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| wipaed:10_thesen [2008/04/09 11:52] – hartmut | wipaed:10_thesen [2008/04/09 12:23] – hartmut |
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| Book: How Breakthroughs Happen. In explaining the misconception of the lone inventor, it shows how innovation results from the application of knowledge from one field to another. Now, imagine all of us as creators, bringing our own particular experiences and insight to increasingly diverse and specific areas of knowledge. The combination of 1) an increased ability to work on specialized topics by gathering teams from around the globe, and 2) the diversity of those collaborators, should bring with it an incredible amount of innovation. | Book: How Breakthroughs Happen. In explaining the misconception of the lone inventor, it shows how innovation results from the application of knowledge from one field to another. Now, imagine all of us as creators, bringing our own particular experiences and insight to increasingly diverse and specific areas of knowledge. The combination of 1) an increased ability to work on specialized topics by gathering teams from around the globe, and 2) the diversity of those collaborators, should bring with it an incredible amount of innovation. |
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| Trend #7: The World Gets Even Flatter and Faster. Yes, and even if that "flat" world is "spiky" or "wrinkled," it's still getting pretty darn flat. That anyone, anywhere in the world, can study using over the material from over 1800 open courses at MIT is astounding, and it's only the start. | |
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| Trend #8: Social Learning Moves Toward Center Stage. This is really JSB territory, and best addressed by him (see www.johnseelybrown.com), but I'll recommend him to you while still mentioning that the distinction between the "lecture" room and the "hallway" is diminishing--since it's in the hallway discussions after the lecture where JSB mentions that learning actually takes place. Just witness the amazing early uses of social media for educational technology conferences (see www.conference20.com). In the aforementioned Educause article, JSB discusses a study that showed that one of the strongest determinants of success in higher education is the ability to form or participate in study groups. In the video of his lecture he makes the point that study groups using electronic methods have almost the exact same results as physical study groups. The conclusion is somewhat stunning--electronic collaborative study technologies = success? Maybe not that simple, but the real-life conclusions here may dramatically alter how we view the structure of our educational institutions. JSB says that we move from thinking of knowledge as a "substance" that we transfer from student to teacher, to a social view of learning. Not "I think, therefore I am," but "We participate, therefore we are." From "access to information" to "access to people" (I find this stunning). From "learning about" to "learning to be." His discussions of the "apprenticeship" model of learning and how it's naturally being manifested on the front lines of the Internet (Open Source Software) are not to be missed. | ===== Trend #7: The World Gets Even Flatter and Faster ===== |
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| | Even if that "flat" world is "spiky" or "wrinkled," it's still getting pretty darn flat. That anyone, anywhere in the world, can study using over the material from over 1800 open courses at MIT is astounding, and it's only the start. |
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| | ===== Trend #8: Social Learning Moves Toward Center Stage ===== |
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| | (see www.johnseelybrown.com), but I'll recommend him to you while still mentioning that the distinction between the "lecture" room and the "hallway" is diminishing--since it's in the hallway discussions after the lecture where JSB mentions that learning actually takes place. JSB discusses a study that showed that one of the strongest determinants of success in higher education is the ability to form or participate in study groups. He makes the point that study groups using electronic methods have almost the exact same results as physical study groups. The conclusion is somewhat stunning--electronic collaborative study technologies = success? Maybe not that simple, but the real-life conclusions here may dramatically alter how we view the structure of our educational institutions. JSB says that we move from thinking of knowledge as a "substance" that we transfer from student to teacher, to a social view of learning. Not "I think, therefore I am," but "We participate, therefore we are." From "access to information" to "access to people". From "learning about" to "learning to be." His discussions of the "apprenticeship" model of learning and how it's naturally being manifested on the front lines of the Internet (Open Source Software) are not to be missed. |
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| It's the model of students as contributors that really grabs me, and leads to the next trend. | It's the model of students as contributors that really grabs me, and leads to the next trend. |
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| Trend #9: The Long Tail. When Amazon.com sells more items that aren't carried in retail stores than are, it's pretty apparent that an era of specialized production is made possible by the Internet. Chris Anderson's Wired Magazine article, and then his book, should capture the attention of the educational world as the technologies of the Web make "differentiated instruction" a reality that both parents and students will demand. I can go online and watch heart-surgery take place live. I can find a tutor in almost any subject who can work with me via video-conference and shared desktop. If a student cares about something--if they have a passion for something--they can learn about it and they can actually produce work in the field and become a contributing part of that community. | |
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| Trend #10: Social Networking Really (Opens Up the Party. Web 2.0 was amazing when blogs and wikis led the way to user-created content, but as the statistics I've quoted above show, the party really began when sites that combined several Web 2.0 tools together created the phenomenon of "social networking." (Lets face it, blogging is just not that easy to start doing... and wikis can intimidate even the bravest of souls.) If MySpace were a country, it would be the third most populous in the world. I think what Ning is doing by allowing users to create their own social networks is amazing--and apart from the keynote session I attended at IL-TCE, every other session presenter I heard mentioned Ning in some way. The potential for education is astounding. (Full disclosure: I consult for Ning by representing Ning to educators and educators to Ning.) | ===== Trend #9: The Long Tail ===== |
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| OK, so if you're still with me, before I discuss the seven things that educators can do, I want to do a little ode to JSB that shows the shifts and where I think we're going in a larger context. I also want to suggest that their implications for education and learning are paradigm-shattering, as they in fact are all really about education and learning. | When Amazon.com sells more items that aren't carried in retail stores than are, it's pretty apparent that an era of specialized production is made possible by the Internet. Chris Anderson's book should capture the attention of the educational world as the technologies of the Web make "differentiated instruction" a reality that both parents and students will demand. I can go online and watch heart-surgery take place live. I can find a tutor in almost any subject who can work with me via video-conference and shared desktop. If a student cares about something--if they have a passion for something--they can learn about it and they can actually produce work in the field and become a contributing part of that community. |
