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Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
Cultivating the imagination for a world of constant change (By Douglas Thomas)
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Cultivating the imagination for a world of constant change (By Douglas Thomas)

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In A New Culture of Learning, we suggest that thriving in the 21st Century requires …

In A New Culture of Learning, we suggest that thriving in the 21st Century requires
more than just learning or even learning how to learn. These worked great for the 20thcentury but will not sustain us in this one. Instead we must focus on how to cultivate
imagination.

To us, imagination is more important than creativity - the current craze in education.
Imagination is critical for finding new ways to frame issues and for crafting new
conceptual lenses. Said most simply, in a world of constant change we must master the
art of the beginner's mind where imagination reigns supreme.

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  • 1. Cultivating the Imagination for a World of Constant Change Douglas Thomas USC, Annenberg School for Communication and Journalism
  • 2. A World of Constant Change <ul><li>Why do our classrooms in the 21st century look like they did in the 19th century? </li></ul><ul><li>Resisting, Managing, Adapting and Embracing Change </li></ul><ul><li>Change is endemic </li></ul>
  • 3. The Problem of Transfer <ul><li>Efficiency of knowledge transfer </li></ul><ul><li>Explicit vs. Tacit </li></ul><ul><li>Content vs. Context </li></ul><ul><li>The differences between teaching and learning </li></ul>
  • 4. Harry Potter and the New Culture of Learning <ul><li>4500 pages over 10 years </li></ul><ul><li>150,000 stories written on one fan site alone </li></ul><ul><li>> 1,500 stories are 100,000 words or longer </li></ul>
  • 5. Innovation and Creativity <ul><li>What are the differences? </li></ul><ul><li>Why do they matter? </li></ul><ul><li>From what to where and from where to how… </li></ul><ul><li>The power of “what if?” and world building </li></ul>
  • 6. Communities and Collectives <ul><li>Institution and agency </li></ul><ul><li>Community and the problem of scale </li></ul><ul><li>Learning in the collective </li></ul><ul><li>Robust peer-to-peer learning amplified by the power of the collective </li></ul>
  • 7. A New Culture of Learning <ul><li>Inquiry </li></ul><ul><li>Questions </li></ul><ul><li>Two cultures </li></ul><ul><li>Bounded learning environments </li></ul><ul><li>Questing disposition </li></ul>
  • 8. Learning Around the Game <ul><li>14 million players </li></ul><ul><li>Processing 15,000 pieces of information daily </li></ul><ul><li>Knowledge economies </li></ul><ul><li>360 degree peer evaluations </li></ul><ul><li>Organic learning structures </li></ul>
  • 9. Thanks! <ul><li>Special thanks to John Seely Brown and the Annenberg Innovation Lab </li></ul><ul><li>[email_address] </li></ul><ul><li>http://www.douglasthomas.com </li></ul>

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