tag:blogger.com,1999:blog-106666472022-11-08T15:41:55.743+11:00Learning for 2020My journey to understand what life will be in year 2020 and how we should prepare our next generation to cope with life at 2020.Albert Iphttpwww.blogger.com/profile/[email protected]:blogger.com,1999:blog-10666647.post-85260309345727275512007-05-28T11:45:00.000+10:002007-05-28T11:46:27.241+10:00What is weighing down learning?by Harold Jarche
Harold dug up a post I wrote two years ago and highlighted the baggage the current school system is.
However, I would like to take issue with his use of "learning" in his post title.
I have left out "who and why" in the above. "Who" is obvious. We are talking about the children - oops, everyone actually because we need life-long learning.
I don't want to ponder "why" we need to learn. It has been covered by too many people and I have no expertise in it. I would rather apply "why" to each of the "what, when and where". Why *we* want learners to learn "what", at "when" and "wherebr br />When and only when the above questions have answers, education system would be able to address "how" to achieve under the economic and social constraints.
Unfortunately, we do not start from a blank state. There is an existing education system. Can it evolve to the ideal state? Or it is necessary to have a revolution in order to achieve that state?
Again, I have more questions than answers!
Random Walk in Learning]Albert Iphttpwww.blogger.com/profile/[email protected]:blogger.com,1999:blog-10666647.post-1155166400266378012006-08-10T09:27:00.000+10:002006-08-10T09:37:29.916+10:00"Deliver Instruction"Chris Lehmann asks
Can someone differentiate when you would say "Deliver Instruction" over the simpler (and to me, more meaningful) term "Teachblockquote>
Mignon McLaughlin
It means that a teacher can deliver pizza along with instruction. It means that we can objectify teachers' delivery of knowledge--external from themselves--and grade her on her performance. It means that, like a baseball pitcher, we can clock the speed of delivery and that each teacher has her own way of getting the ball over the plateblockquote>
I say
Step 1: Unscrew the top of student's head.
Step 2: Deliver instruction into the.
Step 3: Replace the top of student's head.
Step 4: Send client a bill for the service.
Step 5: Call the next student in. Repeat step 1 to 4 aboveblockquote>
cross posted to Random Walk in LearningAlbert Iphttpwww.blogger.com/profile/[email protected]:blogger.com,1999:blog-10666647.post-1155165347823304032006-08-10T08:56:00.000+10:002006-08-10T09:15:48.260+10:00"The Future of - Three Contrasting Viewsby Scott Leslie
Scott reports on three "future" visions. Please read his own view by clicking on the title of this post. Here is my own hypothical scenario for 2031: Reflection on the Eve of International Conference on the Use of Books in Education 2031
By 2015, many of the Generation X have achieved executive levels at education institutes and government agencies. Some remembered how frustrated they were when they had to learn from content without support. Some were determined to change the way education should be deliveredblockquote>Albert Iphttpwww.blogger.com/profile/[email protected]:blogger.com,1999:blog-10666647.post-1154935735092940262006-08-07T17:18:00.000+10:002006-08-07T17:31:01.856+10:0030 years later: Transhuman and learningI blogged [in Sunday, Brian Wang posted Transhuman: Iron man versus Borg versus Xmen where he looked at what capabilities that make sense to put into the body and what to leave as wearable tools.
The capabilities that Brian refered to are those we may found in Star Treks Borg, the 6 million dollar man, X-men or comic book character Iron Man. Looking at the list, it seems that many of these capabilities are within reach in near future.
The one last thing on Brian's list is uploading/mind transfer:
There are questions as to how well this would work in terms of consciousness. Eventually this architecture could diverge from the cyborg, genetic enhancement capabilities. The communication between biology and the computer and whether upgrading hybrid biology would be slower than pure computer equipment would be factors in whether architectures diverge in performanceblockquote>
It seems that there is no magic pill to transfer knowledge/understanding between minds yet in the near future.
What learning is like in 2020 is still unknown!Albert Iphttpwww.blogger.com/profile/[email protected]:blogger.com,1999:blog-10666647.post-1145149106059317812006-04-16T10:41:00.000+10:002006-04-16T10:59:37.780+10:00Future StudentsAfter neglecting this blog for a few months, I am back.
Here are a few posts of interest:

