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MudandoPerspec.vas:EducaçãoaDistânciaeoFuturodaUniversidade
David J. Gunkel Northern Illinois University [email protected]
Wednesday, June 22, 16
Ofimestápróximo
Wednesday, June 22, 16
Letmebeginattheend…orstatedmoreaccurately,letmebeginwithastatementconcerningtheend.
Weareitseemslivingin“theend.mes.”
Wednesday, June 22, 16
Andwhatisending,wearetold,istheUniversity.
InbookaJerbook,ar.cleaJerar.cle,wereadhowwenowstandatthethresholdofanapocalypse.
Themodernuniversitywill,itseems,benomore.
TecnologiasdeInformaçãoeComunicação
Wednesday, June 22, 16
Andtheharbingerofthisapocalypseisinforma.onandcommunica.ontechnology.
ItisthetechnologyofthecomputerandtheInternetandcoursewareapplica.onslikeBlackboardandMOOCsthataretransformingthewayweteachandlearn.
Butlikeallproclama.onsoftheend,wehaveheardthisonebefore.
Wednesday, June 22, 16
Backinthe19thcentury,therewasanotherhighlypublicizedtransforma.oninhighereduca.on…onethatwasalsomo.vatedbynewtechnology—thepostalsystem.
Attheturnofthe20thcentury,anyonewithaccesstothepostalnetworkcouldsignupforandpar.cipateinagrowingnumberofcorrespondencecoursesthatwerebeendevelopedbybothestablisheduniversi.esandcorporatestartups.
Wednesday, June 22, 16
Backinthe19thcentury,therewasanotherhighlypublicizedtransforma.oninhighereduca.on…onethatwasalsomo.vatedbynewtechnology—thepostalsystem.
Attheturnofthe20thcentury,anyonewithaccesstothepostalnetworkcouldsignupforandpar.cipateinagrowingnumberofcorrespondencecoursesthatwerebeendevelopedbybothestablisheduniversi.esandcorporatestartups.
“Até1920,oscursosporcorrespondênciatornaram-sepopulares.Quatrovezesonúmerodepessoasestavamfazendoessescursosenquantoestavammatriculadasaomesmotempoemuniversidadesefaculdades.”-NicholasCarr,2012
h^ps://www.technologyreview.com/s/429376/the-crisis-in-higher-educa.on/
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“Bythe1920’s,”NicolasCarrreports,“postalcourseshadbecomeafull-blownmania.Four.mesasmanypeopleweretakingthemaswereenrolledinallthena.on’scollegesanduniversi.escombined.”
Butthismaniaturnedouttobenothingbutamomentaryspikeinthelongstoryofhighereduca.on.
Anditcertainlydidnotputanendtotheuniversity.
Revoluçãooucampanhapublicitária
Wednesday, June 22, 16
Sotheques.onweneedtoaskourselvesatthispointin.meisthis:Isallthistalkabouttheendoftheuniversityactuallytruethis.mearound?
Willtherebearevolu.oninhighereduca.onthatchangeseverything?
Oristhisbejustonemoreitera.onofthemaniaandthehypesurroundingothertechniquesandtechnologiesofeduca.on,likethepostalschoolsfromtheearly20thcentury?
Pergunta-Seráofimdauniversidade?Obje@vo-Resolverefazercomqueessaperguntafaçasen.dodirecionandoosconceitossubjacentesepressupostosenvolvendotecnologiaeeducação.Método-AnáliseFilosófica
Agenda
Wednesday, June 22, 16
Consequently,whatIwanttodotodayissortoutandmakesenseofthisques.onbytarge.ngtheunderlyingconceptsandassump.onsinvolvedintechnologyandeduca.on.
Thisisarguableaphilosophicaltask.Butletmebeclearastowhatthatmeans.
Obje@voFilosófico“Oobje.vodafilosofianãoéfornecerrespostasousoluções,masapresentarumaanálisecrí.casobreosques.onamentos,nosfazervercomoamaneiraquepercebemosoproblemaéumobstáculoparaasolução.”–SlavojŽižek,2006
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AsnotedphilosopherslikeMar.nHeidegger,G.E.Moore,DanielDenne^andSlavojZizekpointout,theroleofphilosophyisnottofindtherightanswerstoexis.ngques.ons;itistoiden.fytherightques.onsinthefirstplace.
