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Zen of Teaching

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

1 of 99
MOOC Edition #change11




Zen of Teaching
<Myths of Teaching, Learning & Technology>
<Antonio Vantaggiato</>
Universidad del Sagrado Corazón


zenofteaching.us
http://slidesha.re/zenofteachingus
Everything is on-line!
The limits of my language
are the limits of my world
            -L. Wittgenstein
This video says it all.
http://www.youtube.com/watch?v=WW_dBQPAeDY
Zen of Teaching
The computer is everywhere
The cellphone is everywhere
The Web is everywhere

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Zen of Teaching

  • 1. MOOC Edition #change11 Zen of Teaching <Myths of Teaching, Learning & Technology> <Antonio Vantaggiato</> Universidad del Sagrado Corazón zenofteaching.us
  • 3. The limits of my language are the limits of my world -L. Wittgenstein
  • 4. This video says it all. http://www.youtube.com/watch?v=WW_dBQPAeDY
  • 6. The computer is everywhere The cellphone is everywhere The Web is everywhere
  • 7. Welcome, William Hamlet (Facebook edition, XXI Century) http://www.angelfire.com/art2/antwerplettuce/hamlet.html
  • 8. From NMC’s Horizon Project 10-year Anniversary Retreat, Austin, January 2012
  • 9. "Computers won't 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
  • 10. Web 2.0 > Learning 2.0 The Web: Fundamental pedagogic environment (Suter 2005)
  • 11. Also, a living environment
  • 12. So, What is Wrong with Higher Ed? I mean, is there really something wrong? Or it’s just a media fad?
  • 13. As quoted by G. Campbell, EDUCAUSE ELI 2012, Austin, February 2012
  • 15. 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/
  • 16. 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 rigorous coursework, only a modest investment of effort and little or no meaningful improvement in skills like writing and reasoning. In a typical semester, for instance, 32 percent of the students did not take a single course with more than 40 pages of reading per week, and 50 percent did not take any course requiring more than 20 pages 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.”
  • 17. Still... “Universities continue to serve as remarkable engines of innovation” -S. Johnson
  • 19. Myth Zero Learning Happens in the Classroom. Because we deliver instruction
  • 20. 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
  • 22. ...Students “sit” through a semester worth 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
  • 25. Myth Zero.1 ...Ergo Method is key The Correct Method ... Learning combined with Right Content and Right happens!!!!! Teacher and...
  • 26. Myth Zero.2 ... Without studying (or action) And no responsibility!! [Upon the student] The Student: Namely, she who studies!!!
  • 27. 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.
  • 28. More Study Study, the word less used in education.
  • 29. “To Study” The Road Less Traveled Zero: Number of occurrences of verb “to study” within Siemens’ book Knowing Knowledge.
  • 30. Is connectivism a learning theory? Who cares. -G. Siemens
  • 31. Myth Zero.3 At end of Lecture, learning can be Consequently... assessed, by means of... Standardized Testing!!!
  • 33. 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 Education's Center for International Mobility What Americans Keep Ignoring About Finland's School Success Anu Partanen - The Atlantic, 29 December 2011 http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/
  • 35. Content & LMS “Blackboard is itself an embodiment of the university culture that Neary and Winn rightly find so troubling: students cycle through a system that structurally, aesthetically and rhetorically reinforces the notions that education is consumption, the faculty member is a content provider, the classroom is hierarchical, and learning is closed” Luke Waltzer, On EdTech and the Digital Humanities;  http://lukewaltzer.com/on-edtech-and-the-digital-humanities Neary, Mike and Winn, Joss (2009) The student as producer: reinventing the student experience in higher education. In: The future of higher education: policy, pedagogy and the student experience. Continuum, London, pp. 192-210.
  • 36. Let's shutter our "learning management systems" and build "understanding augmentation networks" instead, moving away from educational assembly lines toward intellectual ecosystems of interest and curiosity. --Gardner Campbell
