web
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The twist, though, is that once the engineers received the video they'd replay it in their own small study group, but in a special way. Every three minutes or so they'd stop the tape and talk about what they'd just seen, ask each other if there were any questions or ambiguities, and resolve them on the spot. Forward they would go, a few minutes at a time, with lots of talk and double-checking, until they were through the tape and everybody understood the whole lesson. What they were doing, in terms we used earlier, was socially constructing their own meaning of the material.
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23 Feb 12
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when that infrastructure finally took hold, everything changed
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early photography imitated painting, the first movies the stage, etc. It took 10 to 20 years for filmmakers to discover the inherent capabilities
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its user can at once be a receiver and sender of "broadcast"-a confusing property, but mind-stretching!
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multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic.
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the Web
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it leverages the small efforts of the many with the large efforts of the few.
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"multiprocessing"-they do several things simultaneously-l
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the short attention spans of today's kids may turn out to be far from dysfunctional for future work worlds
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not only text, but also image and screen literacy.
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Web-smart kids learn to become bricoleurs.
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Amazing amounts of learning were happening in the telling and hearing of these stories
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cognitive and the social dimensions.
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the real expertise resided in the community mind
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The peers would quickly vet and refine the story, and connect it to others. In addition, the author attaches his or her name to the resulting story or tip, thus creating both intellectual capital and social capital, the latter because tech reps who create really great stories become local heroes and hence more central members of their community of practice.
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The results were that students taking the course this way outperformed the ones actually taking the classes live
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20 Feb 12
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The first thing to notice is that the media we're all familiar with-from books to television-are one-way propositions: they push their content at us.
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The Web is two-way, push and pull. In finer point, it combines the one-way reach of broadcast with the two-way reciprocity of a mid-cast.
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he typewriter. It became a great tool for writers but a terrible one for other creative activities such as sketching, painting, notating music, or even mathematics.
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As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns.
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today's kids are always "multiprocessing"-they do several things simultaneously-listen to music, talk on the cell phone, and use the computer, all at the same time.
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My generation tends not to want to try things unless or until we already know how to use them. If we don't know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert. Believe me, hand a manual or suggest a course to 15 year olds and they think you are a dinosaur. They want to turn the thing on, get in there, muck around, and see what works. Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ.
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Web, it's easy these days to find a niche community with the expertise you need or a special interest group whose interests coincide exactly with your own.
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, I've watched a seven year old from New York have a conversation about penguins with an expert at a university in another state.
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The professor may have sensed that the person he was talking with wasn't a real expert on penguins, but he probably didn't know he was communicating with a second-grader, either. Furthermo
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et me end with a brief reflection on an interesting shift that I believe is happening: a shift between using technology to support the individual to using technology to support relationships between individuals. With that shift, we will discover new tools and social protocols for helping us help each other, which is the very essence of social learning. It is also the essence of lifelong learning a form of learning that learning ecologies could dramatically facilitate. And developing learning ecologies in a region is a first, important step toward a more general culture of learning.
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13 Nov 11
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25 Oct 11
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The typewriter prized one particular kind of intelligence, but with the Web, we suddenly have a medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns.
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The first dimensional shift has to do with literacy and how it is evolving. Literacy today involves not only text, but also image and screen literacy. The ability to "read" multimedia texts and to feel comfortable with new, multiple-media genres is decidedly nontrivial.
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The real literacy of tomorrow entails the ability to be your own personal reference librarian-to know how to navigate through confusing, complex information spaces and feel comfortable doing so
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But discovery-based learning, even when combined with our notion of navigation, is not so great a change, until we add a third, more subtle shift, one that pertains to forms of reasoning
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Judgment is inherently critical to becoming an effective digital bricoleur.
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As such, the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation.
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requires immersion in a community of practice, enculturation in its ways of seeing, interpreting, and acting.
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f we could use the Web to support the dynamics across these quadrants, we could create a new fabric for learning, for learning to learn in situ, for that is the essence of lifelong learning.