“Thetaskofphilosophy,”Zizekwrites,“isnottoprovideanswersorsolu.ons,buttosubmittocri.calanalysistheques.onsthemselves,tomakeusseehowtheverywayweperceiveaproblemisanobstacletoitssolu.on.”
Éesteofimdauniversidade?Darênfaseaessaquestãonosfazperderofoco.É,defato,umobstáculooudistraçãoquenosfazperderalgomuitoimportanteecrucialsobreaeducaçãodoséculo21.
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SothisiswhatIwanttodotoday…todemonstratewhytheques.onswehavebeenaskingaboutnewtechnologyandeduca.on—ques.onslike“Isthistheendoftheuniversity?”—areinfactthewrongques.ons.
Andhowfocusingonthisproblemisreallyanobstacleordistrac.onthatcausesustomisswhatisreallyimportantandcrucialabouteduca.oninthe21stcentury.
NoInício
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Solet’sbeginatthebeginning—thepointatwhichteachingandlearningfirstconfronttheopportuni.esandchallengesimposedbynewcommunica.ontechnology.
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Wecan,ofcourse,findanumberofpointsinhistorywherethishashappenedbefore—theintroduc.onofthebooktothemedievalEuropeanuniversi.esinthe16thcentury,theadventofeduca.onaltelevisionaJertheendoftheSecondWorldWar,ortheintroduc.onofthecomputerandInternetinthelastdecadesofthetwen.ethcentury.
Fedro de PlatãoUm diálogo sobre novas tecnologias e seu impacto e efeito em ensino e aprendizagem
Wednesday, June 22, 16
ButIwanttogobackfurther…tothefirst.metechnologyandeduca.oncollide.
Thiseventisstagedandrecordedinanunlikelyplace,Plato’sPhaedrus.
AlthoughthePhaedrusisoJencharacterizedasadialogueaboutrhetoric,itisalsoatextthatisaboutnewtechnologyanditsimpactonbothteachingandlearning.
Andthisismadeexplicitattheendofthedialogue,whereSocratesandPhaedrusdebatewhatwasfortheancientGreeksanewtechnology—wri.ng.
TheuthInventor of Writing
ThamusKing of the Gods
Os personagens
InventorApresentasuasinvençõesparaorei
Rei/Polí@coAvaliaau.lidadeouodanodecadainvenção
Wednesday, June 22, 16
Inthediscussionofwri.ng,Socrates,asheoJendoes,beginswithamyth.
ThismythconcerningtwoEgyp.angods—TheuththeinventorandThamustheking.Accordingtothestory,Theuth,whoinventsallkindsofnewthings,comesbeforethekingtopresenthiswork.
Thamus,likeanygoodpoli.cian,looksatthenewinven.onandissuesanopinionastoitsusefulnessorharmfulness.
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Thesitua.onisbasicallythesametoday….
Inventorscomeupwithnewthingsthattheybelievewillradicallyimprovelife,likeGoogle’sself-drivingcar.
Andthenthepoli.cians—thegovernorsandlawmakers,whoarechargedwithregula.ngnewtechnologyonourbehalf—evaluatetheinven.ontodecidewhetheritisactuallysafeanduseful.
Theuth“Thisinven.on,Oking,willmaketheEgyp.answiserandwillimprovetheirmemories;foritisadrugofmemoryandwisdomthatIhavediscovered.”
1.MelhoraraMemóriaComaescrita,oconhecimentopodeseracumulado,armazenadoetransmi.doparaosoutroscommuitomaiseficiência.
2.DrogainteligenteEscritaéum.podemedicamentoparaamemória;éuma"drogainteligente"
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SoTheuthpresentswri.ngtothekingandhepraisestheinven.onsaying“Thisinven.on,Oking,willmaketheEgyp.answiserandwillimprovetheirmemories;foritisadrugofmemoryandwisdomthatIhavediscovered.”
