mind, heart, and hands: lifelong learning and teaching in the digital age

25
Mind, Heart, and Hands: Lifelong Learning and Teaching in the Digital Age Jon Udell OCWC April 2009

Upload: judell

Post on 07-Feb-2015

5.852 views

Category:

Education


1 download

DESCRIPTION

 

TRANSCRIPT

Page 1: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Mind, Heart, and Hands:Lifelong Learning and Teaching

in the Digital Age

Jon UdellOCWC

April 2009

Page 2: Mind, heart, and hands: Lifelong learning and teaching in the digital age

John Leek’s newest book

Page 3: Mind, heart, and hands: Lifelong learning and teaching in the digital age

John Leeke online, demonstrating his revolutionary technique for interior storm windows

Page 4: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Narration of work

Online apprenticeship

Text, audio, and video

Themes of John’s work (and mine)

Page 5: Mind, heart, and hands: Lifelong learning and teaching in the digital age

The once (and future?) model for education

Page 6: Mind, heart, and hands: Lifelong learning and teaching in the digital age

In the pre-industrial era, education and work were:

Observable

Connected

In the post-industrial era, they are:

Non-observable

Disconnected

Page 7: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Walter Lewin’s Physics 8.02

Now (some) teaching is observable and connected.

Good!

Page 8: Mind, heart, and hands: Lifelong learning and teaching in the digital age

But what about learning?

What is it like to be:

A physics student?

A nursing student?

A mechanical engineering student?

How do we observe learners?

How do we connect with learners?

Page 9: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Observable education: Theory

“What if course portals, typically little more than gateways to course activities and materials, became instead course catalysts: open, dynamic representations of ‘engagement streams’ that demonstrate and encourage deep learning?”

Gardner Campbell

Page 10: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Observable education: Practice

Jim Groom

Posted by: JennyTagged: American Studies 312

Page 11: Mind, heart, and hands: Lifelong learning and teaching in the digital age

And what about work?

What is it like to be:

A physicist?

A nurse?

A mechanical engineer?

How do we observe workers?

How do we connect with workers?

Page 12: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Observable work: Joe Gregorio

Theory Practice

Page 13: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Observable work: Jon Galloway

“Hopefully it’s helpful to you, but I know that there are folks out there with some real skill at diagnosing application performance issues, and there are better debugging tools available, too. How would you go about diagnosing something like this?”

Troubleshooting an Intermittent .NET High CPU problem

Page 14: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Observable work: Chris Gemignani

Task: Recreate a New York Times infographic using Excel

New York Times version Excel version

Page 15: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Looking over the master’s shoulder

(mistakes included!)

Page 16: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Why do software people work observably? (1)

We created, and are comfortable with, the technologies of observable work:

Web publishing

Blogging

Microblogging

Podcasting

Digital video

Tagging

Syndication

Page 17: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Why do software people work observably? (2)

Our work processes, and products, are fully digital:

Design discussion

Source code

Documentation

Tests

The actual software itself

Page 18: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Why do software people work observably? (3)

We practice, and value:

Feedback

Iterative refinement

Testable outcomes

Page 19: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Why don’t (most) academics work observably?

Work processes and products only recently network-observable

Medieval publishing, peer review, reward systems

“I wouldn't want to publish a half-baked idea”

Page 20: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Exception to the rule: Jean-Claude Bradley

Page 21: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Why don’t (most) professionals work observably?

Work processes and products only recently network-observable

No culture of publication, narration

“I’m too busy to blog”

Page 22: Mind, heart, and hands: Lifelong learning and teaching in the digital age

Exception to the rule: John Halamka

Page 23: Mind, heart, and hands: Lifelong learning and teaching in the digital age

John Leeke is a lifelong teacher and learner

He is also a courseware provider:

“My father was a commercial artist, then a furniture-maker and builder at the craftsman/artisan level. He left behind detailed files of every project he ever worked on.”

“The video camera and the computer and the Internet are just tools, no different from my table saw and push stick, or my old wooden hand plane.”

“Instead of watching television, I make television.”

Page 24: Mind, heart, and hands: Lifelong learning and teaching in the digital age

John Leeke’s courseware produces network effects:

“People everywhere care about this stuff, because there are wooden buildings all around the world. On six of the seven continents there are people using these videos streaming from my office in Portland, Maine.”

Gardner Campbell: “Network effects: Another name for civilization”

Page 25: Mind, heart, and hands: Lifelong learning and teaching in the digital age

What network effects could spreadif we encouraged students to:

Become lifelong teachers and learners?

Produce, as well as consume, courseware?

Let’s discuss!