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27 Sep 11
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26 Sep 11
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Much of knowing is brought forth in action, through participation-in the world, with other people, around real problems. A lot of our know-how or knowing comes into being through participating in our community(ies) of practice.
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so lies at the heart of knowing. Knowing has as much to do with picking up the genres of a particular profession as it does with learning its facts and concepts.
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Troubleshooting for these people, then, really meant construction of a narrative,
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tacit knowledge
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The twist, though, is that once the engineers received the video they'd replay it in their own small study group, but in a special way. Every three minutes or so they'd stop the tape and talk about what they'd just seen, ask each other if there were any questions or ambiguities, and resolve them on the spot. Forward they would go, a few minutes at a time, with lots of talk and double-checking, until they were through the tape and everybody understood the whole lesson. What they were doing, in terms we used earlier, was socially constructing their own meaning of the material.
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16 Sep 11
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If we don't know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert. Believe me, hand a manual or suggest a course to 15 year olds and they think you are a dinosaur.
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15 Sep 11
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12 Sep 11
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It will be entrepreneurs, corporate or academic, who will drive this chaotic, transformative phenomenon, who will see things differently, challenge background assumptions, and bring new possibilities into being.
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earning the explicit knowledge of a field, the practices of its community, and the interplay between the two
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And learning all this requires immersion in a community of practice, enculturation in its ways of seeing, interpreting, and acting.
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Much of knowing is brought forth in action, through participation-in the world, with other people, around real problems. A lot of our know-how or knowing comes into being through participating in our community(ies) of practice.
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learning to learn happens most naturally when you and a participant are situated in a community of practice
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Knowing has as much to do with picking up the genres of a particular profession as it does with learning its facts and concepts.
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Troubleshooting for these people, then, really meant construction of a narrative, one that finally explained the symptoms and test data and got the machine up and running again. Abstract, logical reasoning wasn't the way they went about it; stories were.
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brain scientists have helped us understand more about the architecture of the mind and how it is particularly well suited to remembering stories.
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the newcomer was a cognitive apprentice, moving from lurker to contributor, very much like today's digital kids on the Web.
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The interesting thing is that the tech reps, in co-designing this system to make their ideas and stories more actionable, unwittingly reinvented the sociology of science.
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In addition, the author attaches his or her name to the resulting story or tip, thus creating both intellectual capital and social capital, the latter because tech reps who create really great stories become local heroes and hence more central members of their community of practice.
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quality and diversity of its knowledge producers and knowledge consumers.
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A key understanding is that on the Web there seldom is such a thing as just a producer or just a consumer; on the Web, each of us is part consumer and part producer. We read and we write, we absorb and we critique, we listen and we tell stories, we help and we seek help.
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By enriching the diversity of available information and expertise, it enables the culture and sensibilities of a region to evolve.
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learning can and should be happening everywhere-a learning ecology.
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07 Sep 11
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Recently I was with a young twenty-something who had actually wired a Web browser into his eyeglasses.
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medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators,
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06 Sep 11
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They want to turn the thing on, get in there, muck around, and see what works.
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Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration
-
-
-
They want to turn the thing on, get in there, muck around, and see what works. Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves.
-
-
-
With that shift, we will discover new tools and social protocols for helping us help each other, which is the very essence of social learning.
-
for helping us help each other, which is the very essence of social learning. It is also the essence of lifelong learning a form of learning that learning ecologies could dramatically facilitate. And developing learning ecologies in a region is a first, important step toward a more general culture of learning.
-
-
-
With that shift, we will discover new tools and social protocols for helping us help each other, which is the very essence of social learning.
-
-
-
The typewriter prized one particular kind of intelligence, but with the Web, we suddenly have a medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns.
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The Web has just begun to have an impact on our lives. As fascinated as we are with it today, we're still seeing it in its early forms.
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So the short attention spans of today's kids may turn out to be far from dysfunctional for future work worlds.
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We've long downplayed this ability; we tend to think that watching a movie, for example, requires no particular skill. If, however, you'd been left out of society for 10 years and then came back and saw a movie, you'd find it a very confusing, even jarring, experience. The network news shows-even the front page of your daily newspaper-are all very different from 10 years ago. Yet Web genres change in a period of months.
