Chapter 1 - Arc-of-Life Learning
A New Culture of Learning by Douglas Thomas and John Seely Brown is short book that begins to describe the changing way we learn in the new and highly technological environment that is the 21st century and how to harness effective learning within it. This first chapter sets the stage by describing this environment. As of now we live in a world where information is ubiquitous and accessible anywhere and at all times. Furthermore, new technology allows us as a society to challenge the traditional ways we view learning and education. That is, we now have the tools to undermine the textbook and lecture status quo that governs most schools. A quote that resonated with me was, "This new type of learning is a cultural phenomenon that underlies a large number of people's experiences and affects them in a myriad of ways. It takes place without books, without teachers, and without classrooms, and it requires environments that are bounded yet provide complete freedom of action within those boundaries." It stuk with me because it is precisely what Brown and Thomas are referring to in their examples. Whether it be a mother and son diving into their weekly online gaming sessions, a middle aged man searching for answers on the internet about his medical condition, or collaborating on computer code for the mere pleasure of it, there is learning to be found and it's taking place everywhere. The most important concept that stands out to me about it that learning has essentially been placed in the seeker's hands. No need for books or instructors if you look in the right place. This reminds me of our 20% project in EDSS 530. We are given the opportunity to choose something we want to pursue or learn with little direction if any. Then, this is followed by doing self-directed research before following through of an individual learning experience unobstructed by teachers or assignments. It is almost completely autonomous and bares a resemblance to what this chapter is eluding to.
Chapter 2 - A Tale of Two Cultures
The next chapter of this book aims at solidifying the definition of this new culture of learning and pointing out some fundamental differences between traditional views of school and progressive ones. First and foremost, the authors emphasize an inverted sense of cultural development. Often we think of individuals being gradually changed by their surroundings and, by extension, the culture they're neveloped in. Here, though, it is the other way around. Culture is being created by waves of individuals who are creating their own learning. This quote explains the thinking: "It makes no sense to think of people adapting to what they're already doing. But it does make sense to see them as functioning within a broader culture and creating it, rather than merely responding to it." Of course I can again relate the 20% project to this, however, I am further remdinded of 2 other things. The first is Wagner's 7 survival skills and his call to action for a new aim of education that instills imagination, entrepreneurship, initiative, and more. This new culture of learning is in a way being created by these very same characteristics of learners. The second is the digital curriculum project and how my EDSS 530 class is cultivating teachers who are proponents and role players in this new environment.
Chapter 3 - Embracing Change
For this chapter, I have to steal the very same quote Brown and Thomas use from the Greek philosopher Heraclitus, "No man ever steps in the same river twice, for it's not the same river and he's not the same man." The metaphor of a river that is rapidly changing with each moment very strongly represents the information age we live in today. It's fair to say that since WWII, our form of education has been steady and relatively unchanging until the development and widespread use of the internet. Before it was books and the transfer of information from teacher to student. Now, knowledge can be accessed anywhere and in increasingly large amounts of it at a time. Especially in the U.S., nearly everyone has some type of access to a smart phone or laptop which instantly gives you a gateway to anything you want to know or find out. This issue is, schools have been slow to acknowledge this let alone utilize just how useful it can be. Hence, the title of this chapter. Embracing change for schools will be essential if they are to continue to be effective in a new culture of learning. I for one have had to embrace many chnges for EDSS 530. While I had thought myself to be rather technologically competent, I have learned many new things common to most youth today that I had ever imagined. I had no idea just what I was missing out on. Most notably, I discovered a Twitter presence. Before this class I had written off Twitter as just another time-wasting social media platform. Little did I know just how useful it was for me, not just as a teacher, but as a genuinely curious person. It has been paramount in my collaboration with colleagues as well as keeping me up to date with educational ideas from the leaders of the educational world.
A New Culture of Learning by Douglas Thomas and John Seely Brown is short book that begins to describe the changing way we learn in the new and highly technological environment that is the 21st century and how to harness effective learning within it. This first chapter sets the stage by describing this environment. As of now we live in a world where information is ubiquitous and accessible anywhere and at all times. Furthermore, new technology allows us as a society to challenge the traditional ways we view learning and education. That is, we now have the tools to undermine the textbook and lecture status quo that governs most schools. A quote that resonated with me was, "This new type of learning is a cultural phenomenon that underlies a large number of people's experiences and affects them in a myriad of ways. It takes place without books, without teachers, and without classrooms, and it requires environments that are bounded yet provide complete freedom of action within those boundaries." It stuk with me because it is precisely what Brown and Thomas are referring to in their examples. Whether it be a mother and son diving into their weekly online gaming sessions, a middle aged man searching for answers on the internet about his medical condition, or collaborating on computer code for the mere pleasure of it, there is learning to be found and it's taking place everywhere. The most important concept that stands out to me about it that learning has essentially been placed in the seeker's hands. No need for books or instructors if you look in the right place. This reminds me of our 20% project in EDSS 530. We are given the opportunity to choose something we want to pursue or learn with little direction if any. Then, this is followed by doing self-directed research before following through of an individual learning experience unobstructed by teachers or assignments. It is almost completely autonomous and bares a resemblance to what this chapter is eluding to.
Chapter 2 - A Tale of Two Cultures
The next chapter of this book aims at solidifying the definition of this new culture of learning and pointing out some fundamental differences between traditional views of school and progressive ones. First and foremost, the authors emphasize an inverted sense of cultural development. Often we think of individuals being gradually changed by their surroundings and, by extension, the culture they're neveloped in. Here, though, it is the other way around. Culture is being created by waves of individuals who are creating their own learning. This quote explains the thinking: "It makes no sense to think of people adapting to what they're already doing. But it does make sense to see them as functioning within a broader culture and creating it, rather than merely responding to it." Of course I can again relate the 20% project to this, however, I am further remdinded of 2 other things. The first is Wagner's 7 survival skills and his call to action for a new aim of education that instills imagination, entrepreneurship, initiative, and more. This new culture of learning is in a way being created by these very same characteristics of learners. The second is the digital curriculum project and how my EDSS 530 class is cultivating teachers who are proponents and role players in this new environment.
Chapter 3 - Embracing Change
For this chapter, I have to steal the very same quote Brown and Thomas use from the Greek philosopher Heraclitus, "No man ever steps in the same river twice, for it's not the same river and he's not the same man." The metaphor of a river that is rapidly changing with each moment very strongly represents the information age we live in today. It's fair to say that since WWII, our form of education has been steady and relatively unchanging until the development and widespread use of the internet. Before it was books and the transfer of information from teacher to student. Now, knowledge can be accessed anywhere and in increasingly large amounts of it at a time. Especially in the U.S., nearly everyone has some type of access to a smart phone or laptop which instantly gives you a gateway to anything you want to know or find out. This issue is, schools have been slow to acknowledge this let alone utilize just how useful it can be. Hence, the title of this chapter. Embracing change for schools will be essential if they are to continue to be effective in a new culture of learning. I for one have had to embrace many chnges for EDSS 530. While I had thought myself to be rather technologically competent, I have learned many new things common to most youth today that I had ever imagined. I had no idea just what I was missing out on. Most notably, I discovered a Twitter presence. Before this class I had written off Twitter as just another time-wasting social media platform. Little did I know just how useful it was for me, not just as a teacher, but as a genuinely curious person. It has been paramount in my collaboration with colleagues as well as keeping me up to date with educational ideas from the leaders of the educational world.