Never in all of human history has it been so easy to express yourself. A person can take a video of their cat dunking its head under a water faucet (watch it here) and in 6 days as of 9/14/09 it has been watched 884,501 times. The total publishing cost was zero. Two students from MIT took pictures from space using a weather balloon, a parachute, and a GPS cell phone texting them the camera's location. Total cost = $148 dollars. (see it here) Our media tools are getting exponentially more powerful, exponentially faster, and the cost is dropping exponentially. This leads me to several interesting conclusions.
1. As the barriers of entry continue to drop the amount of content will increase at a faster and faster rate. The more content that is around then the more raw materials producers will have to work with and the more ideas can be tried.
2. Because the internet fosters a high degree of anonymity, content producers can feel a high degree of freedom to experiment with new things. Failure is mostly a subjective thing online. Almost everyone can find an audience for their work if they look for one.
3. Good ideas are shared around at Internet speed. This can be virtually overnight. We are entering an era where you can share ideas with the world almost as fast as you can think them (or tweet them). What you are looking at is what Josh Hallet talked about in his interview video where he said is on "Who Wants To Be A Millionaire" the crowd is right about 91% of the time. I had noticed this. We have never had the capability to apply so much brain power to a problem at once. Not only that, but this knowledge is captured in net search engines and so becomes a potentially valuable reference. This body of information is not necessarily knowledge however. There is a difference between information and knowledge. I like how Daniel Socaco put it on his blog: "It is very important to have this difference clear, specially in our Internet-based society. Today information is freely available to anyone anywhere in the world. An eighteen year old boy from the [sic] Sri Lanka could easily search on the web and find all the information ever produced about an Adenoidectomy. But I am not sure whether I would like to have this same boy performing that surgery on myself…(Socaco, 2006)".
4. These good ideas can be very disruptive to the status quo. This is because ideas come in two types. Evolutionary and revolutionary. Evolutionary means an idea is gradually improved over time. However, on the internet that time can be very quick indeed. Revolutionary ideas generally come about when one has complete freedom to think outside the box. This condition happens on the Internet right now. Again, this is very quick. A brilliant idea can be distributed to the world overnight.
Very rapid ideas lead to rapid change. This rapid change is the catalyst for disruptions to the status quo.
What this means for Education is quite game changing. Professor Clayton M. Christensen has written several books on Disruptive Innovation. He recently was interviewed about how this can apply to Education. "In education, this will mean that the tools of the software platform will make it so simple to develop online learning products that students will be able to build products that help them teach other students. Parents will be able to assemble tools to tutor their children. And teachers will be able to create tools to help the different types of learners in their classrooms. (Christensen, 2008)
On the internet those will media savvy will be the quick, those without it will be the dead.
Showing posts with label future. Show all posts
Showing posts with label future. Show all posts
Monday, September 14, 2009
Saturday, September 12, 2009
Stormfront Part 1 - What is past is prologue
What is Education? What is Learning? I believe the two are different things. Learning is being able to acquire and apply new information. You can do this anywhere and it is a very natural process. When we are just in infant we learn that if we cry, the adults will do things to make us stop crying. Learning is something that happens all the time and we can’t stop even if we wanted to. But what is Education? Recently I came across a blog posting that summed it up.
“So I then came to define education as learning under the assumption of scarcity, learning under the assumption that the means for acquiring something called knowledge are scarce.” – Ivan Illich
This came from a blog posting from John Connell. I will talk more about the assumption of scarcity in a later posting but for now let’s briefly review how we got to our current Education system.
One of the earliest forms of formalized education came with Greek Philosophers. People like Socrates had a small group of followers whom they taught. They pioneered a form of learning called the Socratic Method. I imagine this was a very effective learning method. There was no formal lesson plan so things progressed at the pace of the learner and topics were covered until they were understood. Most importantly it went all the way to the deepest form of learning which is Teaching.
We learn....
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we both see and hear.
70% of what is discussed with others
80% of what we experience
95% of what we teach
William Glasser (1998
The obvious limitation of the small group method is it very few people can access it.
Another early form of education was the Apprenticeship system. This was where a student went to learn from a master of a craft. Eventually with practice, the student became a master as well. This one to one learning is extremely effective but slow and not very efficient at large numbers of students.
At the dawn of the 20th century came the age of Mass Production. This principle was for assembly lines that would create products quickly and cheaply. In order for these systems to work, workers would be needed to operate the production lines. These workers needed a set of skills that can be summed up in the cliché of Reading, Writing and Arithmetic. This made workers interchangeable parts of the process. The modern school system I believe was then designed to furnish these workers. This model of education is called the Industrial Model of Education by Don Tapscott in his fascinating article The Impending Demise of the University.