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But our observation of kids working with digital media suggests bricolage to us more than abstract logic. Bricolage, a concept studied by Claude Levi-Strauss more than a generation ago, relates to the concrete. It has to do with abilities to find something-an object, tool, document, a piece of code-and to use it to build something you deem important. Judgment is inherently critical to becoming an effective digital bricoleur.
-
Every three minutes or so they'd stop the tape and talk about what they'd just seen, ask each other if there were any questions or ambiguities, and resolve them on the spot. Forward they would go, a few minutes at a time, with lots of talk and double-checking, until they were through the tape and everybody understood the whole lesson. What they were doing, in terms we used earlier, was socially constructing their own meaning of the material.
-
He linked, he lurked,
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an interesting shift that I believe is happening: a shift between using technology to support the individual to using technology to support relationships between individuals.
-
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05 Sep 11
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or example, today's kids are always "multiprocessing"-they do several things simultaneously-listen to music, talk on the cell phone, and use the computer, all at the same time.
-
My generation tends not to want to try things unless or until we already know how to use them
-
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World Wide Web will be a transformative medium, as important as electricity.
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books to television-are one-way propositions: they push their content at us
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02 Sep 11
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hired 15 year olds to design future work environments and learning environments.
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the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared
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Let's consider a learning ecology
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vast number of "authors" who are members of various interest groups
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A second aspect of the Web is that it is the first medium that honors the notion of multiple intelligences.
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People my age tend to think that kids who are multiprocessing can't be concentrating.
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Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ.
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Rather, it is used to describe an elegantly simple idea, low-tech and low-cost, about how forming study groups and letting them socially construct their own understanding around a naturally occurring knowledge asset the lecture-turns out to be an amazingly powerful tool for learning.
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01 Sep 11
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What's the mixture of ways and warrants that you end up using to decide and act? With the Web, the sheer scope and variety of resources befuddles the non-digital adult. But Web-smart kids learn to become bricoleurs.
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It's wonderful to see-kids listen to these "grandparents" better than they do to their own parents, the mentoring really helps their teachers, and the seniors create a sense of meaning for themselves. Thus, the small efforts of the many-the seniors-complement the large efforts of the few-the teachers.
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The new literacy, beyond text and image, is one of information navigation.
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learning, working, and playing co-mingle
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engineers use the Web to help kids with science or math problems
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but also image and screen literacy
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29 Aug 11
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Web is that it is the first medium that honors the notion of multiple intelligences.
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we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning.
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06 Jul 11
Karen SheanThe content and technology are continually changing. This article reminds us that learners are also changing. For the past decade, faculty who won awards for teaching expressed concern that they could no longer hold the attention of their students. John Seely Brown, Chief Scientist at Xerox and director of its Palo Alto Research Center, hired 15 year olds to design future work environments and learning environments. He observed that the students did not conform to the traditional image of learners as permissive sponges. It requires us to rethink and redesign education for the Digital Age.
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12 Jun 11
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22 May 11
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17 Apr 11
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04 Apr 11
kristina smithGROWING UP DIGITAL
How the Web Changes Work, Education, and the Ways People Learn -
17 Mar 11
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we suddenly have a medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning.
-
A third and unusual aspect of the Web is that it leverages the small efforts of the many with the large efforts of the few.
-
or example, today's kids are always "multiprocessing"-they do several things simultaneously-listen to music, talk on the cell phone, and use the computer, all at the same time.
-
Literacy today involves not only text, but also image and screen literacy.
-
Yet Web genres change in a period of months.
-
The new literacy, beyond text and image, is one of information navigation.
-
The real literacy of tomorrow entails the ability to be your own personal reference librarian-to know how to navigate through confusing, complex information spaces and feel comfortable doing so. "Navigation" may well be the main form of literacy for the 21st century.
-
"infotainment."
-
Bricolage, a concept studied by Claude Levi-Strauss more than a generation ago, relates to the concrete. It has to do with abilities to find something-an object, tool, document, a piece of code-and to use it to build something you deem important. Judgment is inherently critical to becoming an effective digital bricoleur.
