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I gave this talk at Västra Götalandsregionen in Göteborg on June 14, 2012. In times when knowledge is becoming obsolete faster and faster a four years' university student enrolled for a technical degree might face that half of what has been learned during the first year will be out of date by the third year of study. Educational settings will need to adapt to new structures and models to keep the pace. Education at large struggles to update their courses within shorter and shorter cycles or to develop new ones, with lessons still being largely given like 100 years ago. Higher education – but also continuing education – should keep an eye on the learning opportunities the web provides, especially in contexts where practical experience is considered equally or even more important than “theoretical” education at school or university. Understanding web success cases like e.g. Open Source Software communities can help educational organizations to adapt themselves to the new realities. OSS relies on self-directed learning, and this kind of learning is increasingly important in times of rapid pace of change where most of our skills that we learn today will be obsolete within few years.
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Some Frequent Questions
How should online learning activities be designed to promote collaborative knowledge creation?
What skills do learners need to develop to participate in collaborative knowledge creation?
What role(s) teachers may play to promote those skills?
Marisa Ponti
NOW:
This is acceptable if we believe that the existing
model is the best there can be (Weller, 2009)
Marisa Ponti
BUT
There are many issues both in education and society
that the traditional classroom model struggles
to address
• Nnn
• Limited curricula
• Personalization of learning
• Need for modes of learning
alternative to higher
education
• Growing appreciation of
learning in informal and
nonformal settings
• Nnn
• Competitiveness require local ecosystems supporting innovation and productivity
• Need for educated workforce with competitive skills
• Ecosystems need to provide support for continuous learning
• Nnn
• Support for self-directed
learning driven by people’s
desire or need to
understand something
Marisa Ponti
Warning
It is unlikely 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
(Seely-Brown & Adler, 2008)
Source: http://www.internettime.com/2009/02/elearning-is-not-the-answer/
Push Learning vs. Pull Learning:
Web 1.0 vs. Web 2.0
Source: http://www.sizlopedia.com/2007/08/18/web-10-vs-web-20-the-visual-difference/
Marisa Ponti
An Example of Self-Directed
Learning
Open Source Software (OSS) communities, e.g.:
- Linux
- Apache
- Mozilla
Some Characteristics of OSS
Communities• Open source participants engage in personally meaningful activities
• Designing software helps create solutions to ill-structured problems
• Communities rely heavily on shared external representations
• Collaborative technologies are used extensively
• Contributions are incremental and continuously integrated
(Scharff, 2002)
Marisa Ponti
QUESTION
How applicable is this model to education?
OSS Outside Software Development: P2PU
http://vimeo.com/36737642
p2pu.mp4
Learning the Lesson from OSS
• All the materials are free and open
licensed
• Courses can be revised and remixed
• Volunteers can get involved in every
aspects of a learning project
• Participants are all learners and teachers
• Peer-learning instead of top-down
instruction
Source: http://awaytogarden.com/20-top-seed-and-seed-starting-faqs
Courses
as seeds
Source: alteration of http://www.moby.com/journal/2012-04-04/destroyed-remixed.html
A New Relation Between Teachers and
Learners
Warning: This Approach May not
Suit Everyone
References
• Scharff, E. (2002). Applying open source principles to collaborative
learning environments. In Proceedings of the Conference on
Computer Support for Collaborative Learning: Foundations for a
CSCL Community – CSCL 2002 (pp. 499-500), January 7-11,
Boulder CO.
• Seely-Brown, J. & Adler P. (2008). Minds on fire. EDUCAUSE
Review, 43(1), 16–32. Retrieved from
http://net.educause.edu/ir/library/pdf/ERM0811.pdf
• Weller, M. (2009). Using learning environments as a metaphor for
educational change. On the Horizon, 17(3), 181–189.
License
This work is licensed under the Creative
Commons Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
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