4. the true centre of correlation of the school subjects
is not science, nor literature, nor history, nor geography,
but the child's own social activities.
“My Pedagogic Creed” by John Dewey. School Journal vol. 54 (January 1897), pp. 77-80.
10. if we put before the mind's eye the ordinary
schoolroom ... we can reconstruct the only
educational activity that can possibly go on in such a
place. It is all made 'for listening'" (Dewey, 1900).
11. In the early 1900s, as part of the social efficiency movement,
educational leaders began applying aspects of Frederick
Taylorʼs conception of scientific management of factory
production to the structures of schooling (Kliebard 2004).
For Taylor, efficient production relied upon the factory
managersʼ ability to gather all the information possible about
the work which they oversaw, systematically analyze it
according to ʻscientificʼ methods, figure out the most efficient
ways for workers to complete individual tasks and then
tell the worker exactly how to produce their products in an
ordered manner (Noble 1977).
Scientific management thus represented a form of ʻtechnical
controlʼ (Apple 1995) over labour, where the logics of control
are embedded in the very structure of the process of
production itself.
Au, Wayne (2008) 'Between education and the economy: high-stakes testing and the contradictory location of the new middle class',
Journal of Education Policy, 23:5, 501—513.
17. From the 2010 Pew report:
• 73% of wired American teens now use social networking websites
18. Who’s in
school?
From the 2010 Pew report:
• 73% of wired American teens now use social networking websites
19.
20. Reiss’s16 Basic Desires
social contact
physical exercise independence
curiosity acceptance
honor romance
order power
saving vengeance
idealism status
tranquility family
eating
Reiss, S. (2000). Who am I: The 16 basic desires that motivate our actions and define our personalities. New York: Tarcher/Putnam.
21. “Yes, today you can chat with friends,
collaborate on projects, read the news, play
games, or share videos of your kids, all online.
But you could do all that stuff offline before
1991. It’s just much easier and faster now.
What’s different—what’s fundamentally
different—is the size of your social space, and of
course the size of everyone else’s. The Internet
has made these spaces much, much bigger.”
- Joshua Fisher
http://www.sramanamitra.com/2010/01/30/what-is-good-teaching/
23. ■ Average user spends 55 minutes per day
■ 35 million update status every day
■ 3 billion photos uploaded each month
■ 5 billion pieces of content shared every day
■ 70% of users are outside the United States
http://www.pamorama.net/2010/03/29/amazing-facebook-facts-infographic/
24. YouTube: 24 hours uploaded per minute!
http://2.bp.blogspot.com/_nitktFIV4LU/S6EVwzwji1I/AAAAAAAAABk/MN2MpJood8M/s1600-h/hours.uplaoded.per.minute.png
28. 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.”
John Seely Brown and Richard P. Adler (2008)
29. Learning
being
tools archived
the World knowledge
society
32. 1 Under 2 Avoid 3 Early 4 Camp
Start attack! trails info here!
5 Get
The signal 1
Mystery Trip
(2005-09) 6 Get
signal 2
7 Camp
here
8 Get
signal 3
9 Silence
scouts
13 Thanks 12 Broad- 11 Camp 10 Avoid
Heroes! cast here snipers
33. You left camp about an hour ago. The hike is going well. You feel a buzzing in
your backpack. You take out your Communicator, and read the message.
Photo by 2008 Mystery Trip Group
34. You left camp about an hour ago. The hike is going well. You feel a buzzing in
your backpack. You take out your Communicator, and read the message.
It’s John. His face is
scratched and bloody,
battered and bruised.
After you left, camp was
overrun by men in green.
We tried to fend them off.
There were five of them on
Noah at one time, and Addie
took out eight or so, but the
sheer numbers overcame us.
Photo by 2008 Mystery Trip Group
35. You left camp about an hour ago. The hike is going well. You feel a buzzing in
your backpack. You take out your Communicator, and read the message.
It’s John. His face is It’s John. His face is
scratched and bloody, scratched and bloody,
battered and bruised. battered and bruised.
After you left, camp was I’m not sure why they attacked.
overrun by men in green. Head up Great Pond Mountain.
I’ll try to communicate with you
We tried to fend them off.
there. Stay out of sight, and off
There were five of them on the open faces — and don’t
Noah at one time, and Addie take the main trails; I think
took out eight or so, but the they’re monitoring them.
sheer numbers overcame us.
Go! and be careful!
Photo by 2008 Mystery Trip Group
36. You left camp about an hour ago. The hike is going well. You feel a buzzing in
your backpack. You take out your Communicator, and read the message.