-
My generation tends not to want to try things unless or until we already know how to use them.
-
They want to turn the thing on, get in there, muck around, and see what works. Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ.
-
Acquiring this expertise requires learning the explicit knowledge of a field, the practices of its community, and the interplay between the two. And learning all this requires immersion in a community of practice, enculturation in its ways of seeing, interpreting, and acting.
-
A lot of our know-how or knowing comes into being through participating in our community(ies) of practice.
-
So learning in situ and cognitive apprenticeship fold together in this notion of distributed intelligence.
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Abstract, logical reasoning wasn't the way they went about it; stories were.
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Our answer to that question was simple: two-way radios. We gave everybody in our tech rep "community of practice" test site a radio that was always on, with their own private network. Because the radios were always on, the reps were constantly in each other's periphery. When somebody needed help, other tech reps would hear him struggling; when one of them had an idea, he or she could move from the periphery to the (auditory) center, usually to suggest some test or part to replace, adding his or her fragment to an evolving story. Basically, we created a multiperson storytelling process running across the test site. It worked incredibly well.
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moving from lurker to contributor,
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So we needed to find a way to collect, vet, refine, and post them on a community knowledge server. Furthermore, we realized that no one person was the expert; the real expertise resided in the community mind.
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The results were that students taking the course this way outperformed the ones actually taking the classes live.
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low-tech and low-cost, about how forming study groups and letting them socially construct their own understanding around a naturally occurring knowledge asset the lecture-turns out to be an amazingly powerful tool for learning. Think about what this suggests for distance learning-or for on-campus students.
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He found the right interest group through navigation. He linked, he lurked, he finally asked a question, and had this brief conversation with an expert.
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a shift between using technology to support the individual to using technology to support relationships between individuals.
-
With that shift, we will discover new tools and social protocols for helping us help each other, which is the very essence of social learning. It is also the essence of lifelong learning a form of learning that learning ecologies could dramatically facilitate. And developing learning ecologies in a region is a first, important step toward a more general culture of learning.
-
-
-
The new literacy, beyond text and image, is one of information navigation
-
-
-
The first thing to notice is that the media we're all familiar with-from books to television-are one-way propositions:
-
People my age tend to think that kids who are multiprocessing can't be concentrating. That may not be true. Indeed, one of the things we noticed is that the attention span of the teens at PARC-often between 30 seconds and five minutes-parallels that of top managers, who operate in a world of fast context-switching. So the short attention spans of today's kids may turn out to be far from dysfunctional for future work worlds.
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16 Mar 11
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13 Mar 11
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Knowledge has two dimensions, the explicit and tacit. The explicit dimension deals with concepts-the "know-whats"-whereas the tacit deals with "know-how," which is best manifested in work practices and skills.
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Bruner's notion of learning to be, recall that it always involves processes of enculturation. Enculturation lies at the heart of learning. It also lies at the heart of knowing. Knowing has as much to do with picking up the genres of a particular profession as it does with learning its facts and concepts.
-
-
-
Bricolage, a concept studied by Claude Levi-Strauss more than a generation ago, relates to the concrete. It has to do with abilities to find something-an object, tool, document, a piece of code-and to use it to build something you deem important. Judgment is inherently critical to becoming an effective digital bricoleur.
-
Web-smart kids learn to become bricoleurs.
-
My generation tends not to want to try things unless or until we already know how to use them. If we don't know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert.
-
They want to turn the thing on, get in there, muck around, and see what works. Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ.
-
Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration.
-
Web becomes
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a learning medium
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12 Mar 11
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11 Mar 11
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virtual communities of niche interests spread around the world as they interweave with local, face-to-face groups, in school or outside
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26 Feb 11
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Add Sticky NoteThe explicit dimension deals with concepts-the "know-whats"-whereas the tacit deals with "know-how," which is best manifested in work practices and skills.
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That's where deep expertise lies. Acquiring this expertise requires learning the explicit knowledge of a field, the practices of its community, and the interplay between the two. And learning all this requires immersion in a community of practice, enculturation in its ways of seeing, interpreting, and acting.
