I was invited to give a short opening chat at a think tank for ICTEV with a Principal from a primary school. I threw together a small Wiki both as a means of doing the show bit of the show n tell and also to demo a little bit of Web2 software.

I had toyed with the notion of writing a commentary on VELS as if it was a student assignment. The text reads like one. But time in the end stopped me. Probably a good thing given some of the folk who were there with vested interests in VELS. VELS, I should say is a good move, as any curriculum reform ought to be in terms of how it tries to shift thinking away from disciplinary spaces. But, to my grumpy eye, it is, in the ICT space, really unimaginative, banal... It may well be a huge step forward compared to what was there before but...

There was some useful discussion and perhaps some of it might be turned into a podcast (editing out the few words from an OS visitor who insisted on discussing IP before we proceeded! I resisted the urge to refer him to John Perry Barlow's 'the economy of ideas' paper. If interested here is an interesting chat with Barlow.)

The depressing part was the recylcing of issues/problems about doing computers in classrooms. Some folk just don't want to move their heads out of the 1980s. Still there were signs of the odd mental shuffle and shift. It's not as if anything that I was trying to argue was that difficult or that it wasn't bleedingly obvious. Sigh. Some possums were stirred a tad. But for all their good intentions these gabfests are not that useful unless they actually produce something on the ground.

Just when I thought the whole technology thing had been put back in its place Web2 comes along. Well. It did not just arrive it has been leaping and bounding out of the early versions of blogs n wikis n podcasts so that it now, by most measures is a serious component in the digital online ecology. I like the notion of ecology because it avoids silly notions like the death of print. What happens in an ecosystem (if my ancient handle on Biology is still valid) is that the system adjusts to new beasties or plants or changed conditions.

I need to write a lot more about Web2 and Ed2?. I'm taking a paper to AARE, if I get it written in which I want to argue that unlike any other computing development over the past thirty years, this one is seriously significant. Having said that, I am equally convinced that formal education systems will likely drop the ball (again), largely because of the heavily entrenched ways of doing things. But, and this is the interesting thing about Web2 activity. There are now serious and large new players in the business of creating, mixing, re-mixing, re-arranging, tweaking, combining "knowledge". This is all about knowledge not perhaps as it is conventionally understood but nevertheless about knowledge. An intriguing podcast by David Weinberger asks the provocative question: What's up with knowledge. While the interest of the Berkman Centre, from which this podcast originates is the law, this informal discussion of a forthcoming book is insightful and useful in terms of thinking the stuff that the KPS agenda has glibly traded in, knowledge, for some time. To quote from the blurb on the page:

He says, "The comedian Jon Stewart has become a trusted journalist. Wikipedia is in many instances more reliable and up-to-date than traditional encyclopedias. Web sites let social networks put together their own front pages, ignoring the efforts of the highly trained members of newspaper editorial boards. So, what is up with knowledge?"

"It's by no means the end of days for knowledge," he says, "but it's no longer limited by the physical ways we've had to manage it in the past." Further, he says, as a culture we are hard at work on building an infrastructure of meaning and understanding.

There is a large amount of discussion about these and related ideas that span a large number of blogs. What is interesting is that apart from the usual "apply it" response of schools and universities there is, apart from stuff coming out of MIT and the Berkman Centre at Harvard there appears to be not a lot else on a significant scale thinking about this and working on these issues "out there". I may be wrong.

Slap in the Face

I had my sister-in-law over for pizza and coke on Friday night. She too is an educator. Our conversation turned to work. She told me about two things that happened during the week.

She took a group of 14 year olds on an excursion to the Beef Expo (Southerns imagine: a cross between provincial city show and agricultural field days with steroids) She gave them permission to take mobiles. As the kids got off the bus one student said their mobile was useless as they had no credit. Another student chimed in and said it wasn't a problem they would send them credit...and using their mobile with a few numeric entires apparently one sent the other $1 credit... What?... How?... Can you do that? (OMG I am sooo old!)...Take that for problem solving!

She also explained her senior business students in conversation with her happened to mention that the night before their exam they set up their web cameras, go online and chat over questions and solutions in prep for the exam. What is that? We joked about virtual study groups and laughed together about how in no uncertain terms would you refer to it as a "study group" to them. (So NOT cool!)

OK so what does this mean. First understand these kids live in a community that tops the lists for all the wrong things (high unemployment, low socio-economic, crime rates, domestic violence and the rest) In fact I heard it was in the top 5 for one of these categories and what strikes me is that these kids have access and are so well connected. Though my S-I-L did make comment that the 'haves' and 'have nots' is getting further and further apart.

