Yesterday I worked with a colleague from the college on a new podcast for faculty using emerging technology in higher education. I really love what doing something like that does for my own mind. The cliché (which is true, even if cliché) is that to really learn something, teach it to someone else. Because we were putting together something to teach others about social media in education, it has changed the way I’m looking at social media myself. Continue reading “The real advantage of social media: it makes it easier to ask for info”
I posted the following as a comment on LinkedIn. It deals with both communication and higher education, and it affects our whole society–or does it? Am I right?
We [that is, college faculty] have had three basic roles since the time of Aristotle: information transfer, intellectual skills (i.e., critical thinking and context framing), and inspiration.
Many of our funding bodies (such as legislatures) have thought primarily of the first one. In the Internet age, if we believe our primary value lies in standing at the front of the room and passing on information, we are in serious trouble. Our students can find information cheaper and easier elsewhere. Continue reading “Education is doomed, unless….”
Peter Gray at Psychology Today has posted a thoughtful blog article entitled Why Children Protest Going to School: More Evolutionary Mismatch. I find it an insightful argument in favor of homeschooling and several other education methods that do not lead to a factory model of schooling.
I’m taking part in a course that illustrates in a lot of ways the changing face of education. Just as I don’t know exactly how that face will change, I don’t know yet exactly how the course works, but I get the feeling that the not know will likely be an integral part of both this course and that changing face.
The course is called Digital Storytelling, through the University of Mary Washington (I think). Here are some of the ways that (it seems to me) the course is emblematic of this cultural shift that is going on. Note that I’m using both “traditional” and “current” as amorphous terms. Much of what we now think of as traditional classroom education isn’t really all that traditional. Continue reading “Taking part in evolving model of education”
The blogosphere that follows Second Life has been buzzing in recent months about the number of people leaving Linden Lab, some involuntarily (Linden Lab is the company behind SL). It seems that it was the precursor to a corporate restructuring. We’ll see what it means for Second Life in general and education in SL in particular.
We have many conversations going on in the Pellissippi State community concerning what constitutes acceptable or effective or “real” college education. I came across an interesting article that adds fuel to the discussions, potentially boosting velocity in several directions. When you first start to read “How Web-Savvy Edupunks Are Transforming American Higher Education,” you might assume it is a whole-hearted endorsement of “delivering” education as a commodity via the Web. This assumption will likely be exacerbated by the realization that it is published via Fast Company’s Web site, i.e., a business publication.
Read further. You’ll find that the article observes the need for caution in that assumption through statements such as Brigham Young University’s David Wiley. Keep in mind that Wiley is one of the “architects of education 2.0.” He has written, “If universities can’t find the will to innovate and adapt to changes in the world around them, universities will be irrelevant by 2020.” Although the article predicts that unless higher education folks adapt, they will join newspaper chains and record stores in near-extinction, Wiley also makes it clear he speaks not of simple packaging and commoditizing.
“If you didn’t need human interaction and someone to answer your questions, then the library would never have evolved into the university,” Wiley says. “We all realize that content is just the first step.” In other words, education is more than the mere mastery of information. To truly educate yourself, you will always need a teacher. But the nature of those interactions may come in many forms. Let’s face it, the classroom itself was at one time an innovation, a way to deal with the need to connect teachers and students in larger numbers. Few can afford the luxury anymore of wandering among the hills in small groups of one teacher and four or five students engaging in Socratic dialogue.
The question remains, though, how to maintain the quality that makes education more than mere aggregation of information. Wherever you fall on the spectrum of answers to that question, you will likely find material in this article that will both delight you and enrage you.
While I drew legitimately on the article title, I think the original author chose an attention-getting title rather than the real focus: effective learning. I know I did. Few people actually seem to want to learn; they want to get good grades. Ironically, though, learning effectively is the easiest way to get good grades, so it’s not pure fraud to dangle “Ace your exams.”
Take a look at How I Was Able to Ace Exams Without Studying. This will be a win-win: you’ll get better grades, and I’ll get the satisfaction of knowing you learned something along the way.
It’s an ongoing frustration of mine that I don’t have (or, perhaps, take) the time to write on this and other blogs. I can’t believe I haven’t posted since December. But the evidence is right there.
I still don’t have time to go into depth, but I wanted to share a post called What We Know, Don’t Know, and Never Knew. It’s from a personal finance blog, but it gets at something very much at the heart of education. I often tell students, “You must be willing to feel dumb on the way to getting smart.” Too many people quit because they’re uncomfortable, whereas if you’re really learning something you don’t already know, you are bound to feel uncomfortable. This post looks at another side: the likelihood that you will continue to feel dumb, even when most other people would view you as accomplished and competent.
This is the first post in a new category for this blog, called simply “Buccaneering.” The idea comes from an approach to education explicated by James Bach in his book Secrets of a Buccaneer-Scholar: How Self-Education and the Pursuit of Passion Can Lead to a Lifetime of Success. Some people love the book, some hate it, but there is food for thought here. Learning is a much more complex thing, and yet a much simpler thing, than many in the education establishment would have it. I’ll have several posts jumping off from these ideas, but I’m hoping we’ll have some discussion around the idea of what constitutes education.
You can get some quick background by taking a look at Bach’s own blog, How I Learn Stuff.
This isn’t a new video, but it’s new to me, and has been getting a lot of attention in recent years. Sir Ken Robinson, a very entertaining speaker, makes solid points about the nature of the public education system and what needs to change about it. Take a look at “Ken Robinson says schools kill creativity” on TED.com.
Though the video dates from 2006, CNN just published an opinion piece by Robinson about the video’s impact.