November 26, 2008
Well, I am just not sure that the Education system (or should I say TEACHERS) want to change with the latest technology innovations which arrived at their doorstep. In the past, I think Education did take a backseat to Business – getting the hand-me-downs of innovation and techniques, tactices and procedures (TTP). (2020 and beyond, Hans Daanen and Keri Facer, Futurelab, June 2007)
“If educators are to shape the future of education…” – well yeah, that is a touch question I think. From my many questions/answers on LinkedIN, the general sense is that Education (at least in the US) is driven by teachers who are resistant to quick change, and are not really interested, in general, with adopting new methods during their tenure. Of course this is referring to the Formal Learning environment — since I have seen and experienced first hand in CCK08 just how willing 2200+ people can be in adopting new methods and tools to collaborate, learn and express interest/opinions.
Thus I would have to conclude that for Education to be successful in the future, it may have to rely more on it’s informal arm and the marketplace will likely reward those institutions which adopt the most important new technologies and capabilities from Web 2.0 that the learners desire/demand. The marketplace is highly efficient in this respect (i.e. see huge growth of Phoenix Online) and I think that increasing financial pressures will come to bear on Formal Learning organizations who are unable/unwilling to adapt to their students’ needs.
October 19, 2008
This comment was posted this weekend, to the eLearning Guild’s NING site for Work Literacy – where people are participating in order to “try out” and “talk about” Web 2.0 tools. I think it is a great idea, and when I perused a question there tonight, I felt inclined to offer this opinion, as it appeared to me, as a relation between the CCK08 course and the eLearning Guild’s reason for hosting this 6 week online “training” event.
I am also a spectator here, as I am fully immersed in CCK08 online course (with 2200+ others) being driven by University of Manitoba and Stephen Downes — but in answer to Susan’s comment –
I work as an elearning/Innovation researcher for Dept of Defense / Joint Forces Command. I utilize a vast number of online sources to gather leads, white papers, conference proceedings and test results in an attempt to understand the current state of eLearning and at the same time venture educated guesses what the future direction needs to include.
Google Reader, Google Docs, Twitter and LinkedIN are all in my kitbag on a daily basis to achieve this goal – and from time to time, I blog on my personal space, and ask questions online to guage other opinions.
What I really need, is the Intelligent Agent which John Scully described in a video during the 1980’s – but still does not exist today – one that can report each morning to me, what it found overnight, in the areas of research I am interested – from a vast and deep collection of knowledge.
Until that time, I will be perusing my network, group and collective of resources – all in a somewhat random and complicated way – day by day.
October 10, 2008
I was so taken by this brief article in August, that I organized a panel discussion around this topic at an upcoming educational conference to be held in Virginia Beach, VA, 21-24 March 2009 titled “Stories, Games, and New Technologies for Digital Natives”. More details in a future post…
“Generation IM – Getting through to today’s teched-out children”
Source: Instructor Magazine
Jacob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they’re avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? “Mom and Dad, we can use the Wii Fit and race Mario Karts together!”
Most likely, you teach a classroom full of Jacobs. Peggy Sheehy knows what that’s like from firsthand experience. “Outside of school, our children are bombarded with digital input—and they have been
since the day they were born,” she says.
As an instructional technology facilitator at Suffern Middle School in New York, Sheehy knows how tech has fundamentally changed the world our students live in—and perhaps our students themselves.
“Compared to us, I believe their brains have developed differently,” says Sheehy. “If we teach them the way we were taught, we’re not serving them well.”
And that’s just what many teachers struggle with: How do we teach 21st-century skills to a generation of digital-media natives? What does it mean for our teaching methods and curricula—let alone how we relate to our students? And who are these kids, anyway?
October 9, 2008
I learned about the Matthew Principle this week, via some readings…and I am kinda concerned. Defined somewhat like “more will be given to those that already have.”
“For example, popular sites in Google that appear on the first page of search results, are apt to remain so because people seldom search much further than that first page, so there is a positive feedback loop whereby those at the top tend to stay there.”
(“Collectives, Networks and Groups in Social Software for E-Learning” by Dron/Anderson)
So how does this affect eLearning trends — I am concerned that current and future innovation might get stiffled by this effect – as can be seen by my informal survey performed on LINKEDIN recently, where I asked the question “Why is it so difficult to change the practice of Education?” -to which I received some interesting answers – but my summation was that existing condition have huge inertia which are terribly hard to change. Then I asked “How come more people don’t teach using stories?”, and a number of people answered because teachers might or might not see the value in changing from their historical (safe) methods.
Maybe the sun will continue to rise day by day, and new innovations will somehow displace yesterday’s hottest new thing, but I am simply a little skeptical – given the enormity of the Internet, and incredibly fragmented nature of technology across the globe (millions or billions of capable XML/PHP/AJAX programmers), making it ever so hard for a new innovation to garner a sizeable marketshare against not 10 but 10,000 open source, free alternatives! Has our favorite tool’s popularity now become an impediment fo our innovation to succeed, and become the future new-new thing? (Maybe this is MS Office’s problem?)
October 3, 2008
I would never have believed it, but there is a word for what Connectivism is (or could be said be) part of — Self-Directed learning….
Vocabulary of the week:
Heutagogy – Self directed learning!
Education has traditionally been seen as a pedagogic relationship between the teacher and the learner. It was always the teacher who decided what the learner needed to know, and indeed,how the knowledge and skills should be taught. In the past thirty years or so there has been quite a revolution in education through research into how people learn, and resulting from that, further work on how teaching could and should be provided. While andragogy (Knowles, 1970) provided many useful approaches for improving educational methodology, and indeed has been accepted almost universally, it still has connotations of a teacher-learner relationship. It may be argued that the rapid rate of change in society, and the so-called information explosion, suggest that we should now be looking at an educational approach where it is the learner himself who determines what and how learning should take place. Heutagogy, the study of self-determined learning, may be viewed as a natural progression from earlier educational methodologies – in particular from capability development – and may well provide the optimal approach to learning in the twenty-first century. (http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm )