mind, heart, and hands: lifelong learning and teaching in the digital age
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Mind, Heart, and Hands:Lifelong Learning and Teaching
in the Digital Age
Jon UdellOCWC
April 2009
John Leek’s newest book
John Leeke online, demonstrating his revolutionary technique for interior storm windows
Narration of work
Online apprenticeship
Text, audio, and video
Themes of John’s work (and mine)
The once (and future?) model for education
In the pre-industrial era, education and work were:
Observable
Connected
In the post-industrial era, they are:
Non-observable
Disconnected
Walter Lewin’s Physics 8.02
Now (some) teaching is observable and connected.
Good!
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?
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
Observable education: Practice
Jim Groom
Posted by: JennyTagged: American Studies 312
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?
Observable work: Joe Gregorio
Theory Practice
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
Observable work: Chris Gemignani
Task: Recreate a New York Times infographic using Excel
New York Times version Excel version
Looking over the master’s shoulder
(mistakes included!)
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
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
Why do software people work observably? (3)
We practice, and value:
Feedback
Iterative refinement
Testable outcomes
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”
Exception to the rule: Jean-Claude Bradley
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”
Exception to the rule: John Halamka
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.”
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”
What network effects could spreadif we encouraged students to:
Become lifelong teachers and learners?
Produce, as well as consume, courseware?
Let’s discuss!