Mind, Heart, and Hands:
Lifelong Learning and Teaching
             in the
          Digital Age


          Jon Udell
   ...
John Leek’s newest book
John Leeke online, demonstrating his revolutionary
       technique for interior storm windows
Themes of John’s work (and mine)


   Narration of work

      Online apprenticeship

         Text, audio, and video
The once (and future?) model for education
In the pre-industrial era, education and work were:

                Observable

                  Connected


       In t...
Walter Lewin’s Physics 8.02




Now (some) teaching is observable and connected.

                     Good!
But what about learning?



What is it like to be:

   A physics student?

   A nursing student?

   A mechanical engineer...
Observable education: Theory


“What if course
portals, typically little more
than gateways to course
activities and
mater...
Observable education: Practice




                                                            Jim Groom




Posted by: Je...
And what about work?



   What is it like to be:

      A physicist?

      A nurse?

      A mechanical engineer?



  H...
Observable work: Joe Gregorio




         Practice
Theory
Observable work: Jon Galloway


Troubleshooting an Intermittent .NET High CPU problem




                                ...
Observable work: Chris Gemignani

Task: Recreate a New York Times infographic using Excel


New York Times version        ...
Looking over the master’s shoulder




       (mistakes included!)
Why do software people work observably? (1)

     We created, and are comfortable with,
     the technologies of observabl...
Why do software people work observably? (2)


 Our work processes, and products, are fully digital:

              Design ...
Why do software people work observably? (3)


         We practice, and value:

             Feedback

             Iterat...
Why don’t (most) academics work observably?


  Work processes and products only recently
   network-observable

  Medieva...
Exception to the rule: Jean-Claude Bradley
Why don’t (most) professionals work observably?


    Work processes and products only recently
     network-observable

 ...
Exception to the rule: John Halamka
John Leeke is a lifelong teacher and learner


He is also a courseware provider:


      “My father was a commercial artis...
John Leeke’s courseware produces network effects:

        “People everywhere care about this stuff, because
        there...
What network effects could spread
 if we encouraged students to:


    Become lifelong teachers and learners?


   Produce...
Upcoming SlideShare
Loading in …5
×

Mind, heart, and hands: Lifelong learning and teaching in the digital age

4,605 views

Published on

Published in: Education, Technology
0 Comments
4 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
4,605
On SlideShare
0
From Embeds
0
Number of Embeds
273
Actions
Shares
0
Downloads
31
Comments
0
Likes
4
Embeds 0
No embeds

No notes for slide

Mind, heart, and hands: Lifelong learning and teaching in the digital age

  1. 1. Mind, Heart, and Hands: Lifelong Learning and Teaching in the Digital Age Jon Udell OCWC April 2009
  2. 2. John Leek’s newest book
  3. 3. John Leeke online, demonstrating his revolutionary technique for interior storm windows
  4. 4. Themes of John’s work (and mine) Narration of work Online apprenticeship Text, audio, and video
  5. 5. The once (and future?) model for education
  6. 6. In the pre-industrial era, education and work were: Observable Connected In the post-industrial era, they are: Non-observable Disconnected
  7. 7. Walter Lewin’s Physics 8.02 Now (some) teaching is observable and connected. Good!
  8. 8. But what about learning? What is it like to be: A physics student? A nursing student? A mechanical engineering student? How do we observe learners? How do we connect with learners?
  9. 9. Observable education: Theory “What if course portals, typically little more than gateways to course activities and materials, became instead course catalysts: open, dynamic representations of ‘engagement streams’ that Gardner Campbell demonstrate and encourage deep learning?”
  10. 10. Observable education: Practice Jim Groom Posted by: Jenny Tagged: American Studies 312
  11. 11. And what about work? What is it like to be: A physicist? A nurse? A mechanical engineer? How do we observe workers? How do we connect with workers?
  12. 12. Observable work: Joe Gregorio Practice Theory
  13. 13. Observable work: Jon Galloway Troubleshooting an Intermittent .NET High CPU problem “Hopefully it’s helpful to you, but I know that there are folks out there with some real skill at diagnosing application performance issues, and there are better debugging tools available, too. How would you go about diagnosing something like this?”
  14. 14. Observable work: Chris Gemignani Task: Recreate a New York Times infographic using Excel New York Times version Excel version
  15. 15. Looking over the master’s shoulder (mistakes included!)
  16. 16. Why do software people work observably? (1) We created, and are comfortable with, the technologies of observable work: Web publishing Blogging Microblogging Podcasting Digital video Tagging Syndication
  17. 17. Why do software people work observably? (2) Our work processes, and products, are fully digital: Design discussion Source code Documentation Tests The actual software itself
  18. 18. Why do software people work observably? (3) We practice, and value: Feedback Iterative refinement Testable outcomes
  19. 19. Why don’t (most) academics work observably? Work processes and products only recently network-observable Medieval publishing, peer review, reward systems “I wouldn't want to publish a half-baked idea”
  20. 20. Exception to the rule: Jean-Claude Bradley
  21. 21. Why don’t (most) professionals work observably? Work processes and products only recently network-observable No culture of publication, narration “I’m too busy to blog”
  22. 22. Exception to the rule: John Halamka
  23. 23. John Leeke is a lifelong teacher and learner He is also a courseware provider: “My father was a commercial artist, then a furniture-maker and builder at the craftsman/artisan level. He left behind detailed files of every project he ever worked on.” “The video camera and the computer and the Internet are just tools, no different from my table saw and push stick, or my old wooden hand plane.” “Instead of watching television, I make television.”
  24. 24. John Leeke’s courseware produces network effects: “People everywhere care about this stuff, because there are wooden buildings all around the world. On six of the seven continents there are people using these videos streaming from my office in Portland, Maine.” Gardner Campbell: “Network effects: Another name for civilization”
  25. 25. What network effects could spread if we encouraged students to: Become lifelong teachers and learners? Produce, as well as consume, courseware? Let’s discuss!

×