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

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  • 1. Mind, Heart, and Hands: Lifelong Learning and Teaching in the Digital Age Jon Udell OCWC April 2009
  • 2. John Leek’s newest book
  • 3. John Leeke online, demonstrating his revolutionary technique for interior storm windows
  • 4. Themes of John’s work (and mine) Narration of work Online apprenticeship Text, audio, and video
  • 5. The once (and future?) model for education
  • 6. In the pre-industrial era, education and work were: Observable Connected In the post-industrial era, they are: Non-observable Disconnected
  • 7. Walter Lewin’s Physics 8.02 Now (some) teaching is observable and connected. Good!
  • 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. 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. Observable education: Practice Jim Groom Posted by: Jenny Tagged: American Studies 312
  • 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. Observable work: Joe Gregorio Practice Theory
  • 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. Observable work: Chris Gemignani Task: Recreate a New York Times infographic using Excel New York Times version Excel version
  • 15. Looking over the master’s shoulder (mistakes included!)
  • 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. 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. Why do software people work observably? (3) We practice, and value: Feedback Iterative refinement Testable outcomes
  • 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. Exception to the rule: Jean-Claude Bradley
  • 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. Exception to the rule: John Halamka
  • 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. 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. What network effects could spread if we encouraged students to: Become lifelong teachers and learners? Produce, as well as consume, courseware? Let’s discuss!

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