Confessions of an Aca/Fan: Archives: A New Culture of Learning: An Interview with John ... - 0 views
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eprofesor eestudiante eaprendiz contexto aprendizaje cambio imaginacion docencia learning education
shared by Enrique Rubio Royo on 22 Feb 11
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the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
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new book
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the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
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the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
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the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
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the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
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the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
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new book
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A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
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why learning is changing in the 21st century and what schools need to do to accommodate these new practices
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Can you share some of what you learned about student-directed learning?
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distinction
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between teaching and learning
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it means to be an educator and being open to ideas such as student-directed learning
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to be a responsible educator
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the role of educators needs to shift away
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to becoming expert in the ability to create and shape new learning environments.
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In a way, that is a much more challenging, but also much more rewarding, role.
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You get to see students learn, discover, explore, play, and develop
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has become a cliché
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"Lifelong learning"
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the world of networked computing you describe which transforms this abstract concept into a reality?
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kids learn about the world through play
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play and learning are indistinguishable
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The premise of A New Culture of Learning is
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which means that more often than not, we are faced with the same problem that vexes children
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we are now living in a world of constant change and flux
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How do I make sense of this strange, changing, amazing world?
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By returning to play as a modality of learning
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is about the productions of new meanings by reframing or shifting the context in which something means
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In a networked world, information is always available and getting easier and easier to access
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Imagination, what you actually do with that information, is the new challenge.
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as the world grows more complicated, more complex, and more fluid, opportunities for innovation, imagination, and play increase.
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Essentially what this means is that
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Information and knowledge begin to function like currency: the more of it you have, the more opportunities you will have to do things.
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The force that seems to be pushing the knowledge curve forward at an exponential rate is two fold.
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the generation of new content and knowledge
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First
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second
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while content may remain stable at some abstract level, the context in which it has meaning (and therefore its meaning) is open to near constant change
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users are not so much creating content as they are constantly reshaping context
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idea of remix
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"imagination is more important than knowledge."
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The 21st century has really marked the time in our history where the tools to manipulate context have become as commonplace as the ones for content creation and we now have a low cost or free network of distribution that can allow for worldwide dissemination of new contexts in amazingly brief periods of time.
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Millions of micro-transactions, each of which are trivial as "content" powerfully and constantly reshape the context in which news and current events have meaning.
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how we learn is more important than what we learn
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knowledge, now more than ever, is becoming a where rather than a what or how
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relationship between meaning and context.
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every piece of knowledge has both an explicit and a tacit dimension
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The explicit
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s only one kind of content, which tells you what something means
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The tacit
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It tells why something is important to you, how it relates to your life and social practices
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It is the dimension where the context and content interact
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Our teaching institutions have paid almost no attention to the tacit and we believe that it is the tacit dimension that allows us to navigate meaning in a changing world.
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Knowledge may maintain consistency in the explicit, while undergoing radical changes in the tacit and we believe that understanding how knowledge is both created and how it flows in the tacit is the key to understanding and transforming learning in the 21st century.
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Douglas Thomas
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John Seely Brown