schools - Will richardson on Diigo

Clueless in America - New York Times

An American kid drops out of high school every 26 seconds. That’s more than a million every year, a sign of big trouble for these largely clueless youngsters in an era in which a college education is crucial to maintaining a middle-class quality of life — and for the country as a whole in a world that is becoming more hotly competitive every day.

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

Tags: education, pearlsplp, learning, schools on 2008-04-10 -All Annotations (0) -About

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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.
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- 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 on 2008-04-10
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.
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- How do we prepare our students for this passion-based learning environment?
  posted by willrich on 2008-04-10
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

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‘With a Few More Brains ...’

Nicholas Kristoff in the NY Times in an op-ed that makes some important points about the dumbing down of America and also the importance of education. Thinking about how these technologies help or hurt in this vein.

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Then there’s this embarrassing fact about the United States in the 21st century: Americans are as likely to believe in flying saucers as in evolution. Depending on how the questions are asked, roughly 30 to 40 percent of Americans believe in each.
Her broader point is that we as a nation will have difficulty making crucial decisions if we don’t have an intellectual climate that fosters an informed and reasoned debate. How can we decide on embryonic stem cells if we don’t understand biology? How can we judge whether to invade Iraq if we don’t know a Sunni from a Shiite?
Our competitiveness as a nation in coming decades will be determined not only by our financial accounts but also by our intellectual accounts. In that respect, we’re at a disadvantage, particularly vis-à-vis East Asia with its focus on education.
The dumbing-down of discourse has been particularly striking since the 1970s. Think of the devolution of the emblematic conservative voice from William Buckley to Bill O’Reilly. It’s enough to make one doubt Darwin.
There’s no simple solution, but the complex and incomplete solution is a greater emphasis on education at every level. And maybe, just maybe, this cycle has run its course, for the last seven years perhaps have discredited the anti-intellectualism movement. President Bush, after all, is the movement’s epitome — and its fruit.