Theuth’spointissimple.
Onceyoucanreadandwrite,knowledgecanbeaccumulated,stored,andcommunicatedtoothersmuchmoreefficiently.
Consequently,Theuthreferstowri.ngasakindofsmartdrugthatwillimproveeduca.on.
Thamus“ÓengenhosíssimoTheuth,umhomemécapazdecriarosfundamentosdeumaarte,masoutrodevejulgarquepartededanoedeu.lidadepossuiparaquantosdelavãofazeruso.Oratu,nestemomento,comopaidaescritaqueés,apontas-lhe,porlhequereresbem,efeitoscontráriosàquelesdequeelaécapaz.Essadescoberta,naverdade,provocaránasalmasoesquecimentodequantoseaprende,devidoàfaltadeexercíciodamemória,porque,confiadosnaescrita,recordar-se-ãodefora,graçasasinaisestranhos,enãodedentro,espontaneamente,pelosseusprópriossinais.Porconseguinte,nãodescobristeumremédioparaamemória,masparaarecordação.Aosestudiososofereceaaparênciadasabedoriaenãoaverdade,jáque,recebendo,graçasa.,grandequan.dadedeconhecimentos,semnecessidadedeinstrução,considerar-se-ãomuitosabedores,quandosão,nasuamaiorparteignorantes;sãoaindadetratodi}cil,porteremaaparênciadesábiosenãooseremverdadeiramente.”
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Thamushoweverisnotpersuaded.Hisevalua.onismoreskep.cal:
"MostingeniousTheuth,onemanhastheabilitytobegetarts,buttheabilitytojudgeoftheirusefulnessorharmfulnesstotheirusersbelongstoanother;andnowyou,whoaretheprogenitorofwri.ng,havebeenledbyyouraffec.ontoascribetoitapowertheoppositeofthatwhichitreallypossesses.Forthisinven.onwillproduceforgeyulnessinthemindsofthosewholearntouseit,becausetheywillnotprac.cetheirmemory.Youhaveinventedadrugnotofmemory,butofreminding;andyouofferyourpupilstheexternalappearanceofwisdom,nottruewisdom,fortheywillreadmanythingswithoutinstruc.onandwillthereforeseemtoknowmanythings,whentheyareforthemostpartignorantandhardtogetalongwith,sincetheyarenotwise,butonlyappearwise.”
1.EfeitosOpostosEscritanãovaiajudaramemória,masvaiproduziresquecimento
2.AspectosAlunosvãoparecerconhecertodosos.posdecoisas,masnaverdadenãosabedenada
3.VenenoEscritaéum.podonarcó.coquevaienvenenarusuáriosearruinarsuascapacidadesmentais
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Inopposi.ontoTheuth’sveryop.mis.cportrayal,Thamushasaverydifferentopinion.Heisworriedabouttheintroduc.onofthisnewtechnologyforseveralreasons.
First,wri.ngwillhaveaneffectthatistheexactoppositeofwhattheinventorpredicts:Itwillproduceforgeyulness.Userswillwritethingsdownandthereforenottoexercisetheirmemories.Asaresult,wri.ngwillnotimprovememory,itwillcauseittoatrophy.
Second,itwillgivestudentstheappearanceofknowingsomething,whentheyreallyknownothing.Theywillbeabletoreadabouteverything,butwillpossessveryli^leactualknowledge.Theywillappeartoknowallkindsofthingsbutwillknownothing.
Third,andforthisreason,Thamusalsocallswri.ngadrug…butitismoreofnarco.cthatwillpoisontheuserandruintheirmentalcapabili.es.
TecnologiaEducacional
Wednesday, June 22, 16
Ifthisdebatesoundsfamiliar,itisbecausethesameargumentshavebeenmadewithvirtualeverykindofcommunica.ontechnologysincewri.ng.
ThePhaedrus,wecansay,prescribesthestandardmethodbywhichanytechnologicalinnova.on—fromwri.ngtothecomputer—hasbeenassessedandevaluated.
Andthisisespeciallyevidentintherecentdebatesabouteduca.onaltechnologyandthefutureofhighereduca.on.
TheuthsInventoresTecnólogosEmpresários
Wednesday, June 22, 16
Ontheoneside,wehaveourTheuths…Theinventorsandpromotersoftechnologicalsolu.onsforeduca.on.
Younametheproblem—accesstoeduca.on,affordability,efficiencyofdelivery,staffing,studentsuccess—andtheseindividualsstandreadywithatechnologicalfix.
TheuthsInventoresTecnólogosEmpresários
Sebas.anThrun
Wednesday, June 22, 16
Indica.veofthiswayofthinkingisSebas.anThrun.
Youmightknowthename,becauseheleadGoogle’sR&Deffortsthatgaveustheself-drivingcar.
ButThrun,likePlato’sTheuth(andthenamesevenlookoddlysimilar),isalsointerestedinotherthings—educa.oninpar.cular.
MOOCMassivelyOpenOnlineCourse[CursosOnlineAbertoseMassivos]
CS221:Introduc@ontoAIStanfordUniversity–Nov.2011Sebas.anThrun&PeterNorvig
160,000alunosde195paísesaoredordomundo
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InOctober2011Thrun,alongwithPeterNorvig,taughtanintroductorycourseinar.ficialintelligenceatStanfordUniversity.Thatisnotsointeres.ng.
Whatisinteres.ngisthatheopenedhiscourseuptotheworldbywayofonlinelecturesandotherformsofdistanceinterac.on.
Anditwasamassivesuccess,a^rac.ng160,000studentsandlaunchingarevolu.oninhighereduca.onthatwenowcalltheMOOC,massivelyopenonlinecourses.
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Asaresultofthissuccess,Thrunco-foundedUdacity,afor-profitonlinelearningservicethatdescribesitselfas“the21stcenturyuniversity.”
AlthoughUdacityini.allywasdesignedtoleveragethepoweroftheMOOC,theorganiza.onhasevolvedtheconceptandnoworganizesitseffortsaround“nanodegrees.”
19Nanodegrees4MillionUsers60kNanodegreeseekingstudents
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Nanodegreesareshort,skills-basedmodularlearningprogramsthatcombineon-demandvideolessonsandinstruc.onalprojectsthatarethentailoredtoindividualstudentneedsandlearningstylesusingthesamekindofmachinelearningtechnologythatpowersFacebook’stargetedadver.sing.
CurrentlyUdacityoffers19nanodegreeprograms,allofwhichareincomputerprogrammingorsomeaspectofcomputerengineering.
Asof2015,Udacityreportedhaving4millionregisteredusersworldwide,andabout60,000studentsworkingonananodegreeatanyone.me—whichismorethanthelargestuniversi.esintheUS.
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AndwhenyoulistentoThrun….hisvisionforthefutureofhighereduca.oncertainlysoundscompelling.[Video].
Udacity-Democra.zaraEducação-Melhorardesempenho-Maioreficiência(Tempoedinheiro)
Wednesday, June 22, 16
ForThrun,Udacityisaboutdemocra.zingeduca.onandusingtechnologytoimproveperformance.
Hisinnova.onsseektoopen-upaccesstoqualityinstruc.ontoanyoneanywhereandtoachievegreaterefficiencyindeliveryofcontentandstudentexpenditures,bothintermsof.mespentworkingonadegreeandthemoneyinvestedineduca.on.
Andhistechnologicalsolu.onscomeatwhatappearstheright.me.
CustoparafrequentarumauniversidadenosEUAsubiu500%em30anos
Emprés.mosestudan.stotalizaumadívidamaiorque$1,3trilhões
Wednesday, June 22, 16
Thecostofa^endinguniversityintheUShasrisen500%overthelastthreedecadesandstudentloandebtnowtotalsinexcessof1.3trilliondollars.
