In a critique of the educational system, the speaker emphasizes the need for a shift from traditional methods to a focus on continuous learning and adaptation in a knowledge-based society. The evolution of knowledge work necessitates that educational tools like Moodle evolve to support individual responsibility and real-world application rather than rote memorization. The document concludes with a call for simplicity in Moodle's design to enhance accessibility and usability for learners.

1. Werken = Leren & Leren ≠ Werken
Hans de Zwart
Moodlemoot NL 2012

2. Wie ben ik?

3. Senior Innovation Adviser voor
Global HR Technologies
bij Shell International

4. Medicijn → Patiënt

5. Patiënt → Medicijn

6. Doen van experimenten

7. Strategisch nadenken
over de toekomst

8. Vrijwilliger op het gebied van
Internet & maatschappij

11. Ik heb twee obsessies

12. Lezen
(incl. KPI's op vakantie)

14. The Big Lebowski

16. Yeah, well, that's just, like, your opinion, man

17. Deze obsessies zijn
te combineren

19. Al meer dan 10 jaar
Moodle gebruiker

21. Moodle nu al bijna 2 jaar
niet meer aangeraakt :-(
(duikt weg voor de rotte tomaten)

22. Dus mijn laatste spreekbeurt
op een Moodlemoot

23. “Vroeger was hij beter...”

26. Nog meer excuses vooraf:
dit wordt een heel
conceptueel verhaal
met veel tekst
Net als The Big Lebowski:
de tweede keer wordt het beter

27. Een verhaal in drie delen:
1. Een kritiek op het onderwijs
2. Een kijk op kenniswerk
3. Wat betekent dit voor Moodle?

28. 1. Een kritiek op het onderwijs

29. "The only time my education
was interrupted was when I was
at school."
George Bernard Shaw

30. Even diep ademhalen...

31. "It is the thesis of this book that
change - constant, accelerating,
ubiquitous - is the most striking
characteristic of the world we live
in and that our educational system
has not yet recognized this fact."

32. "One way of representing the present condition of
our educational system is as follows: It is as if we are
driving a multimillion dollar sports car, screaming
“Faster! Faster!” while peering fixedly into the
rearview mirror. It is an awkward way to try to tell
where we are, much less where we are going, and it
has been sheer dumb luck that we have not smashed
ourselves to bits – so far. We have paid almost
exclusive attention to the car, equipping it with all
sorts of fantastic gadgets and an engine that will
propel it at ever increasing speeds, but we seem to
have forgotten where we wanted to go in it."

33. We richten ons op het hoe
in plaats van op het waarom
van het onderwijs

34. "The critical content of any
learning experience is the
method or process through
which the learning occurs"

35. Simpeler gezegd...

36. "It is not what you say to
people that counts; it is
what you have them do."

37. Inquiry methode: het gaat om
de betekenis in het hoofd van
de leerling/student

38. Teaching as a
Subversive Activity
van Neil Postman & Charles Weingartner

39. Uit 1968 (!)

40. "[Once] you have learned how to ask questions -
relevant and appropriate and substantial questions- you
have learned how to learn and no one can keep you
from learning whatever you want or need to know."

41. Een klein uitstapje...

42. Er was mooi onderwijs
in de jaren zeventig
(toen we nog geloofden in maakbaarheid)

43. Open Schoolgemeenschap Bijlmer:
Kring, geen deuren, geschreven rapporten

44. 2. Een kijk op kenniswerk

45. "A larger and larger
proportion of the
labour force in all
developed countries
does not work with
its hands but with
ideas, concepts,
theories. The output
of these workers is
not physical objects,
but knowledge and
information."
Peter Drucker

46. "Schooling traditionally stopped
when work began.
In the knowledge society
it never stops."

47. Zes factoren bepalen
de productiviteit van
een kenniswerker:

48. 1.
Knowledge-worker productivity
demands that we ask the question.
"What is the task?"

49. 2.
It demands that we impose the
responsibility for their productivity on
the individual knowledge workers
themselves. Knowledge workers have
to manage themselves. They have to
have autonomy.

50. 3.
Continuing innovation has to be part of
the work, the task and the
responsibility of knowledge workers.

51. 4.
Knowledge work requires contineous
learning on the part of the knowledge
worker, but equally contineous
teaching on the part of the knowledge
worker.

52. 5.
Productivity of the knowledge worker
is not - at least not primarily - a matter
of quantity of output. Quality is at
least as important.

53. 6.
Finally, knowledge-worker productivity
requires that the knowledge worker is
both seen and treated as an "asset"
rather than a "cost". It requires that
knowledge workers want to work for
the organization in preference to all
other opportunities.