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| | ===== Trend #10: Social Networking opens up the party ===== |
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| | Web 2.0 was amazing when blogs and wikis led the way to user-created content, but the party really began when sites that combined several Web 2.0 tools together created the phenomenon of "social networking." If MySpace were a country, it would be the third most populous in the world. What Ning is doing by allowing users to create their own social networks is amazing. The potential for education is astounding. |
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| | The shifts and where we're going in a larger context. The implications for education and learning are paradigm-shattering, as they in fact are all really about education and learning. |
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| * From consuming to producing | * From consuming to producing |
| * From supply-push to demand-pull | * From supply-push to demand-pull |
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| I wonder if you will agree with me, now, that Web 2.0 is the future of education. If not, I sure hope you'll sound off! In the meantime, here are some things I think educators can do if there is truth to what I have suggested. | |
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| * Learn About Web 2.0. It's not going to go away, and it is pretty amazing. I know it may seem overwhelming, but it's worth taking the time to jump in somewhere and start the process. Classroom 2.0 (www.Classroom20.com) is not a bad place to start, since it's a social network for educators who are interested in learning about Web 2.0, as it turns out... :) Those of you with suggestions of other resources, please post comments linking to them. I do like social networking as an easy way to enter the world of Web 2.0, and a good list of educational social networks can be found at http://socialnetworksined.wikispaces.com. | Some things educators can do if there is truth to the above: |
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| | * Learn About Web 2.0. It's not going to go away, and it is pretty amazing. It may seem overwhelming, but it's worth taking the time to jump in somewhere and start the process. Classroom 2.0 (www.Classroom20.com) is not a bad place to start, since it's a social network for educators who are interested in learning about Web 2.0, as it turns out... :) I do like social networking as an easy way to enter the world of Web 2.0, and a good list of educational social networks can be found at http://socialnetworksined.wikispaces.com. |
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| * Lurk. There is nothing wrong with "lurking," and a lot to recommend it. If you go to Classroom 2.0 or some other site, that doesn't mean you have to become a contributor right away. If you've spent years evaluating students on their writing, it can be a little scary to put up something you have written for the whole world to see--especially if you don't have hours and hours to refine it. So wait and watch a little. | * Lurk. There is nothing wrong with "lurking," and a lot to recommend it. If you go to Classroom 2.0 or some other site, that doesn't mean you have to become a contributor right away. If you've spent years evaluating students on their writing, it can be a little scary to put up something you have written for the whole world to see--especially if you don't have hours and hours to refine it. So wait and watch a little. |
| * Digest This Thought: The Answer to Information Overload Is to Produce More Information. | * Digest This Thought: The Answer to Information Overload Is to Produce More Information. |
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| * Teach Content Production. When you have understood the previous suggestion, you'll realize the importance of starting to teach content production to your students (and your friends, family, and anyone who will listen!). This is important on many levels, not the least of which is teaching how to make decisions about sharing what you produce (copyright issues, and be sure to learn about Creative Commons licensing)--so that your students can appreciate the importance of respecting the licensing rights of others. | * Teach Content Production. When you have understood the previous suggestion, you'll realize the importance of starting to teach content production to your students. This is important on many levels, not the least of which is teaching how to make decisions about sharing what you produce (copyright issues, and be sure to learn about Creative Commons licensing)--so that your students can appreciate the importance of respecting the licensing rights of others. |
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| * Make Education a Public Discussion. I had a friend who use to tell me that when he said he was a teacher, all dinner conversation would stop. Maybe the general public hasn't spent much time discussing or debating education and learning lately, but it's about time for that to change. | * Make Education a Public Discussion. Maybe the general public hasn't spent much time discussing or debating education and learning lately, but it's about time for that to change. |
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| * Help Build the New Playbook. You may think that you don't have anything to teach the generation of students who seem so tech-savvy, but they really, really need you. For centuries we have had to teach students how to seek out information – now we have to teach them how to sort from an overabundance of information. We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content. They may be "digital natives," but their knowledge is surface level, and they desperately need training in real thinking skills. More than any other generation, they live lives that are largely separated from the adults around them, talking and texting on cell phones, and connecting online. We may be afraid to enter that world, but enter it we must, for they often swim in uncharted waters without the benefit of adult guidance. To do so we may need to change our conceptions of teaching, and better now than later. | * Help Build the New Playbook. You may think that you don't have anything to teach the generation of students who seem so tech-savvy, but they really, really need you. For centuries we have had to teach students how to seek out information – now we have to teach them how to sort from an overabundance of information. We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content. They may be "digital natives," but their knowledge is surface level, and they desperately need training in real thinking skills. More than any other generation, they live lives that are largely separated from the adults around them, talking and texting on cell phones, and connecting online. We may be afraid to enter that world, but enter it we must, for they often swim in uncharted waters without the benefit of adult guidance. To do so we may need to change our conceptions of teaching, and better now than later. |
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