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Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
Zen of Teaching
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Zen of Teaching

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A presentation on my project Myths of Teaching, Learning & Technology. See also http://zenofteaching.us

A presentation on my project Myths of Teaching, Learning & Technology. See also http://zenofteaching.us

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  • Antonio
    Thanks for the excellent #Change11 session (http://change.mooc.ca/week27.htm).
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  • Transcript

    • 1. MOOC Edition #change11Zen of Teaching<Myths of Teaching, Learning & Technology><Antonio Vantaggiato</>Universidad del Sagrado Corazónzenofteaching.us
    • 2. http://slidesha.re/zenofteachingusEverything is on-line!
    • 3. The limits of my languageare the limits of my world -L. Wittgenstein
    • 4. This video says it all.http://www.youtube.com/watch?v=WW_dBQPAeDY
    • 5. The computer is everywhereThe cellphone is everywhereThe Web is everywhere
    • 6. Welcome, WilliamHamlet (Facebook edition, XXI Century)http://www.angelfire.com/art2/antwerplettuce/hamlet.html
    • 7. From NMC’s Horizon Project 10-year Anniversary Retreat, Austin, January 2012
    • 8. "Computers wont begin to have a real impact on education until they are seen as the message rather than the medium. Computers ought not be a new means of producing a slide show.” -R. Schank
    • 9. Web 2.0 > Learning 2.0 The Web: Fundamental pedagogic environment (Suter 2005)
    • 10. Also, a living environment
    • 11. So, What is Wrong with Higher Ed?I mean, is there really something wrong?Or it’s just a media fad?
    • 12. As quoted by G. Campbell, EDUCAUSE ELI 2012, Austin, February 2012
    • 13. The Education Bubble?
    • 14. 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/
    • 15. 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.”
    • 16. Still... “Universities continue to serve as remarkable engines of innovation” -S. Johnson
    • 17. The Myths
    • 18. Myth ZeroLearningHappens in theClassroom.Because wedeliverinstruction
    • 19. 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
    • 20. ...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
    • 21. Myth Zero.1...ErgoMethod is keyThe Correct Method ... Learningcombined with RightContent and Right happens!!!!!Teacher and...
    • 22. Myth Zero.2... Without studying (or action)And no responsibility!! [Upon the student]The Student: Namely, she who studies!!!
    • 23. 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.
    • 24. More StudyStudy, the word less used ineducation.
    • 25. “To Study”The Road Less TraveledZero: Number ofoccurrences of verb “tostudy” within Siemens’book Knowing Knowledge.
    • 26. Is connectivism a learningtheory?Who cares. -G. Siemens
    • 27. Myth Zero.3 At end of Lecture, learning can beConsequently... assessed, by means of... Standardized Testing!!!
    • 28. PISA{Not this one}
    • 29. 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/
    • 30. MythContent
    • 31. 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.
    • 32. Lets shutter our "learningmanagement systems" and build"understandingaugmentation networks"instead, moving away fromeducational assembly linestoward intellectual ecosystems ofinterest and curiosity.--Gardner Campbell
    • 33. MythThe Shallows
    • 34. “ The enormousmultiplication of books inevery branch of “ The multitude of books is a greatknowledge is one of the evil. There is nogreatest evils of this age; measure of limit tosince it presents one of this fever forthe most serious obstacles writing.to the acquisition of --Martin Luthercorrect 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
    • 35. MythDeath of The Book
    • 36. 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.
    • 37. 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
    • 38. Change of Focus (Shirky) Save books! Save Society! Save newspapers! (Do whatever works) (Preserve current institutions)
    • 39. Death of...