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learning to learn happens most naturally when you and a participant are situated in a community of practice
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Add Sticky NoteA cross-pollination of ideas happens as local students, participating in different virtual communities, carry ideas back and forth between those communities and their local ones.
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As do teachers who participate in virtual and real communities outside their school/district.
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The Web helps build a rich fabric that combines the small efforts of the many with the large efforts of the few.
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25 Feb 11
Sara Wilkie"a shift between using technology to support the individual to using technology to support relationships between individuals. With that shift, we will discover new tools and social protocols for helping us help each other, which is the very essence of social learning. It is also the essence of lifelong learning a form of learning that learning ecologies could dramatically facilitate."
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09 Feb 11
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05 Feb 11
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GROWING UP DIGITAL
How the Web Changes Work, Education, and the Ways People Learn
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initial uses of new media have tended to mimic what came before
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one-way propositions
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help kids with science or math problems.
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Digital Learners
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multiprocessing can't be concentrating
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attention span of the teens at PARC-often between 30 seconds and five minutes
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today's kids may turn out to be far from dysfunctional for future work worlds
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shift, concerns learning
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"new" kind of learning
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bricolage to us more than abstract logic
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22 Jan 11
Rune Andrè EvensenLeser John Seeley Brown; growing up digital. How the web changes work, education and the ways people learn: http://bit.ly/s6bUI #edtech
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12 Jan 11
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31 Dec 10
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30 Nov 10
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04 Nov 10
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28 Oct 10
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19 Oct 10
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17 Jun 10
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For example, today's kids are always "multiprocessing"-they do several things simultaneously-listen to music, talk on the cell phone, and use the computer, all at the same time. Recently I was with a young twenty-something who had actually wired a Web browser into his eyeglasses. As he talked with me, he had his left hand in his pocket to cord in keystrokes to bring up my Web page and read about me, all the while carrying on with his part of the conversation! I was astonished that he could do all this in parallel and so unobtrusively.
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17 May 10
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30 Apr 10
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construct
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their
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ideal way
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learning
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engaged
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creating new learning environments
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spirit that will use the unique capabilities of the Web to leverage the natural ways that humans learn.
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Literacy today involves not only text, but also image and screen literacy. The ability to "read" multimedia texts and to feel comfortable with new, multiple-media genres is decidedly nontrivial.
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how to navigate through confusing, complex information spaces and feel comfortable doing so. "Navigation" may well be the main form of literacy for the 21st century.
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"new" kind of learning assuming pre-eminence-learning that's discovery based. We are constantly discovering new things as we browse through the emergent digital "libraries." Indeed, Web surfing fuses learning and entertainment, creating "infotainment."
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reasoning has been concerned with the deductive and abstract.
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Today's kids get on the Web and link, lurk, and watch how other people are doing things, then try it themselves. This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ. When, for example, have we lurked enough to try something ourselves?
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Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration. As such, the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation
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It is also, for our purposes here, a beautiful example of how the Web enables us to capture and support the social mind and naturally occurring knowledge assets.
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A key understanding is that on the Web there seldom is such a thing as just a producer or just a consumer; on the Web, each of us is part consumer and part producer. We read and we write, we absorb and we critique, we listen and we tell stories, we help and we seek help. This is life on the Web. The boundaries between consuming and producing are fluid,
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Let me end with a brief reflection on an interesting shift that I believe is happening: a shift between using technology to support the individual to using technology to support relationships between individuals.
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27 Mar 10
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Faustino MartínArtículo en inglés, de 2002. Subtítulo: How the Web Changes Work, Education, and the Ways People Learn.
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Judgment is inherently critical to becoming an effective digital bricoleur.
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learning process, by young people has been quite different from the process in times past.
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If we don't know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert.
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This tendency toward "action" brings us back into the same loop in which navigation, discovery, and judgment all come into play in situ.
