Minds. Open Education, the Long Tail, and Learning 2.0. John Seely Brown and Richard P. Adler. A Conversation with Professor José Marques dos Santos - PDF

EDUCAUSE r e v i e w Why IT Matters to Higher Education January/February 2008 on Minds Open Education, the Long Tail, and Learning 2.0 John Seely Brown and Richard P. Adler A Conversation with Professor

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EDUCAUSE r e v i e w Why IT Matters to Higher Education January/February 2008 on Minds Open Education, the Long Tail, and Learning 2.0 John Seely Brown and Richard P. Adler A Conversation with Professor José Marques dos Santos Richard N. Katz and Ted Dodds Action Analytics Donald Norris, Linda Baer, Joan Leonard, Louis Pugliese, and Paul Lefrere PLUS: The Second Decade and Beyond Diana G. Oblinger on inds Open Education, the Long Tail, and Learning 2.0 More than one-third of the world s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week. Sir John Daniel, 1996 By John Seely Brown and Richard P. Adler The world has become increasingly flat, as Tom Friedman has shown. Thanks to massive improvements in communications and transportation, virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive. 1 But at the same time that the world has become flatter, it has also become spikier : the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness. 2 A key part of any such ecosystem is a well-educated workforce with the requisite competitive skills. And in a rapidly changing world, these ecosystems must not only supply this workforce but also provide support for continuous learning and for the ongoing creation of new ideas and skills. John Seely Brown is a Visiting Scholar and Advisor to the Provost at the University of Southern California (USC) and Independent Co-Chairman of a New Deloitte Research Center. He is the former Chief Scientist of Xerox and Director of its Palo Alto Research Center (PARC). Many of his publications and presentations are on his website (http://www.johnseelybrown.com). Richard P. Adler is a Research Affiliate at the Institute for the Future in Palo Alto and Principal of People & Technology, a research and consulting firm in Cupertino, California John Seely Brown and Richard P. Adler Text illustrations 2008 Susan E. Haviland Illustration by Dung Hoang, 2008 January/February 2008 Educause review 17 The most profound impact of the Internet is its ability to support and expand the various aspects of social learning. If access to higher education is a necessary element in expanding economic prosperity and improving the quality of life, then we need to address the problem of the growing global demand for education, as identified by Sir John Daniel. 3 Compounding this challenge of demand from college-age students is the fact that the world is changing at an ever-faster pace. Few of us today will have a fixed, single career; instead, we are likely to follow a trajectory that encompasses multiple careers. As we move from career to career, much of what we will need to know will not be what we learned in school decades earlier. We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis. It is unlikely that sufficient resources will be available to build enough new campuses to meet the growing global demand for higher education at least not the sort of campuses that we have traditionally built for colleges and universities. Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century. The Brewing Perfect Storm of Opportunity Fortunately, various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global platform that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs. Arguably, the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT s curriculum). MIT s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources. 4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research. The latest evolution of the Internet, the so-called Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. New kinds of online resources such as social networking sites, blogs, wikis, and virtual communities have allowed people with common interests to meet, share ideas, and collaborate in innovative ways. Indeed, the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning. Social Learning The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by social learning? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning. 5 Compelling evidence for the importance of social interaction to learning comes from the landmark study by Richard J. Light, of the Harvard Graduate School of Education, of students college/ university experience. Light discovered that one of the strongest determinants of students success in higher education more important than the details of their instructors teaching styles was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own. 6 The emphasis on social learning stands in sharp contrast to the traditional Cartesian view of knowledge and learning a view that has largely dominated the way education has been structured for over one hundred years. The Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy concerns the best way to transfer this substance from teachers to students. By contrast, instead of starting from the Cartesian premise of I think, therefore I am, and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, We participate, therefore we are. This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others). 18 Educause review January/February 2008 Learning to Be There is a second, perhaps even more significant, aspect of social learning. Mastering a field of knowledge involves not only learning about the subject matter but also learning to be a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice. Historically, apprenticeship programs and supervised graduate research have provided students with opportunities to observe and then to emulate how experts function. Apprentices traditionally begin learning by taking on simple tasks, under the watchful vs. eye of a master, through a process that has been described as legitimate peripheral participation ; 7 they then progress to more demanding tasks as their skills improve. The studio system in architecture represents another example of social learning under the guidance of an established practitioner. In this system, students work together in a common space and peripherally participate in each other s design process; hence they can benefit from their instructors comments on and critiques of other students projects and not just from comments on their own work. A contemporary model that exemplifies the power of this type of social learn- ing is provided by the distributed virtual communities of practice in which people work together voluntarily to develop and maintain open source software. The open source movement has produced software such as the