    • 40. Back-door Entrance (1)
    • 41. Back-door Entrance (2)
    • 42. InterviewOpennessB. Schwartz Communication Institute, Baruch College, CUNY, June 2011
    • 43. Wikipedia Didn’t Kill Britannica.Windows Did http://www.wired.com/epicenter/2012/03/wikipedia-didnt-kill-brittanica-windows-did/
    • 44. MythCurricula / Infrastructure
    • 45. 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
    • 46. 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
    • 47. MythTeachers: Can We Be Replaced By Machines?
    • 48. InterviewYour Job As A TeacherWesch & Campbell, EDUCAUSE ELI 2012
    • 49. MythTechnology
    • 50. Integrating Technology intothe Curriculum
    • 51. Technologies!LanguagePaper, pencil,blackboard, BOOKHumanity is ourfirst technology.We are tools.--K. Kelly
    • 52. Technology enables modalities such as constructivism, etc. (Norman & Spohrer 1996) + Significant transformation of the teaching-learning process (Hannafin 2003)
    • 53. Questions Not WorthAsking Is online learning more or less effective than learning in a classroom?Who cares. That question is irrelevant. Societyanswered the need to use technology through itsbroad adoption of the web/internet/online medium.--G. Siemens
    • 54. TechnologyWe shape tools We shape ourTools shape us buildings; thereafterTools change usWe change tools they shape us.Repeat. --Winston Churchill
    • 55. MythDon’t Need Internet / Twitter / Whatever...ORTurn Those Devices Off!
    • 56. Jim Groom: Mother Trucking Zombies, Bavatuesdays 7 Nov. 2008; http://bavatuesdays.com/mother-trucking-zombies/
    • 57. The Twitter-ed revolution
    • 58. La revolución del clic
    • 59. MythScience vs Humanities / STEM vs STEAMLiberal Arts
    • 60. Liberal Arts (1) Liberal Arts include Liberal, not as in Not Mathematics, Science, Conservative Music, Art. Liberal, as in Freeing Don’t include Edu; (the Mind) Business; Engineering.
    • 61. Liberal Arts (2) Free Thinking Technical / Specialized Burgeois value? Down-to-Earth edu Ample culture to do For jobs exactly what?
    • 62. MythsStyles of LearningCopyrightMobile Learningetc.
    • 63. Now What?
    • 64. Now What?Innovations
    • 65. MOOC“What we found was that in a MOOC, instead ofthe classroom being the center, it becomes justone node of the network of social interactions."--G. Siemens
    • 66. Learning :: (create) Connections(navigate) Connections
    • 67. Surface :: Depth BariccoThe Barbarians
    • 68. Ideas As Connections
    • 69. InterviewWe have always underestimated the value ofaccess to each other. -Clay Shirky
    • 70. Papert, Minsky & Kay (2005): • The key educational task is to make connections between powerful ideas and passionate interests. • Teach to think deeply • Teach to think rigorously
    • 71. “Hell is a place where nothing connects to nothing” -T.S. Elliot (via M. Núñez)
    • 72. LearningSense Making
    • 73. Khan Academy Udacity P2PU
    • 74. Stanford MOOCs 15.0% 11.3% 7.5% AI campus 3.8% AI Retention rate 200 30 15.0% Machine LearningAIcampus 0%AI 160000 23000 14.4% DBMachine 104000 13000 12.5%LearningDB 92000 7000 7.6%
    • 75. "Were going to havedetailed records onthousands of students whohave learned these skills,many of whom will want tomake those skills availableto employers," said Mr.Evans, the Virginiaprofessor. "So if a recruiteris looking for the hundredbest people in somegeographic area that knowabout machine learning,thats something we couldprovide, for a fee. I think itsthe cusp of a revolution."
    • 76. http://ds106.usDigital Storytelling (Jim Groom et al., 2011)
    • 77. What role do blogs, [_____] play in the classroom or online learning? Any role you want. -G. Siemens
    • 78. Learning...Learners should experience chaos& confusionAutonomy is keyLearners in Control of theirlearningOpenness
    • 79. Roughly: “Who, while going through the twilight or tracing a date fromthe past, has not felt sometimes being lost in an infinite something?”
    • 80. Not bad... just <99> slides!antonio vantaggiato @avunquee-mail me > avantaggiato@sagrado.eduvisit Skate of the Web > blogs.netedu.info zenofteaching.us

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