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Rhondda PowlingUSDLA article. Content and technology are continually changing. This article reminds us that learners are also changing. For the past decade, faculty who won awards for teaching expressed concern that they could no longer hold the attention of their students. John Seely Brown, Chief Scientist at Xerox and director of its Palo Alto Research Center, hired 15 year olds to design future work environments and learning environments. He observed that the students did not conform to the traditional image of learners as permissive sponges. It requires us to rethink and redesign education for the Digital Age.
education pedagogy web2.0 e-learning technology netgeneration learning digitalliteracy
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17 Dec 09
John PearceThe content and technology are continually changing. This article reminds us that learners are also changing. For the past decade, faculty who won awards for teaching expressed concern that they could no longer hold the attention of their students. John Seely Brown, Chief Scientist at Xerox and director of its Palo Alto Research Center, hired 15 year olds to design future work environments and learning environments. He observed that the students did not conform to the traditional image of learners as permissive sponges. It requires us to rethink and redesign education for the Digital Age.
education pedagogy web2.0 e-learning technology netgeneration learning digital edtechcrew
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24 Nov 09
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30 Sep 09
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Clint LalondeAnnotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.usdla.org%2Fhtml%2Fjournal%2FFEB02_Issue%2Farticle01.html
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In finer point, it combines the one-way reach of broadcast with the two-way reciprocity of a mid-cast. Indeed, its user can at once be a receiver and sender of "broadcast"-a confusing property, but mind-stretching!
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Add Sticky Note
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Shirky expands on this in Here Comes Everybody.
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Add Sticky Note"Navigation" may well be the main form of literacy for the 21st century.
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Henry Jenkins talks about this as well. One of Jenkin's New Media Literacies is the ability to undertake transmedai navigation - follow a story across multiple modalities. .
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How do we make good judgments? Socially, in terms of recommendations from people we trust? Cognitively, based on rational argumentation? On the reputation of a sponsoring institution? What's the mixture of ways and warrants that you end up using to decide and act? With the Web, the sheer scope and variety of resources befuddles the non-digital adult. But Web-smart kids learn to become bricoleurs.
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My generation tends not to want to try things unless or until we already know how to use them
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the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared
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A lot of our know-how or knowing comes into being through participating in our community(ies) of practice.
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26 Sep 09
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06 Jul 09
Guillaume JanssenJohn Seely Brown
Our challenge and opportunity, then, is to foster an entrepreneurial spirit toward creating new learning environments-a spirit that will use the unique capabilities of the Web to leverage the natural ways that humans learn. -
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how they might create a new kind of information fabric in which learning, working, and playing co-mingle
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the notion of distributed intelligence
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This past century's concept of "literacy" grew out of our intense belief in text, a focus enhanced by the power of one particular technology-the typewriter. It became a great tool for writers but a terrible one for other creative activities such as sketching, painting, notating music, or even mathematics. The typewriter prized one particular kind of intelligence, but with the Web, we suddenly have a medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning.
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Recently I was with a young twenty-something who had actually wired a Web browser into his eyeglasses. As he talked with me, he had his left hand in his pocket to cord in keystrokes to bring up my Web page and read about me, all the while carrying on with his part of the conversation! I was astonished that he could do all this in parallel and so unobtrusively.
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The developmental psychologist Jerome Bruner made a brilliant observation years ago when he said we can teach people about a subject matter like physics-its concepts, conceptual frameworks, its facts-and provide them with explicit knowledge of the field, but being a physicist involves a lot more than getting all the answers right at the end of each chapter. To be a physicist, we must also learn the practices of the field, the tacit knowledge in the community of physicists that has to do with things like what constitutes an "interesting" question, what proof may be "good enough" or even "elegant," the rich interplay between facts and theory-formation, and so on. Learning to be a physicist (as opposed to learning about physics) requires cutting a column down the middle of the diagram, looking at the deep interplay between the tacit and explicit.
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The epistemic landscape is more complicated yet because both the tacit and explicit dimensions of knowledge apply not only to the individual but also to the social mind to what we've called communities of practice.
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intelligence is distributed across a broader matrix
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J SkotnickiHow the Web changes everything. Multitasking does work.
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Jeanne SkotnickiHow the Web changes everything. Multitasking does work.
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Public Stiky Notes
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