  • 39. The enormous multiplication of books in every branch of “ The multitude of books is a great knowledge is one of the evil. There is no greatest evils of this age; measure of limit to since it presents one of this fever for the most serious obstacles writing. to the acquisition of --Martin Luther correct 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
  • 41. Death of the Book Ceci tuera cela (via Eco & McLuhan) Hugo's Hunchback of Notre Dame, Frollo, comparing a book with his old cathedral, says: "Ceci tuera cela" (The book will kill the cathedral, the alphabet will kill images). McLuhan, comparing a Manhattan discotheque to the Gutenberg Galaxy, said "Ceci tuera cela." Nunberg, G. (1997) The Future of the Book. Berkeley; University of California Press. Eco’s afterword is available online at http:// www.themodernword.com/eco/eco_future_of_book.html.
  • 42. 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
  • 43. Change of Focus (Shirky) Save books! Save Society! Save newspapers! (Do whatever works) (Preserve current institutions)
  • 48. Interview Openness B. Schwartz Communication Institute, Baruch College, CUNY, June 2011
  • 51. Wikipedia Didn’t Kill Britannica. Windows Did http://www.wired.com/epicenter/2012/03/wikipedia-didnt-kill-brittanica-windows-did/
  • 53. 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
  • 54. Dave Winer proposes “We should aim to recreate the environment that made the Internet itself spring into existence, in academic institutions.” --Dave Winer Scripting News, 31 May 2011; http://scripting.com/stories/2011/05/31/isThereAnEducationBubble.html
  • 55. Myth Teachers: Can We Be Replaced By Machines?
  • 56. Interview Your Job As A Teacher Wesch & Campbell, EDUCAUSE ELI 2012
  • 59. Technologies! Language Paper, pencil, blackboard, BOOK Humanity is our first technology. We are tools. --K. Kelly
  • 60. Technology enables modalities such as constructivism, etc. (Norman & Spohrer 1996) + Significant transformation of the teaching-learning process (Hannafin 2003)
  • 61. Questions Not Worth Asking Is online learning more or less effective than learning in a classroom? Who cares. That question is irrelevant. Society answered the need to use technology through its broad adoption of the web/internet/online medium. --G. Siemens
  • 62. Technology We shape tools We shape our Tools shape us buildings; thereafter Tools change us We change tools they shape us. Repeat. --Winston Churchill
  • 63. Myth Don’t Need Internet / Twitter / Whatever... OR Turn Those Devices Off!
  • 65. Jim Groom: Mother Trucking Zombies, Bavatuesdays 7 Nov. 2008; http://bavatuesdays.com/mother-trucking-zombies/
  • 72. Myth Science vs Humanities / STEM vs STEAM Liberal Arts
  • 76. 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.
  • 77. Liberal Arts (2) Free Thinking Technical / Specialized Burgeois value? Down-to-Earth edu Ample culture to do For jobs exactly what?
  • 81. MOOC “What we found was that in a MOOC, instead of the classroom being the center, it becomes just one node of the network of social interactions." --G. Siemens
  • 82. Learning :: (create) Connections (navigate) Connections
  • 83. Surface :: Depth Baricco The Barbarians
  • 85. Interview We have always underestimated the value of access to each other. -Clay Shirky
  • 86. 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
  • 87. “Hell is a place where nothing connects to nothing” -T.S. Elliot (via M. Núñez)
  • 89. Khan Academy Udacity P2PU
  • 90. Stanford MOOCs 15.0% 11.3% 7.5% AI campus 3.8% AI Retention rate 200 30 15.0% Machine Learning AI campus 0% AI 160000 23000 14.4% DB Machine 104000 13000 12.5% Learning DB 92000 7000 7.6%
  • 92. "We're going to have detailed records on thousands of students who have learned these skills, many of whom will want to make those skills available to employers," said Mr. Evans, the Virginia professor. "So if a recruiter is looking for the hundred best people in some geographic area that know about machine learning, that's something we could provide, for a fee. I think it's the cusp of a revolution."
  • 96. What role do blogs, [_____] play in the classroom or online learning? Any role you want. -G. Siemens
  • 97. Learning... Learners should experience chaos & confusion Autonomy is key Learners in Control of their learning Openness
  • 98. Roughly: “Who, while going through the twilight or tracing a date from the past, has not felt sometimes being lost in an infinite something?”
  • 99. Not bad... just <99> slides! antonio vantaggiato @avunque e-mail me > avantaggiato@sagrado.edu visit Skate of the Web > blogs.netedu.info zenofteaching.us

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