It’s John. His face is It’s John. His face is
John Martin, looking
scratched and bloody, scratched and bloody,
really really tired.
battered and bruised. battered and bruised.
After you left, camp was I’m not sure why they attacked. They’re setting up some kind of
overrun by men in green. Head up Great Pond Mountain. base station here. There’s all
I’ll try to communicate with you sorts of radio gear.
We tried to fend them off.
there. Stay out of sight, and off
If you can get to one of the
There were five of them on the open faces — and don’t
nearby peaks, you might be
Noah at one time, and Addie take the main trails; I think
able to intercept a transmission
took out eight or so, but the they’re monitoring them.
with your Communicator.
sheer numbers overcame us.
Go! and be careful!
Photo by 2008 Mystery Trip Group
37. Greenbush History State Street
Student-
Designed
Seven AR
AR Projects
Design Projects
Greenbush Story Game Unit
Mystery Trip Tree Tour Nature Hill
41. Clay Shirkyʼs predication:
This shock of inclusion, where professional media gives way to
participation by two billion amateurs (a threshold we will cross
this year) means that average quality of public thought has
collapsed; when anyone can say anything any time, how could it
not?
If all that happens from this influx of amateurs is the
destruction of existing models for producing high-quality
material, we would be at the beginning of another Dark Ages.
http://www.edge.org/q2010/q10_1.html
42.
43. thanks.
John Martin
gameslearningsociety.org
University of Wisconsin - Madison
Academic Technology
regardingjohn.com
Editor's Notes
My name is John Martin, I’m a recent PhD in Education from UW-Madison, part of the Games, Learning, and Society research group there. And I also work there as a Learning Consultant, looking at some of the trends and trying to push them to try to keep up.
Keeping up is even more impossible for Educators than it is for everyone else, except Intellectual Property Lawyers...
Today I guess I’m speaking on Education and Learning, and how that’s sorta changing -- maybe...
The truth is that we’ve been having an argument in education for a long time.
And we keep coming back to the same themes
but we seem to keep ignoring them, because we really want something NEW and SHINY
Thanks to Star Trek, we know what education will look like (on Vulcan, anyway) in the 23rd Century — a lot of direct instruction...
with plenty of time for the tradition of bullies throwing down "yo’ mama’s so human!" insults between intensive, personalized sessions.
But how do we (or did we) get there?
Well, although school as an institution isn’t socially relevant — in many students’ views.
(Dance class)
Change is hard for an institution whose hierarchical, top-down nature is part of its core structure.
But the norms of school may have met its match.
How do schools react?
And it may be fighting a losing battle
as well as banning some really powerful learning tools.
So, in education, some of us are taking a look at what’s happening
Who it’s affecting,
(2010 Pew Report on Social Media and Young Adults)
How deeply they are affected,
(Kaiser) They’re “exposed” to media, [but not just consuming]; and they’re exposing themselves to more than one type at a time (hence 10:45 worth)
And why...
It turns out, that they’re doing a lot of the same things they’ve always done,
Communicating, Sharing, Investigating, Buying and Selling, Friending, Socializing, Entertaining, etc.
Just at a Way-Bigger Scale
Mind-numbingly bigger scale.
And all these things are having a huge impact on their expectations in life and in their educational endeavors
You may have seen Mike Wesch’s work...
Wesch brought his class into their own instruction by having them look at their lives — their own practices, and the practices of their peers —
and he used that as a launching point and foundation for an much larger problem-based investigation.
This runs counter to the model of Industrial Age model of Traditional Education.
And it’s messier, and harder for schools to deal with. Keep in mind that much of educational practice is based on the administration of the student — keeping track of them, keeping them in line, etc.
Teaching is chaos, as is.
But technology offers educators a chance to try new things that, hopefully will keep kids engaged — an engaged student is on-task (and we like that)
In 2005, I worked with a few 5th graders to create a game based on a local neighborhood.
This was a one-player, one-role tour based on an urban renewal scenario created by Micah.
My dissertation research centered on another AR game written by 11-13 year olds that structured a 4-day hiking trip with a game narrative.
It was fun, and it added a lot to the trips. You can ask me about it later if you want.
It was fun, and it added a lot to the trips. You can ask me about it later if you want.
It was fun, and it added a lot to the trips. You can ask me about it later if you want.
We’ve also let students go out and research their communities with mobile devices (cameras, iphones, GPS units, etc.).
This was super-powerful, super-situated place-based learning.
At UW-Madison, we’re encouraging faculty to try these things,
Others have been at it longer
But there are problems, of course
The world may collapse if we don’t do it right.
So, if you have any ideas to save us, let me know.