Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT

Thu, 10 Apr 2008 22:58:29 -0000

Highlights and Sticky Notes:

And in a rapidly changing world, these ecosystems must not only supply this workforce but also provide support for continuous learning and for the ongoing creation of new ideas and skills.

Few of us today will have a fixed, single career; instead, we are likely to follow a trajectory that encompasses multiple careers. As we move from career to career, much of what we will need to know will not be what we learned in school decades earlier. We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.

Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century.

shifted attention from access to information toward access to other people

The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning.

understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions.

This is a really crucial point that we haven't come anywhere close to fully understanding. Understanding comes not through the publishing but through the conversations. posted by willrich

The focus is not so much on what we are learning but on how we are learning.⁵

The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students. By contrast, instead of starting from the Cartesian premise of “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are.”

There is a second, perhaps even more significant, aspect of social learning. Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field.

In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.

But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.

We sold more books today that didn't sell at all yesterday than we sold today of all the books that did sell yesterday

As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.

How do we prepare our students for this passion-based learning environment? posted by willrich

We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts. One might call this “learning about learning,” a bootstrapping operation in which educators, along with students, are learning among and between themselves. This can become a living or dynamic infrastructure—itself a reflective practicum.

But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.

We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.

The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.

The demand-pull approach to learning might appear to be extremely resource-intensive. But the Internet is becoming a vast resource for supporting this style of learning. Its resources include the rapidly growing amount of open courseware, access to powerful instruments and simulation models, and scholarly websites, which already number in the hundreds, as well as thousands of niche communities based around specific areas of interest in virtually every field of endeavor.²²

Tags: education pearlsplp learning schools

Posted by: willrich

blog of proximal development » Blog Archive » The Embedded Practitioner

Thu, 20 Mar 2008 11:10:27 -0000

Highlights and Sticky Notes:

eacher professional development in the 21st century requires that we look closely at how to most effectively embed ourselves in our practice and in the experiences and interactions of our students. Professional development in the networked world requires that we look closely not only at what we do as educators but also at how we are embedded in educational contexts. Much like Caravaggio, we have to narrate ourselves into existence through participation in our classrooms in a way that is non-authoritarian, readerly, and conversational.

Tags: blogging glogowski pearlsplp professional development teaching

Posted by: willrich

Cloud Computing

Wed, 19 Mar 2008 17:11:22 -0000

The shift from computer to network in terms of software has huge implications for education as well, specifically in terms of collaboration.

Highlights and Sticky Notes:

Sometime in the past few years, most of us began to change the way we use our personal computers. We stopped going out and buying new software programs and installing them on our hard drives. Instead, we started using the internet as our computer, tapping into the vast quantities of software and data flowing through the network. Our powerful desktop and laptop PCs have been turned inside out. Most of their value comes not from what's inside them but from the network they're hooked up to. They've become, essentially, terminals.

Cheap, plentiful electricity changed society and culture, spurring the rise of mass media, mass consumerism and modern advertising. We can expect that cheap, plentiful computing will have similarly far-reaching consequences, once again overturning many of our assumptions about how we work and live.

The success of a software program is coming to be judged not by unit sales but by the ability of the provider to attract an audience, hold that audience's attention with interesting data and tools, and deliver relevant ads to it.

In other words, those huge server farms are not only transforming the software industry. They pose big and growing competitive threats to many traditional publishing, broadcasting and advertising firms. The media business has already gone through wrenching changes thanks to the web, but the upheaval is just in its early stages.

It's also transforming the way companies operate and employees collaborate. Rather than e-mail a version of a document and get multiple copies back, all with different edits, the cloud enables all the employees to work collaboratively off the same document, which lives, of course, in the cloud.

This is a huge shift for edcation as well. posted by willrich

Tags: collaboration education pearlsplp plpconsortium shifts

Posted by: willrich

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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE CONNECT

blog of proximal development » Blog Archive » The Embedded Practitioner

Cloud Computing