Enseñar, conectar y aprender en red: Superando los mitos de la enseñanza
<Enseñar, conectar yaprender en red:Superando los mitos de la enseñanza</><Antonio Vantaggiato</>Universidad del Sagrado Corazónzenofteaching.us
Enseñar, conectar yaprender en red:Cómo superar los mitos de la enseñanza.Implicaciones de la teoría conectivista en la prácticadocente / importancia de las redes y la creación deconexiones en el proceso de aprendizaje."Mitos" que aún impiden el cambio a estas nuevasprácticas. Para cambiar la manera en que "dictamos" y"enseñamos" nuestros cursos y para que podamos lograrun efectivo diálogo pedagógico, deberíamos superar esosmitos y entender el papel revolucionario que puede tenerla tecnología al abrir nuestros cursos al mundo.
“By removing the central control points, the Web enabled a self-organizing, self-stimulating growth of contents and links on a scale the world has literally never before experienced.” --David WeinbergerNo control>>>Power to the People<<<
Peter Thiel - unCollege “If Harvard were really the best education, if it makes that much of a difference, why not franchise it so more people can attend? Why not create 100 Harvard afﬁliates?” ... “It’s something about the scarcity and the status. In education your value depends on other people failing.” Peter Thiel: We’re in a Bubble and It’s Not the Internet. It’s Higher Education. Sarah Lacy, TechCrunch, April 10, 2011: http://techcrunch.com/2011/04/10/peter-thiel-were-in-a-bubble-and-its-not-the-internet-its-higher-education/
Quality? Arum & Roska: 45% of students showed “no signiﬁcant improvement” over one year of study (freshmen in fall 2005 through spring 2007). 36% showed no improvement after the whole 4 years of college “education”. “American higher education is characterized by limited or no learning for a large proportion of students.”“Your So-Called Education”, The New York Times May 14, 2011; http://www.nytimes.com/2011/05/15/opinion/15arum.html?_r=3“Large numbers of the students were making their way through college with minimal exposure to rigorouscoursework, only a modest investment of effort and little or no meaningful improvement in skills like writingand reasoning. In a typical semester, for instance, 32 percent of the students did not take a single course withmore than 40 pages of reading per week, and 50 percent did not take any course requiring more than 20pages of writing over the semester. The average student spent only about 12 to 13 hours per week studying— about half the time a full-time college student in 1960 spent studying.”
Still... “Universities continue to serve as remarkable engines of innovation” -S. Johnson
Myth ZeroLearningHappens in theClassroomBecause wedeliverinstruction
Lecture Etymology 14th century: action of reading, that which is read, from the Latin lectus, pp. of legere "to read." oral discourse on a given subject before an audience for purposes of instruction is from the 16th century. Verb "to lecture" ~ 1590. c. 1350
...Students “sit” through a semesterworth of lectures, while “distance”students “watch” online. Live vs. Distance Learning: Measuring the Differences From The New York Times, November 5, 2010 / http://www.nytimes.com/2010/11/05/us/05collegeside.html?_r=1
Myth Zero.1...ErgoMethod is keyUse the Correct ... LearningMethod combined withRight Content and happens!!!!!Right Teacher and...
Myth Zero.2... Without studying (or action)And no responsibility!! [Upon the student]The Student: Namely, she who studies!!!
Studying There is so little “studying” going on in Colleges that “there is no compelling understanding among students of why they are there. [...] They may spend Monday in ‘19th Century Women’s Literature’, Tuesday in “Animal Behavior’, and Wednesday in ‘Eastern Philosophy’...” What is a college education really worth?, The Washington Post, June 3, 2011.
More StudyStudy, the word least used ineducation.
“To Study”The Road Less TraveledZero: Number ofoccurrences of verb “tostudy” within Siemens’book Knowing Knowledge.
Myth Zero.3 ...at end of Lecture, learning can beConsequently... assessed by means of... Standardized Testing!!!
PISA, Finland No standardized testing Accountability is something that is Equity left when No word for responsibility has Accountability in been subtracted. Finnish --Pasi Sahlberg, director of Finnish Ministry of Educations Center for International Mobility What Americans Keep Ignoring About Finlands School Success Anu Partanen - The Atlantic, 29 December 2011http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/
Content & LMS“Blackboard is itself an embodiment of the university culture thatNeary and Winn rightly ﬁnd so troubling: students cycle through asystem that structurally, aesthetically andrhetorically reinforces the notions thateducation is consumption, the facultymember is a content provider, the classroomis hierarchical, and learning is closed”Luke Waltzer, On EdTech and the Digital Humanities; http://lukewaltzer.com/on-edtech-and-the-digital-humanitiesNeary, Mike and Winn, Joss (2009) The student as producer: reinventing the student experience in highereducation. In: The future of higher education: policy, pedagogy and the student experience. Continuum, London,pp. 192-210.
Lets shutter our "learningmanagement systems" and build"understandingaugmentation networks"instead, moving away fromeducational assembly linestoward intellectual ecosystems ofinterest and curiosity.--Gardner Campbell
Death of theBook Ceci tuera cela (via Eco & McLuhan)Hugos Hunchback of Notre Dame, Frollo,comparing a book with his old cathedral,says: "Ceci tuera cela" (The book will killthe cathedral, the alphabet will killimages).McLuhan, comparing a Manhattandiscotheque to the Gutenberg Galaxy, said"Ceci tuera cela."Nunberg, G. (1997) The Future of the Book. Berkeley; University ofCalifornia Press. Eco’s afterword is available online at http://www.themodernword.com/eco/eco_future_of_book.html.
“ The enormous multiplication of books in every branch of knowledge is one of the greatest evils of this age; “ The multitude of books is a great evil. There is no since it presents one of measure of limit to the most serious this fever for obstacles to the writing. acquisition of correct --Martin Luther information. --Edgar Allan Poe As quoted by Clay Shirky in his rebuttal article Does the Internet Make You Smarter?; The Wall Street Jornal, June 4, 2010; http:// online.wsj.com/article/SB10001424052748704025304575284973472694334.html
Death of an Industry? “It makes increasingly less sense even to talk about a publishing industry, because the core problem publishing solves - the incredible difﬁculty, complexity, and expense of making something available to the public - has stopped being a problem.” --Clay Shirky Clay Shirky’s Blog, 13 March 2009: Newspapers and Thinking the Unthinkable; http://www.shirky.com/weblog/ 2009/03/newspapers-and-thinking-the-unthinkable
Departments Departmentalization of knowledge and its effects Mark C. Taylor, a religion scholar at Columbia University, has a vision of a University where “zones of inquiry can be organized around a broad range of topics: Mind, Body. Law, Information, Networks, Language, … and Water.” Can you imagine a Water program? It could “bring together people in the humanities, arts, sciences... with professional schools like Medicine, law...” “End the University as We Know It”; The New York Times of 27 April 2009, Mark C. Taylor
Dave Winer proposes “We should aim to recreate the environment that made the Internet itself spring into existence, in academic institutions.” --Dave WinerScripting News, 31 May 2011; http://scripting.com/stories/2011/05/31/isThereAnEducationBubble.html