Disrupting Class and the Future of Education

I am currently reading Disrupting Class by Clayton M. Christensen., Michael B. Horn and Curtis W. Johnson. You can get a quick synopsis of the book by listening to this interview with one of the authors.  According to the authors, If we acknowledge that all children  [and adults] learn differently, then the way schooling is currently arranged-in a monolithic batch mode system where all students are taught the same things on the same day in the same way-won't ever allow us to educate children in customized ways. 

My interpretation of the view of education in the book is to have each student accrue knowledge  through his/her best learning style for that subject matter.  This means that teachers will piece together an array of modules containing different ways of learning the same material based on various learning styles.  These modules will have been created over time through online networks with teacher and user input.  When enough modules have been developed, then teachers can start piecing together enough ... modules to create entire course designed for each type of learner.  In this view teachers will serve as content architects and learning coaches supporting students in their choice and interpretation of online modules.

As I see it, some of this is currently being done.  For example, the number of online networks where teachers share their insights and expertise now exist and are growing exponentially.  Here are some examples:

• Open source courseware through Wikieducator,
• Nings  such as  are Classroom 2.0, EdubloggerWorld, School 2.0, NextGen Teachers, Educational Technology, EFL Classroom 2.0 , Teachers 2.0,  Computer Mediated Communication

And here is a snapshot of a present day classroom that may foreshadow classrooms of the future, This is Our Classroom .  There are also currently projects such as NYCDOE One to One project http://vimeo.com/7416500 which incorporate some of  ideas of teaching students through their best learning styles.

The future of education  is the topic of an open course  beginning on April 19, 2010 and being facilitated by George Siemens   and Dave Cormier  through the University of Manitoba.  I'm sure many of the ideas presented in Disrupting Class will be discussed.  I'm really looking forward to the course!

LAI 598 March 3

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I Love ISTE!

I have found the International Society for Technology in Education (ISTE) to be a fantastic organization for expanding my personal learning network (PLN)on a grand scale.  I attended the annual conference which was held in Washington, D.C. in 2009 and came away very impressed and full of new ideas. The conference this year will be in Denver.

One of the most useful aspects of belonging to ISTE has been the Social Networking opportunities, particularly through the 20 special interest groups.  The variety of the "buffet" of SIGS offers something to delight everyone!

Recently I have been participating in the book discussion from one of the SIGS on Christopher Bonk's book The World is Open.  Knowing that I am going to share ideas with other professionals has motivated me to be more reflective in my reading.  I not only highlight, I also reread and select the ideas that most impressed me.  I hope that there will be more of this type of reading and reflecting in the future!

Read, Reflect, Share

http://www.flickr.com/photos/gesteves/ / CC BY-NC-SA 2.0

Thanks to a Christmas gift card to Amazon.com from my family, I have been reading some exciting books lately about the changing world of education.  Two of the books, The World is Open: How Web Technology is Revolutionizing Education and Mobile Learning: Transforming the Delivery of Education & Training are being discussed in ISTE Ning forums at The World is Open and SIGML Book Study 2010.  I've found that discussion of books on line by people who are passionate about the subjects of these books is a very exhilarating experience.

In the mobile learning discussion I learned that efforts were being made to provide solar-powered mobile learning devices to people in rural Haiti and in Kenya.  I'm sure that there are more such efforts going on worldwide and I hope to learn more about them.

In Curtis J. Bonk's The World is Open, I have only finished the intro and chapter 1. The phrase the jumped out at me was participatory learning culture Bonk deftly illustrates this with the metaphor of the Borg from Star Trek the Second Generation. He writes, Once you arrive [online], you will discover that you are not simply using the Web of Learning; instead, like the Borg in the television show 'Star Trek: The Next Generation', you are now a part of it. Your actions-contributions, reactions, comments, and designs-have been assimilated into the corpus or being of the Web of Learning.

I think this is a concept that bears reflection. Actually, it wasn't until I had significantly expanded my own personal learning network that I began to feel what he was describing. We definitely become a part of our networks by the contributions we make and the input we receive. Both change us in many ways and online book discussions can be part of the process.

Video Games in the Foreign Language Classroom

As part of week 2 of the Electronic Village Online (EVO) session Online Games for EFL/ESL,  I just finished reading 10 Key Principles for Designing Video Games for Foreign Language Learning by Ravi Purushotma, Steven L. Thorne, and Julian Wheatley

These are the  ideas from the article that resonated most with me:


Principle #1- At least as much thought needs to go into the design of failure states as for success states.

The authors give two very good reasons for this.  The first is that  learner anxiety about making mistakes could impede successful language acquisition.  The second is that L2 learners need to make mistakes as they develop their interlanguage and the feedback they receive can be very helpful.


Principle #4 - Metalinguistic descriptions and terminology should be presented through optional supporting material, not as part of the core gameplay.

This principle like principle #1 deals with feedback a player needs to complete the task at hand.  The authors suggest using a three-tiered approach to presenting language concepts.  The top (or first) type of interaction with the game would be meaning-based.  If players are not successful after receiving that type of feedback, then the next level of feedback they receive would allow them to consider the language that they have been using in new ways (focus-on-form) but without complicated grammar explanations.  The third tier of the game for players still having difficulty would include extensive explanations  of grammar terms and language structure. 

I've left for last, perhaps, the most important principle.  
Principle #3 - All elements of the game, particularly communication and input mechanisms, should have a playful spirit to them.

The authors give examples of well-designed games in which players purposefully make mistakes because they find the humorous feedback fun.  They also give examples of players who are motivated to learn new languages so that they can participate in massively multiplayer online role-playing games (MMORPG).  Now that is motivation!!!

Video 2 LAI 598 Sp 2010

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Video for mod 2 of LAI 598 Sp 2010

George Siemens in Second Life

I just finished a session in Second Life run by Universidad de San Marin de Porres of Lima, Peru.  One of the ideas that George Siemens , the developer with Stephen Downes of the theory of connectivism,  touched on that really hit a chord for me was that competency today implies the ability to create and support networks.  One of the implications of this is that as teachers we need to give students the skills to do this and to let them immerse themselves in the networking process to get a feel for it.

We need to give students the ability to initiate conversations and become active participants in learning networks.  As teachers we all know that each learner has both a different starting point and a unique perspective on content or concepts that we would like them to learn.  Negotiating meaning with other networked learners can lead to both clarification and growth of ideas for all.  Learners can actually create new knowledge through conversations with others in their networks.

What implications does new technology have on us as teachers?  Siemens suggests that the ability of learners to network and create knowledge has created a power shift in teaching and learning.  Learners don't need teachers in the same way as before.  I view education today as going through a transition period as this power shift occurs.  Teachers need to learn to be promoters of networking and guides in directing students to good modes within networks.  Learners on the other hand have to realize that their learning will depend on their active participation in creating network and contributing to the conversations in those networks.

This is definitely an exciting time to be a teacher/learner!