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Informal learning accounts for over 75% of the learning taking place in organizations today

Formal learning includes the hierarchically structured school system that runs from primary school through the university and organized school-like programs created in business for technical and professional training.

Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educational influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media.

Too often, we place technologies in the forefront, which end up obscuring authentic knowledge formation.

Our knowledge-based societies demand a deeper change in our culture of teaching, and, particularly, in the ways in which we learn (and unlearn).

We need to rethink and explore all the “invisible” (non-formal, non-certified, but equally relevant) ways of learning in a world where personal knowledge development, comprised of both tacit and explicit elements, is rapidly becoming more valuable than commodified, industrial-style information delivery.

As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.

I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

Ante la necesidad de seguir explorando integraciones virtuosas entre tecnología y educación, el uso de los dispositivos móviles o de bolsillo se vislumbra como una segunda gran oportunidad para esta combinación tecno-educativa. Lo anterior, bajo la lógica de apoyar la educación tradicional a través de estos nuevos dispositivos y nuevas metodologías de enseñanza. La idea no es reemplazar lo ya existente, sino sumar.

Aunque e-learning ha demostrado ser tremendamente beneficioso en cuanto a la posibilidad de ofrecer contenidos educativos a una gran cantidad de educandos, este modelo no ha demostrado ser lo suficientemente contundente como para ofrecer una metodología de aprendizaje significativamente mejor a la educación tradicional, que podríamos etiquetar como cara-a-cara (profesor-alumno y alumno-alumno).

Sin embargo, la adopción de este modelo demanda una serie de transformaciones y de alta flexibilidad ya que se requiere de un cambio en las herramientas, las pedagogías y las prácticas, todo ello con miras a formar estudiantes nómades (que mañana serán expertos adaptables).

The most profound technologies are those that disappear.

school teachers are no longer the primary means to knowledge, but should act as a coaches or curators, rather than broadcasters.

Now in the age of digital media, the best content and the best people to teach, co-learn and share with are accessible on the network, making centralized models less efficient.

Creative learning becomes the fundamental activity. It is not about consuming pre-determined content, passing tests or something with beginnings and ends. Learning is continuous transformation. It is the foundation for creative action.

The new competitive edge comes from interactive capacity: the ability to connect with information and people, as and when needed.

In increasingly complex environments learning curriculums cannot be effectively designed beforehand.

The phones have also helped create a teaching style that the faculty refer to as “mobile-enhanced inquiry-based learning” — combining mobile phones and a learning theory that teaches through experimentation and questioning

In many ACU classes, one component of mobile implementation is lecture podcasts, which allow students to consume much of the information typically delivered in the classroom on their own time and in their own dorm rooms.

The result thus far is BioBook, a device-agnostic, peer-written, node-driven text. In other words, it’s like Wikipedia on steroids.

The insanely irresponsible advertising for BlackBoard 8 suggests that Academic Suite release 8.0 will “enhance critical thinking skills” and “improve classroom performance.” What LMS can do this? What Web 2.0 tool can do this? This is total bullshit, how can they make such an irresponsible claim? These things are not done by technology, but rather people thinking and working together. Our technology may afford a unique possibility in this endeavor by bringing disparate individuals together in an otherwise untenable community, yet it doesn’t enhance critical thinking or improve classroom performance, we do that, together.

The learning happens not as a by-product of the technology, it is, or rather should be, the Raison d’être of the technology. The teaching and thinking happen within the medium of texts, videos, film, images, art, conversation, game playing, computers, etc. Technology may provide new ways of delivering and accessing this information, and mark the basis of many a medium, but the idea of a community and its culture is what makes any technology meaningful and relevant.

BlackBoard makes an inferior product and charges a ton for it, but if we reduce the conversation to technology, and not really think hard about technology as an instantiation of capital’s will to power, than anything resembling an EdTech movement towards a vision of liberation and relevance is lost. For within those ideas is not a technology, but a group of people, who argue, disagree, and bicker, but also believe that education is fundamentally about the exchange of ideas and possibilities of thinking the world anew again and again, it is not about a corporate mandate to compete—however inanely or nefariously—for market share and/or power. I don’t believe in technology, I believe in people.