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the Indians I heard in London accepted the following premise: university education, at least in part, involves seasoned, well-educated people determining what less seasoned, less well-educated people should know, then proceeding to teach them. By contrast, at the Palo Alto gathering there was much more talk of “hacking college.” This worldview, though certainly not universal, reflects a certain disdain for hierarchies of knowledge and expertise. Instead, it embraces a radically individualistic approach to higher ed, one based on the idea that it’s always a great thing when students create their own education, piecing together courses and educational materials, free from the confines of convention.

Lots of students who want a college education, whether at the elite or mass-access end of the spectrum, either want to study a curriculum that has been proven, need support because they don’t have the tools to educate themselves, or both.

The edupunk aesthetic certainly has some appeal – why not blow up some traditional assumptions about the structure of education? And it is so varied that it wouldn’t be fair to say its proponents are all blind to questions of giving students the guidance they need to succeed. But its anarchistic edge risks leaving students to their own devices so much that oversight and quality control goes out the window

I can become a better photographer simply by the sheer act of continually doing photography… heading towards the idea of 10,000 hours at doing something can get you near the “Welcome to Expertise” sign. This seems simple- I get better at something by doing it. There is no central authority, no entity that is approving what I do. If I skip a day or more, there is no punishment. It is not based on attendance. I get out what I put into it. I’m really on my own. That’s is as Personal as the Learning Environment can be, eh? But I am not completely on my own… and what I think is a key ingredient here is the feedback I get by being in a network of peers doing the same thing. It is the comments, suggestions, and even small reinforcements that others doing the same activity as me that increase or reinforce my learning, not a teacher’s.

1. The longest path is the shortest and the shortest path is the longest Essentially, if you are looking for shortcuts to learning , your end path will take more time and effort. At first the path of learning all of the basic concepts seems like a long route, but in the end, the authors argue will be shorter in the long run. 2. Avoid isolation. This not only means find online communities, but also people you can talk to or bounce ideas off of. It’s the “Learning is social” concept –“As a self-learner, you do not have the convenience of scheduled class time and required problem sets. You must be aggressive about finding people to help you.” 3. Avoid multitasking It does not mean you cannot study with music playing (I am listening to a blues show as I type) but it is important to focus solely on trying to learn a task or complete a project. 4. You don’t read textbooks, you work through them It ain’t a novel and need not be read cover to cover, or even chapter start to end- “Successful self-learners don’t read, they toil. If there are proofs, walk them through, and try proving results on your own. Work through exercises, and make up your own examples.” It’s more like exercising than reading. 5. Build Eigencourses I cannot define “eigencourse” but to me it says leverage the open content that is out there. The “eigen” part seems to mean its not all in one place, you will need to pick and choose, mix and mashup. Don;t expect a single course pack. 6. What to do when you don’t understand. This point was a bit more vague to me and aimed more at learning to code, but the idea of a “logic tree” tells me there are patterns of ways to figure out how to step back and sort out what you need to learn something you don’t get at first. Maybe it should read, “DON’T PANIC”? 7. There is nothing so practical as a good theory. The authors here suggest to not be a “theoretician” or a “practitioner” but both. “Not all textbooks can be read with application in mind, despite that they serve as the theoretical foundation for applied work. This is why you must have a deep sense of patience and commitment – which is why a prolonged curiosity and passion for a topic are so valuable… Avoid the dualistic mistakes of technical execution without intuition, and intuition without technical execution.”