My shameless rewording of Manager 2.0 by Kathy Siera.
One dramatic difference between traditional schools and the Web 2.0 new schools is the way students are taught. Or rather, the fact that they are not "taught." Most School 1.0 (like, say, where I graduated?) are not only too old fashioned, but their teaching practices are just too old school (and not in a retro hip way) to foster a culture that matches the culture of the new citizens growing up in Web 2.0.
Knowledge is negotiated and learnt in a community of practicetdtr>Learning effectiveness conducted by external "examination authoritytd>Learning effectiveness is reported as portfolio and demonstrationstdtr>Fixed time table. If a student missed a lesson, she will miss that forevertd>Learning occurs all the time and contents are covered in repeating cyclestdtr>Scholarship are based on past examination resultstd>Scholarship is based on the ability to learn in a group and contribution to the grouptdtr>Repetitive homework are assignedtd>Projects are negotiatedtdtr>Deadline of homework submission in short and frequent intervaltd>Continuous presentation of current state of projecttdtr>Students are forced to learn without explaining why they should learn that materialtd>Students choose the subject they like based on career advicetdtableblockquote>
A series of posts from
. So what about a flat classroom? Traditional education has been an environment of hills. The teacher could rely on gravity to support the flow of curriculum down to the learners. But as much as we might like to pretend, we (teachers) are no longer on top of the hill. The hill is practically gone. [my emphasisblockquote>

and a
Fablusi role play simulation. The information you received to create the reality is minimum. Your imagination fills in most of the details. This can also happen when you are reading a novel. The look of the character in the novel is mostly created by your imagination or creativity.
Now, consider this situation, from an Intel webpage, via Better Humans
In a hospital in Houston, two surgeons appear to be performing a difficult procedure on a cardiac patient. In fact, only one of the doctors in the room is real. The other is a replica - a lifelike physical model whose shape, appearance and movements precisely mimic those of a specialist in Tokyo who is performing the actual work.
When you finished using a replica for one purpose, you could transform it into another useful shape. A human replica could morph into a desk, a chair could become a keyboard, a lamp could be transformed into a ladder.

This is what the Carnegie Mellon University researchers called Dynamic Physical Rendering - a To create the physical replicate, they propose to use "a form of programmable matter". This programmable matter is in fact millions of small spherical catom which, a prototype (much bigger than the eventual version) has been partially* demonstrated in 2004. The final version will use electrostatic forces rather than electromagnetic forces to hold these catoms together or move. This simulation shows how 3D catoms can find other catom.
Obviously this kind of research will provide a very different future for us. The way of experiencing the world and hence forming our understanding of the world will be different. We should be excited and be prepared.
What would it mean for a teacher to be clickableblockquote>
This is a question I am most interested in, especially if we want to have an answer which is appropriate in 10 to 15 years.
David continues to outlines three roles a teacher need to become:
First of all, the teacher has to create and persuasively describe the place that the students will want to go, a student-centered outcome that is compelling to young learners. Then the teacher must construct a context within which the students will work with relevant/authentic limitations, and appropriate tools to accomplish the goal. Finally, the teacher becomes a consultant, or strategy guideblockquote>
YES! Teacher is NOT the authorative content of a subject matter, but a convincing evangelist of an area of study that demonstrates relevancy to the curiosity of the young and inquiring minds. Teacher contructs challenging and stimulating problems to help the students to continue the scope of inquiry and further the depth of the study. Teacher is a guide, someone who is willing to travel the learning journey with the students helping in every way AND enjoying the discovery and excitement together.
In The Zen Of Being An Effective 'Mod' In Online Role-Play Simulations [see my other papers on role play simulation in httpwww.roleplaysim.org/papers: Given that roles are trying to achieve goals, one tactic to create learning opportunities is to set up obstacles [or new challenging problem in the current context of a new role of a teacher] on the path to these goals.
:The MOD becomes a story teller and creates extension to the original design to cater for the situation.