This model has a strength and a weakness. The strength is you can take almost any child and provide a relatively uniform set of basic skills. The major weakness is you can’t much else than that. There is no funding to desire to provide a personalized level of learning. As a student you were allowed certain elective classes, but in K-12 they were not core classes. Everybody had to take English, etc... This wouldn’t be such a big problem if it wasn’t for a common misconception among people that schools are for learning. They aren’t. Schools are for teaching. Teaching and learning aren’t the same thing. This article at Knowledge@Wharton is very clear on this point.
As Oscar Wilde put it
"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught."
So will this system change and if so how? In part 2 I will look at the impending fall of Higher Education.
“So I then came to define education as learning under the assumption of scarcity, learning under the assumption that the means for acquiring something called knowledge are scarce.” – Ivan Illich
This came from a blog posting from John Connell. I will talk more about the assumption of scarcity in a later posting but for now let’s briefly review how we got to our current Education system.
One of the earliest forms of formalized education came with Greek Philosophers. People like Socrates had a small group of followers whom they taught. They pioneered a form of learning called the Socratic Method. I imagine this was a very effective learning method. There was no formal lesson plan so things progressed at the pace of the learner and topics were covered until they were understood. Most importantly it went all the way to the deepest form of learning which is Teaching.
We learn....
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we both see and hear.
70% of what is discussed with others
80% of what we experience
95% of what we teach
William Glasser (1998
The obvious limitation of the small group method is it very few people can access it.
Another early form of education was the Apprenticeship system. This was where a student went to learn from a master of a craft. Eventually with practice, the student became a master as well. This one to one learning is extremely effective but slow and not very efficient at large numbers of students.
At the dawn of the 20th century came the age of Mass Production. This principle was for assembly lines that would create products quickly and cheaply. In order for these systems to work, workers would be needed to operate the production lines. These workers needed a set of skills that can be summed up in the cliché of Reading, Writing and Arithmetic. This made workers interchangeable parts of the process. The modern school system I believe was then designed to furnish these workers. This model of education is called the Industrial Model of Education by Don Tapscott in his fascinating article The Impending Demise of the University.
This model has a strength and a weakness. The strength is you can take almost any child and provide a relatively uniform set of basic skills. The major weakness is you can’t much else than that. There is no funding to desire to provide a personalized level of learning. As a student you were allowed certain elective classes, but in K-12 they were not core classes. Everybody had to take English, etc... This wouldn’t be such a big problem if it wasn’t for a common misconception among people that schools are for learning. They aren’t. Schools are for teaching. Teaching and learning aren’t the same thing. This article at Knowledge@Wharton is very clear on this point.
As Oscar Wilde put it
"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught."
So will this system change and if so how? In part 2 I will look at the impending fall of Higher Education.
Intro to the Storm Front thread
We live in momentous times. It seems like everyday our lives are shifting. These movements are sometimes subtle. We get a new cell phone that is amazingly more capable than the one we had just two years ago. Sometimes the movements are dramatic: A new Web 2.0 company explodes on the scene and changes the way we communicate overnight such as Twitter. Why are these changes happening? Will they continue? What is causing it? What are the likely effects and in what fields? These are all questions that are lurking in many people’s minds. Some are only distantly aware of them, but others are trying to find the answers. I fall into the latter category. For my purposes, I will focus on Education and try to answer some of those questions.
I have been a college teacher at Full Sail University for the last 12 years. During that time I have seen many changes in our school and in our students. I believe however, that was happened in the last decade will pale in comparison to what is about to happen in the next. Over the few weeks I will try to lay out a case for a revolution in Education that I believe will occur. The first signs of this revolution are just now appearing on the horizon. Like a powerful storm it sends out warning signs. I am going to point out the signs I have seen so far and try to extrapolate them into the future.
I have been a college teacher at Full Sail University for the last 12 years. During that time I have seen many changes in our school and in our students. I believe however, that was happened in the last decade will pale in comparison to what is about to happen in the next. Over the few weeks I will try to lay out a case for a revolution in Education that I believe will occur. The first signs of this revolution are just now appearing on the horizon. Like a powerful storm it sends out warning signs. I am going to point out the signs I have seen so far and try to extrapolate them into the future.
Subscribe to:
Posts (Atom)
