Learning 2.0 as an  Educational Ideal <ul><ul><li>Colin Lankshear </li></ul></ul><ul><ul><li>James Cook University </li></...
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 Collaborati...
Push and Pull: Style, Approach Cross 2006, from Brown and Hagel 2005 Learnscape Program Small pieces loosely joined Monoli...
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” <ul><li>No grades – strictly Pass/Fail  </li></ul><ul><li>No censorship/blocks/fi...
Learn 2.0 principles and our “teaching” aims <ul><li>Aims at “deep” learning (Gee 2007) </li></ul><ul><li>Aims at “systems...
Performance, Production, Practice <ul><li>“ Tasks” to be performed – multiple levels </li></ul><ul><li>“ Tools” to be perf...
The “twoness” of  2.0 <ul><li>Collaborative, distributed & participatory </li></ul><ul><li>Peer-to-peer, interactive </li>...
Web 1.0 Web 2.0 Google Netscape Tagging (“folksonomy”) Directories (taxonomy) Wikis Content management systems Participati...
Web 1.0/Web 2.0: For example
Learn 2.0 as an ideal of  effective  learning. <ul><li>Coheres with a range of currently popular social values like inclus...
Toward Learning  2.0 as an ideal of  educative  learning <ul><li>“ Education” as a term that disinguishes practices (e.g.,...
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Learning 2.0 as an Educational Ideal

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Presentation to accompany talk at Victoria University, Melbourne, on 8 December 2008

Published in: Education, Technology
  • Sorry, but this slide and the following one are not appearing as they do in the original slideshow. If you get Jay Cross's 2006 book on Informal Learning and check out around pages 37-38 you'll find the text.
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Learning 2.0 as an Educational Ideal

  1. 1. Learning 2.0 as an Educational Ideal <ul><ul><li>Colin Lankshear </li></ul></ul><ul><ul><li>James Cook University </li></ul></ul><ul><ul><li>http://www.coatepec.net </li></ul></ul>
  2. 2. Hands on collaborative learning space
  3. 3. Novices learn from scratch to assemble and program a basic robot see: http://au.youtube.com/watch?v=wxyf659naXo
  4. 4. 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
  5. 5. 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
  6. 6. Tammy (and Todd) go to Hollywood http://au.youtube.com/watch?v=7yRabarJWKs
  7. 7. Novices make movie with The Movies http://au.youtube.com/watch?v=Ny_Ek5DpXtI The Bar Room Brawl
  8. 8. Resourcing with a website
  9. 9. Collaborative resourcing with an “email posting” blog
  10. 10. Web archiving
  11. 11. Collaborative writing (docs.google.com & skype.com)
  12. 12. In person collaborative writing space
  13. 13. Concessions we enjoy in our “unteaching” <ul><li>No grades – strictly Pass/Fail </li></ul><ul><li>No censorship/blocks/filters (except sometimes) </li></ul><ul><li>No curriculum as such </li></ul><ul><li>No timetable per se </li></ul><ul><li>No reporting templates or “standards” No lockstep page following </li></ul><ul><li>No remediation – ample in situ support </li></ul><ul><li>Large multi-purpose space </li></ul>
  14. 14. Learn 2.0 principles and our “teaching” aims <ul><li>Aims at “deep” learning (Gee 2007) </li></ul><ul><li>Aims at “systems” learning </li></ul><ul><li>Ample “geek” project time </li></ul><ul><li>Collegial cross-group support, talk, collaboration and elicitation </li></ul><ul><li>Enactment of distributed intelligence and expertise </li></ul><ul><li>Benefits of situatedness (e.g., lucidly functional language; Gee 2007) </li></ul>
  15. 15. Performance, Production, Practice <ul><li>“ Tasks” to be performed – multiple levels </li></ul><ul><li>“ Tools” to be performed – technologies, theory and templates </li></ul><ul><li>“ Knowledge” to be performed – past, present, future, distributed </li></ul>
  16. 16. The “twoness” of 2.0 <ul><li>Collaborative, distributed & participatory </li></ul><ul><li>Peer-to-peer, interactive </li></ul><ul><li>User-generated content & ratings/rankings; wisdom of crowds; expertise reconceived </li></ul><ul><li>Performed rather than purchased </li></ul><ul><li>Leverage is a key operating principle </li></ul>
  17. 17. 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
  18. 18. Web 1.0/Web 2.0: For example
  19. 19. Learn 2.0 as an ideal of effective learning. <ul><li>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 </li></ul><ul><li>Compatible with “deep learning” </li></ul><ul><li>Coheres with a lot of “smart work” and principles of 'the new work order” </li></ul><ul><li>It is in tune with current concepts and experiences of “time” and “place” </li></ul><ul><li>Maximizes leverage and “value adding” (I.e., “ecological”) </li></ul><ul><li>Coheres well with our “primary learning Discourse” (learning “organically”) </li></ul><ul><li>Can potentially enhance education for all </li></ul><ul><li>Emphasizes interests and affinities </li></ul>
  20. 20. Toward Learning 2.0 as an ideal of educative learning <ul><li>“ Education” as a term that disinguishes practices (e.g., vs “indoctrination”, “training”, “socialisation”, etc.). </li></ul><ul><li>Related to some kind of ideal of human existence; a human ideal; a “metaphysic” (Snook 1973). </li></ul><ul><li>Learning can be effective without necessarily being educative . </li></ul><ul><li>“ Postmodern” multiplicity will require non-”totalising” ideal(s). But we may still think of education as marking out a “level” of life. </li></ul><ul><li>Educative learning as a productive harmony among multiple facets of human being . </li></ul>

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