Highlights from “A New      Culture of Learning”David JarvisMarch 4, 2012
Overview   In A New Culture of Learning    (2011), Doug Thomas and    John Seely Brown pursue an    understanding of how ...
Premise   The old ways of learning are unable to keep up with our    rapidly changing world   New media forms are making...
Teaching vs. learning based approach to    education                 Teaching-Based                           Learning-Bas...
New model for learning – marry structureand freedom to create something new       Take the                  Re-create     ...
The balance between the personal and the    collective   In today’s world, it is difficult to    distinguish between what...
Fusing the personal and the collective   Web of professionals and amateurs adding up to    more than the sum of their par...
Indwelling   Indwelling – the set of experiences that    develop hunches and a sense of intuition   Collective indwellin...
Knowing, making and playing                     Fact vs. belief                     Experts are valued for what they kno...
How young people participate with newmedia?                  Learning how to be with others in spaces that are Hanging ou...
The future of learning is one of a culture ofcollective inquiry“Information network”        “Petri dish”                  ...
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A New Culture of Learning - Summary

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A New Culture of Learning - Summary

  1. 1. Highlights from “A New Culture of Learning”David JarvisMarch 4, 2012
  2. 2. Overview In A New Culture of Learning (2011), Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic.
  3. 3. Premise The old ways of learning are unable to keep up with our rapidly changing world New media forms are making peer to peer learning easier and more natural Peer to peer learning is amplified by emerging technologies that shape the collective nature of participation We can now produce, consume and distribute knowledge in an unlimited, unfiltered and immediate wayPEOPLE + SKILLS + TALENT > SUM OF THEIR PARTS
  4. 4. Teaching vs. learning based approach to education Teaching-Based Learning-Based Classroom as a model  Learning environments Culture is the environment  Culture emerges from the environment Teaching us about the world  Engagement with the world Students prove they have received the  Ask questions - embrace what we don’t information transferred to them know Discrete process  Continuous process Structure  Freedom Individual  Collective, peer to peer Teachers  Mentors Stable knowledge  “Read across time” (process) React to change  Embrace change
  5. 5. New model for learning – marry structureand freedom to create something new Take the Re-create world in the world Make it part of ourselves
  6. 6. The balance between the personal and the collective In today’s world, it is difficult to distinguish between what is Personal Collective appropriate for public Connection with consumption and what should Identity Who she/he is others who are be kept private similar A collective is a group What she/he can Provides an Agency opportunity to do constantly playing with and re- do certain things imagining its own identity  Plural, multiple Example Karaoke American Idol  Shared practices  Requires participation  Contextual and situated
  7. 7. Fusing the personal and the collective Web of professionals and amateurs adding up to more than the sum of their parts The personal meets the collective in a meaningful way Learn from one another and with one another Expertise and authority are dispersed rather than centralized Follow passion within a bounded environment
  8. 8. Indwelling Indwelling – the set of experiences that develop hunches and a sense of intuition Collective indwelling – the feeling and belief that group members share a tacit understanding of one another, their environment, and the practices necessary to complete their task
  9. 9. Knowing, making and playing  Fact vs. belief  Experts are valued for what they know Homo sapiens –  What is the information vs. where is the informationhumans who know  Context is always shifting and being rearranged  The key skills today are being able to find and evaluate information  Learning through hands on activity  Create both the content and the context Homo faber –  Literacy has to now include images, color and sound and an understanding of how information is transmitted; people must be able to craft context sohumans who make that it carries more of the message  Meaning arises from contextualization (where something has meaning) rather than interpretation (what something means)  Play is who we are; play creates culture  All systems of play are learning systems – engages our ability to experiment Homo ludens –  Aporia/epiphany structurehumans who play  Learning is driven not by a logical calculus, but a lateral, imaginative way of thinking and feeling
  10. 10. How young people participate with newmedia?  Learning how to be with others in spaces that are Hanging out mediated by digital technologies  What is my relationship to others?  Open-ended, loosely goal directed, self-taughtMessing around  What am I able to explore?  Intense, autonomous, interest driven learning Geeking out  How can I utilize available resources for deep exploration?
  11. 11. The future of learning is one of a culture ofcollective inquiry“Information network” “Petri dish” New culture of learning that requires Unlimited set Bounded imagination – of resources environment more than efficiency, outcomes and Impetus for answers experimentation, play and learning

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