The other thing I got to thinking about (and this is where the slap in the face comes)...I realised that for the first time in the history of education (ever) our kids have the ability and means to access more information than what their teachers do (read also "parents"). This is hugely significant. About 5 years ago I was talking about teachers no longer being the gate keepers of knowledge. These examples just hit me head on and reinforce that. I don't have a clue how to do either of the above tasks. How kids are getting information, learning skills, communicating, understand the world...just leaves us old foggies standing in their wake (scratching our heads saying "What?...How?...Can you do that?)

When I say the "history of education" I got to thinking about learning of the past..
- teaching kids research/library skills,
- libraries and encyclopedias being the place to get info,
- teachers preparing lesson plans and deciding what to teach, what facts to cover and therefore what to test.

The world really has exploded with information and IT that enables access to it.
The changes really are profound. I think this major shift (explosion) has happened in the last five years (I say that thinking about primary aged students, perhaps secondary teachers may argue a slightly longer timeline, I'm not sure) It certainly screams at me that some significant clunking or "explosions" need to happen with teaching approaches for these kids. And as an educational leader I'm left with the question..."how to make it happen?"

An interesting read in today's Australian. Eslpeth Probyn writing about youth and a quote about schooling: Maturity becomes them

My partner and I watched, amazed by the example shown by these 13-year-olds. Then we talked about the difference between our youth and theirs. She put her finger on it when she remarked that by 15 she'd had the assurance of these 13-year-olds bashed out of her by the school system. Thinking back, I have to say that it was the same for me. Maybe it's not that young people are growing up too fast. It's just that at least some are being encouraged to handle the world with ease and self-assurance. These little adults really are human becomings.

Just stumbled over (how else does one describe wandering aimlessly, in bitspace?) a nice piece of John Seeley-Brown's written quite some time back but with nice resonances with KPS-style stuff. He revisits some of his work at Xerox-Parc and offers some interesting examples of expert communities working with kids in school among a lot of other stuff.

Both in the spirit of blogs taking over the known digital world (for the moment) and for the nice expression of what I think is at the middle of the stuff KPS folk are interested in, a nice quote from the creating passionate users blog.

The quote:

Learning is one of the fundamental reasons games are so engaging. For most games, the moment you have nothing left to learn is the moment you become bored and move on. Most teachers know that real self-esteem doesn't come from people thinking you're good at something... it comes from actually being good. Almost any activity gets better and better the more you improve, the improvement is nearly always a result of learning.

Musicians know this. Snowboarders know this. Programmers know this.

The more you learn, the better you are at something. The better you are, the more engaging it is. If you can help people have more of that feeling, they won't talk about how good you are-- they'll talk about how much they kick ass.

And that's a powerful formula for creating passionate users.

The word expert is tossed about a lot, even in KPS-style stuff. I came across this little polemic which I thought was interesting. It derives from that dreaded new fad in education, "brain science". The book, The New Brain (oooh I hate refs to Amazon but too lazy to fix it) looks to be in that "this is what brain science tells us about how to be a whizz". As in all of this work, it can be mined for useful stuffand points to the work of K. Anders Ericsson who works on genuises, prodigies, and superior performers.

These ideas loosely couple with that notion of high expectations which is another way of talking about the serious work kids do in KPS-style environments.

and now for something entirely different

The rise and rise of the neurosciences and their slow but steady drip into educational thinking, at least at a gestural level has been something I have been trying to keep an eye on over the years. But today I stumbled on a piece that, at the very least, provides some interesting insights into possible relationships between the social and learning.

It's an Edge essay by V.S.Ramachandran called Mirror Neurons and the Brain in the Vat. If you have time on your hands or on some other part of your body, might be worth a glance.

One more

Came across this nice piece from Education Week. One of the author's (at least) is connected to the work described in the previous post. The article begins with two lovely quotes:

“So between odd and the same, you got to be rooting for odd.”
—Adam Sandler, in the movie “Spanglish”

“We are in an Age of High Standard Deviation.”
—Tom Peters, in his book Re-Imagine!

Well worth a read.

I've never suggested that any of the stuff we are interested in in terms of a KPS agenda is particularly new or unique. It's just one of many instances of what I think is important at this time on the planet, doing experiments in doing school differently. I stumbled across some cool folk who appear to be doing similar stuff in the US among what Tom Peters calls his "cool friends". Well worth a look. Might drop 'em an eline.