Learning 2.0 as an Educational Ideal Colin Lankshear James Cook University http://www.coatepec.net

Colin Lankshear

James Cook University

http://www.coatepec.net

Hands on collaborative learning space

Novices learn from scratch to assemble and program a basic robot see: http://au.youtube.com/watch?v=wxyf659naXo

Push and Pull: Worldview Cross 2006, from Brown and Hagel 2005 Just in time Just in case Self service Mandated Collaboration platform Training program Performance support Courses Discovery Curriculum Learning Training Pull Push

Push and Pull: Style, Approach Cross 2006, from Brown and Hagel 2005 Learnscape Program Small pieces loosely joined Monoliths, parts glued Innovate, edge Conform, core Flexible, dynamic Rigid, static Responds Anticipates Assumes demand unpredicable Assumes demand predictable Pull Push

Tammy (and Todd) go to Hollywood http://au.youtube.com/watch?v=7yRabarJWKs

Novices make movie with The Movies http://au.youtube.com/watch?v=Ny_Ek5DpXtI The Bar Room Brawl

Resourcing with a website

Collaborative resourcing with an “email posting” blog

Web archiving

Collaborative writing (docs.google.com & skype.com)

In person collaborative writing space

Concessions we enjoy in our “unteaching” No grades – strictly Pass/Fail No censorship/blocks/filters (except sometimes) No curriculum as such No timetable per se No reporting templates or “standards” No lockstep page following No remediation – ample in situ support Large multi-purpose space

No grades – strictly Pass/Fail

No censorship/blocks/filters (except sometimes)

No curriculum as such

No timetable per se

No reporting templates or “standards” No lockstep page following

No remediation – ample in situ support

Large multi-purpose space

Learn 2.0 principles and our “teaching” aims Aims at “deep” learning (Gee 2007) Aims at “systems” learning Ample “geek” project time Collegial cross-group support, talk, collaboration and elicitation Enactment of distributed intelligence and expertise Benefits of situatedness (e.g., lucidly functional language; Gee 2007)

Aims at “deep” learning (Gee 2007)

Aims at “systems” learning

Ample “geek” project time

Collegial cross-group support, talk, collaboration and elicitation

Enactment of distributed intelligence and expertise

Benefits of situatedness (e.g., lucidly functional language; Gee 2007)

Performance, Production, Practice “ Tasks” to be performed – multiple levels “ Tools” to be performed – technologies, theory and templates “ Knowledge” to be performed – past, present, future, distributed

“ Tasks” to be performed – multiple levels

“ Tools” to be performed – technologies, theory and templates

“ Knowledge” to be performed – past, present, future, distributed

The “twoness” of 2.0 Collaborative, distributed & participatory Peer-to-peer, interactive User-generated content & ratings/rankings; wisdom of crowds; expertise reconceived Performed rather than purchased Leverage is a key operating principle

Collaborative, distributed & participatory

Peer-to-peer, interactive

User-generated content & ratings/rankings; wisdom of crowds; expertise reconceived

Performed rather than purchased

Leverage is a key operating principle

Web 1.0 Web 2.0 Google Netscape Tagging (“folksonomy”) Directories (taxonomy) Wikis Content management systems Participation Publishing Weblogs Personal websites Wikipedia Britannica Online Flickr Ofoto

Web 1.0/Web 2.0: For example

Learn 2.0 as an ideal of effective learning. Coheres with a range of currently popular social values like inclusion, participation, collaboration, peer-to-peer sharing, etc. that have a strong presence in leisure and non formal settings Compatible with “deep learning” Coheres with a lot of “smart work” and principles of 'the new work order” It is in tune with current concepts and experiences of “time” and “place” Maximizes leverage and “value adding” (I.e., “ecological”) Coheres well with our “primary learning Discourse” (learning “organically”) Can potentially enhance education for all Emphasizes interests and affinities

Coheres with a range of currently popular social values like inclusion, participation, collaboration, peer-to-peer sharing, etc. that have a strong presence in leisure and non formal settings

Compatible with “deep learning”

Coheres with a lot of “smart work” and principles of 'the new work order”

It is in tune with current concepts and experiences of “time” and “place”

Maximizes leverage and “value adding” (I.e., “ecological”)

Coheres well with our “primary learning Discourse” (learning “organically”)

Can potentially enhance education for all

Emphasizes interests and affinities

Toward Learning 2.0 as an ideal of educative learning “ Education” as a term that disinguishes practices (e.g., vs “indoctrination”, “training”, “socialisation”, etc.). Related to some kind of ideal of human existence; a human ideal; a “metaphysic” (Snook 1973). Learning can be effective without necessarily being educative . “ Postmodern” multiplicity will require non-”totalising” ideal(s). But we may still think of education as marking out a “level” of life. Educative learning as a productive harmony among multiple facets of human being .

“ Education” as a term that disinguishes practices (e.g., vs “indoctrination”, “training”, “socialisation”, etc.).

Related to some kind of ideal of human existence; a human ideal; a “metaphysic” (Snook 1973).

Learning can be effective without necessarily being educative .

“ Postmodern” multiplicity will require non-”totalising” ideal(s). But we may still think of education as marking out a “level” of life.

Educative learning as a productive harmony among multiple facets of human being .