Linux operating system and the Apache web server, which have offered surprisingly robust alternatives to commercial products. These resources are typically made available at no cost to potential users, who are also invited to change or improve the resources as long as they agree to freely share their contributions with others. Open source communities have developed a well-established path by which newcomers can learn the ropes and become trusted members of the community through a process of legitimate peripheral participation. New members typically begin participating in an open source community by working on relatively simple, noncritical development projects such as building or improving software drivers (e.g., print drivers). As they demonstrate their ability to make useful contributions and to work in the distinctive style and sensibilities/taste of that community, they are invited to take on more central projects. Those who become the most proficient may be asked to join the inner circle of people working on the critical kernel code of the system. Today, there are about one million people engaged in developing and refining open source products, and nearly all are improving their skills by participating in and contributing to these networked communities of practice. Since the open source movement is based on the development of computer software, participation is effectively limited to people with programming skills. But its principles have been adopted by communities dedicated to the creation of other, more widely accessible types of resources. Perhaps the best known example is Wikipedia, the online open source encyclopedia that has challenged the supremacy of commercial encyclopedias. Becoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But January/February 2008 Educause review 19 In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading. only more experienced and more trusted individuals are invited to become administrators who have access to higher-level editing tools. 8 The openness of Wikipedia is instructive in another way: by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the final versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading almost a new form of literacy that invites the reader to join in the consideration of what information is reliable and/or important. In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field. 9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in learning to be even as they are mastering the content of a field. This encourages the practice of what John Dewey called productive inquiry that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task. New Tools for Extending Education: Social Learning Online Now let s look at some of the ways in which technology has begun to change the game in education by leveraging the potential of social learning and let s try to identify some of the ways in which technology could bring about even more far-reaching changes that can better serve the needs of twenty-first century students. A current example of an attempt to harness the power of study groups in a virtual environment is the Terra Incognita project of the University of Southern Queensland (Australia), which has built a classroom in Second Life, the online virtual world that has attracted millions of users. 10 In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily break off from the central classroom before rejoining the entire class. 20 Educause review January/February 2008 It seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks. Terra Incognita Source: Instructors can visit or send messages to any of the breakout groups and can summon them to rejoin the larger group. Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called CyberOne: Law in the Court of Public Opinion. The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. CyberOne Classroom in Second Life Source: This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education. A very different sort of initiative that is using technology to leverage social learning is Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as the educational equivalent of Netflix + YouTube + Kazaa. 11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a mediator, who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching. The recorded lectures provide the educational content, and the local mediators stimulate the interaction that actively engages the students and increases the likelihood that they will develop a real understanding of the lecture material through focused conversation. 12 Whereas these examples are using technology to enhance social learning within formal education, it also seems likely that a great deal of informal learning is taking place both on and off campus via the online social networks that have attracted millions of young people. In fact, many students in the United States and in many other parts of the world are already involved with online social networks that include their friends. John King, the associate provost of the University of Michigan, has attempted to bring attention to this phenomenon by asking how many students are being taught each year by his institution. Although about 40,000 students are enrolled in classes on the university s campus in Ann Arbor, King believes that the actual number of 22 Educause review January/February 2008 By enabling students to collaborate with working scientists, this movement provides a platform for the learning to be aspect of social learning. students being reached by the school today is closer to 250, For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus. 14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons. The Faulkes Telescope Project Source: Adding Community to Content: Learning to Be through e-science and e-humanities The e-science movement is providing students with access to expensive and scarce high-level tools, giving them the opportunity to engage in the kinds of research conducted by professional scientists. 15 By enabling students to collaborate with working scientists, this movement provides a platform for the learning to be aspect of social learning. For example, the Faulkes Telescope Project, sponsored by the Las Cumbres Observatory Global Telescope Network, provides students in the United Kingdom with free access to two high-powered robotic telescopes, one in Hawaii and the other in Australia, which the students are able to use remotely to carry out their own scientific investigations (http://faulkes-telescope.com/). The project also operates the Faulkes Telescope Student Academy, which provides training in astronomy and supports collaborative projects between students and expert astronomers. The project s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy
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