54. Je kunt dus geen curriculum
voor deze mensen maken
(de vraag is zelfs of je nog wel
in ze moet investeren)

55. Dave Snowden's
Cynefin Framework

57. Jarche heeft dit
vertaald naar leren

59. “In the network era, work is learning
and learning is the work.”
Harold Jarche

60. Nog een derde keer
hetzelfde punt

61. Via een “transhuman futurist”

62. "[..] Our formal educational
methodologies seem to have
advanced less rapidly than many
other aspects of society. Our
formal education systems seem
out of step with rapid-growth hi-
tech industries and online
communities, and more akin to
those old-fashioned, fusty,
domains of industry that haven't
yet caught up with the times. [..]
Where this leads is to the end of
the distinction between education
and plain old everyday life. If you
learn by doing, and you need to
constantly learn while doing
anything due to the constant influx
of new information... then where
lies the distinction between
learning and living?"
Ben Goertzel, A Cosmist Manifesto

63. 3. Wat betekent dit
voor Moodle?

64. Gaat Moodle over het hoe of
over het waarom?

65. Moodle's pedagogische ladder:
1. Putting up the handouts (Resources, SCORM)
2. Providing a passive Forum (unfacilitated)
3. Using Quizzes and Assignments (less management)
4. Using the Wiki, Glossary and Database tools (interactive content)
5. Facilitate discussions in Forums, asking questions, guiding
6. Combining activities into sequences, where results feed later activities
7. Introduce external activities and games (internet resources)
8. Using the Survey module to study and reflect on course activity
9. Using peer-review modules like Workshop, giving students more control
over grading and even structuring the course in some ways
10. Conducting active research on oneself, sharing ideas in a community of
peers

66. Wat blijft nog relevant?

67. Moodle's pedagogische ladder:
1. Putting up the handouts (Resources, SCORM)
2. Providing a passive Forum (unfacilitated)
3. Using Quizzes and Assignments (less management)
4. Using the Wiki, Glossary and Database tools (interactive content)
5. Facilitate discussions in Forums, asking questions, guiding
6. Combining activities into sequences, where results feed later activities
7. Introduce external activities and games (internet resources)
8. Using the Survey module to study and reflect on course activity
9. Using peer-review modules like Workshop, giving students more control
over grading and even structuring the course in some ways
10. Conducting active research on oneself, sharing ideas in a community of
peers

68. Moodle moet als middel
in de handen van de
leerling/kenniswerker komen

69. Een paar voorbeelden...

70. Massive Open Online Courses
(MOOCs)

71. Learning Analytics

73. Een grassroots leesgroep

75. Een workshop door, voor en
met professionals

77. Allebei gemaakt
met Wordpress

79. Waarom is Moodle nog niet
als SaaS beschikbaar?

80. Met één druk op de knop
en 15 minuten configuratie
te gebruiken...

81. Moodle is te ingewikkeld en
moet worden versimpeld

82. "The majority of the time,
complexity can be traced to
a single design approach:
offering too much
flexibility. [..] Simplicity
comes from a basic
observation: all products
are used in much the same
way the vast majority of the
time. [..] Simplicity is about
lowering the priority of the
high-end functionality to
make sure the core tasks
work exceedingly well."
Scott Jenson, The Simplicity Shift

83. Een voordeel:
Moodle is open source

84. Geen licentiekosten

85. De mogelijkheid om zelf
dingen te maken

86. Misschien een voorbeeld
nemen aan Drupal?

88. Simpele Moodle distributies
lijken mij fantastisch

89. Moodle Flavours

91. Uitdaging:
Wie maakt als eerste een
“flavour” met een versimpelde
theme en maar twee modules:
forums en wikis?

92. Dat was het...
Ik kijk uit naar de rest van de dag!
Slides & links:
http://hdez.nl/mootnl12
Contact:
h@nsdezwart.nl of @hansdezwart

93. Waar komen de plaatjes vandaan?
George Bernard Shaw:
http://lib-1.lse.ac.uk/archivesblog/?p=82
Ben Goertzel:
http://wallpaperhqdownload.com/ben-goertzel.html
Neil Postman:
http://www.basenow.net/wp-content/Postman_head_300.jpg
Peter Drucker:
http://www.cgu.edu/images/drucker/peter_drucker/pages/PeterDrucker004_jpg.htm
Harold Jarche:
http://www.flickr.com/photos/jarche/5716568436/
Cynefin Framework:
http://en.wikipedia.org/wiki/Cynefin
Jarche's picture about learning and Cynefin:
http://www.jarche.com/2012/04/three-principles-for-net-work/
Scott Jenson:
http://www.netmagazine.com/opinions/mobile-apps-must-die
The Big Lebowski:
http://www.intuition-online.co.uk/article.php?id=2372