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Technology is hot…right? Google Wave, blogs, RSS, Twitter, crowd-sourcing, connectivity. The potential for new ways of learning, new ways of teaching is enormous. Pathways, connections, embedding, personal learning networks… It’s so exciting.
And then there’s learning content: safe, reliable, the comfortable old coat of the online learning world, right? Wrong!
• examines the implications of technology change for learning content
• shows why content is the Armani of online learning awaiting your accessorizing skills
• Explores the impact these changes have on core content such as Australian Flexible Learning Toolboxes….
You’ll never look at content in the same way again!
Technology – provides Content is everywhere – it breaks all the rules, it is user generated, open source, published, and exciting…….
There is much free content. You only have to look at today’s program all about web 2.0 tools, content generation, aggregation – to know how much is out there.
Content is multi-formatted….
100 billion clicks per day 50 trillion links 1 billion pc chips 2 million emails per second 1 million IM messages per second 8 Terrabyes per second traffic 65 billion phone calls per year 1 million voice quereis per hour 600 billion RFID tags in use.
Whatever … Most kids do pretty banal stuff on the computer – It’s Michael Wesch a social anthropologist who compares engagement with for example American Idol with engagement levels seen in classrooms. If this change is unprecedented, and exciting, if it is overwhelming – why the apathy.
When the Florentine bankers decided to make their city intimidatingly beautiful, they did not just throw money at artists, and wait to see what happened. They became intensely involed in the process of encouraging, evaluating and selecting the things they wanted to see completed.
“ Time and again, we are informed that because we live in a world of rapid change, the conventions and practiies of the past have become outmoded, outdated or irrelevant” Present educational fads are based on the premise that because we live in a new, digitally driven society, the intellectural legacy of the past and the experience of grown-ups have little significance for learning. There is a growing tendency to flatter learners, by suggesting that their values are more enlightened because they are more attuned to the present…. “ ..only new information that can be applied and acted on is seen as suitable for training…”
The dramatisation of change in Anglo American education speak renders the past irrelevant. The ceaseless repetition of the proposition that the past is irrelevant desensitizes people from understanding the influence of the legacy of human development on their lives. Good educational design makes it possible for you the teacher to co-ordinate the elements of good design to create the necessary engagment. Quality control is of individual elements – and the context, the learning, the meaning = the QUALITY of the learning experience is combined as you put together the learning as a teacher.
Quality is classic, quality can be made in multiple ways. It is sustainable, timeless
We assume that we live in a qualitatively different world, but we do not. It is claimed that the teaching ways of the past are outdated precisely because they are old. Content is particularly suspect.
A vision for content, a place where quality is enhanced and wehrer tight definition, and simplicity facilitates quality.
And there is a danger in idolising the tools of creation and the new, the flashy and the technical, that does not appreciate the quality of the past, or of experience, and does not facilitate the interaction between generations, between what Nonaka calls the Tacit and Explicit knowledge – explain – that which we know, and that which is known.
Write in story about Florence. A confluence of many favourable forces created a unique window of opportunity for the flowering of the arts. .. An able field of supportive patrons and the the rediscovery of knowledge that had been forgotten for almost a thousand years.
Our Systems, are they flexible enough, open enough, supported by content distribution models, and copyright legislation that enable and support – in order that they are relevant and useful as patterns emerge.
Arnold Hauser, 1951, p 41; The Social History of art, Vintage The Renaissance, a time of unbelievable innovation, where people created new and wonderful knowledge. Florence had become one of the richest cities in Europe, first through trading, then through the manufacture of wool and other textiles. By the end of the fourteenth century there were a dozen major bankers in the city - but while the coffers of the bankers were getting fuller, the city was divided - into FAT and THIN. Struggles between those with property and those without, struggles between pope and emperor. (sound familiar)
How does quantity turn into quality – with YOU….You can decide if its for the races, or for the local shops, it’s culturally independent, it allows you to put the pedagogical creativity you know you posess, but you can find it.
Whoever you are, and however, you teach….
– but to flatter them we call them digital natives, but this is not learning. There IS a place for the expert – Education represents a transaction between generations – Mussolini put Gramsci in jail, and got carried away with rapid change.
Who has the power? In Florence they became encouragers, evaluators and selecting works they wanted to see completed - they did not just throw money at people and see what happened. LORN, Toolboxes AS A RESULT, THEY DEVELOPED A REFINED TASTE that made them an expert at recognizing good work, and enabled them to be true collaborators in the creative process.
So what is quality content – what do we pay for, why is it so expensive to develop for example a toolbox, what are we paying for – INSTRUCTION – Editing – choosing what is valuable, choosing what is qulaity – and who chooses. WE are in the business of providing experiences
It’s not just money – it’s know-how, skill and knowledge – INFORMATION – rediscovering lost knowledge, applying knowledge.
&quot;[The web] is not just about information, [it] is actually about linking people, and about linking people in ways that we've never been linked before.&quot; — Mike Wesch Content ecology – of creating students as connoisseurs – who can recognise good ideas, good people, apply their own knowledge and wth the mentoring of a lecturer, can build on this.
Good content is not just a restatement of what has happened in the past, but a re-interpretation, an influencing….
Apply your influence through interpreting what you know, what great andragogy and pedagogy mean, and prove.
I have spoken to you about the classic and it’s ability to grow with the skill of the user, the wealth of the user, and the ability of the user. Alone it is great, adorned better. A growing ecosystem of content, where what we have is built on and sustained by a engaged community of educators whose skill enriches content for all users, and whose students are engaged in the process of learning. The combination of wisdom and pedagogy, learning and practice, experience design, flexible learner experiences and the ability to explore different offerings depending on student need. Where human experience, work experience and industry experience are blended to make customised ‘outfits’ suitable for all. A synergy of newfound knowledge and able artisans. An environment flexible enough to take what you want and apply what you know.
Great content is a publishing environment, a flexible world where you can generate content that will adorn your teaching structures and style, where the context of what you do is vital. Future Toolboxes, what kinds of content do you want/need, do you have time to publish, do you want to personalise, what skills do you have – are you a classic dresser or more of a Hawaiian shirt wearer.
Edayz2009: Why Content is the New Black
… leave a message, in case I miss your message, send an email (which email account..hang on), might also be worth sending a text, oh and I’ll be on MSN in case I miss it…or you could catch me on Facebook…
ICT stats 100 billion clicks per day 50 trillion links 2 million emails per second 1 million IM messages per second 65 billion phone calls per year 1 million voice queries per hour
In the midst of a fabulous array of historically unprecedented and utterly mind boggling stimuli… Thomas T Zengotita
When change is objectified it turns into spectacle that distracts society from valuing the truths and insights it has acquired throughout the best moments of human history.
“ There is a casual disrespect for the content of what learners are taught” Frank Furedi
Education is designed to give meaning to human experience. Frank Furedi