Quase60porcentodosamericanosacreditamqueuniversidadesdopaísnãoestãoproporcionandoaosalunosum"bomvalorparaodinheiroqueelesesuasfamíliasgastam"
PEWResearch(2011)
Wednesday, June 22, 16
Forthisreason,closeto60percentofAmericansnowbelievethatthecountry’scollegesanduniversi.esarefailingtoprovidestudentswith“goodvalueforthemoneytheyandtheirfamiliesspend.”
DeterminismoTecnológicoAcrençaquetecnologianãoiráapenasconsertarosproblemasexistentesnaeducaçãosuperior,masirámelhorá-losalémdasnossasmaioresexpecta.vas.
AMetáforadaDrogaTecnologiaépromovidacomoumasoluçãorápida–um.podedroga-quemelhoraráamaneiracomoaeducaçãoéproduzida,fornecidaevivenciada.
Wednesday, June 22, 16
Theinnova.onsdevelopedbyThrun,andotherslikehim,arepersuasive,andtheyarepersuasivepreciselybecausetheyarefueledbythatkindoftechnologicaldeterministthinkingthatwasfirstexhibitedbyPlatointhecharacterofTheuthandthatremainopera.veintherhetoricofthetechnologyinnovatorsofSiliconValley.
Theyallshareabeliefthattechnologywillnotonlyrepairexis.ngproblemsinhighereduca.onbutwillimproveitbeyondourwildestexpecta.ons.
AndlikePlato’sTheuth,theyoffersaquicktechnologicalfix—akindofdrug—thatwillradicallyimprovethewayeduca.onisproduced,delivered,andexperienced.
ThamusPolí.cosGovernantesLegisladores
Wednesday, June 22, 16
ButUdacityandotheronlinelearningini.a.ves—likeCoursera,EdX,etc.—havetheircri.cs.
ThesearetheThamus’sofourstory.Andtheargumentsmadebytheseindividualstendtobepublishednotinpromo.onalvideos—liketheonewejustsawfromSebas.anThrun—butingoodold-fashiontextforminmagazines,blogs,andacademicjournals.
Andthecri.cisms,asyoumightexpect,reproducetheevalua.onofofferedbyThamus
1.EfeitoOpostoEmboraMOOCs(CursosOnlineAbertoseMassivos)sejampromovidossobopretextode“democra.zação”,elesfornecemexatamenteooposto–“nacionalismoeducacional”–especialmentequandoévistodeumaperspec.vaglobal.(PhilipAltbach,2013)
EstaéumaMcDonaldiza+onofhighereduca+oncomproduçãodecookie-cu5ercontentparadistribuiçãopelomundo.(J.Lane&K.Kinser,2012)
Wednesday, June 22, 16
First….Oppositeeffects.AlthoughMOOCsarepromotedunderthebannerof“democra.za.on”theyprovidetheexactopposite,especiallywhenviewedfromaglobalperspec.ve.
MostMOOCprovidersareUSbasedandthecurriculumtheyofferisinEnglishandtypicallyprivilegeWesterntexts,materials,andexamples.
ThisisaformofwhatPhilipAltbachcalls“educa.onalna.onalism”
OrasJasonLaneandKevinKinsercallit,“thisisthe“McDonaldiza.onofHigherEduca.on”
2.MerasaparênciasMOOCssãoumatenta.vafracassadadereproduzirasexperiênciasdesaladeaula.
“Alémdeserumafalsificaçãodequalidadebaixadosar.gosgenuínosquenãoestãonocapítulo,barateiamaexperiênciadeaprendizagem.”(JamesG.Mazoue,2013)
“Umateladecomputadorjamaisserámaisdoqueumasombradeboassalasdeaula”(NicolasCarr,2012)
Wednesday, June 22, 16
Second….AppearancesMOOCshavebeencri.cizedforbeingnothingmorethanapoora^empttoreplicateclassroominstruc.on.
“Theyare,”asJamesMazoueargues,“low-qualityknockoffsofthegenuinear.clethatarenotonlycheaper,butthatcheapenthelearningexperience.”
OrasNicholasCarrsummarizedit:“Acomputerscreenwillneverbemorethanashadowofagoodcollegeclassroom”
3.Narcó@co/VenenoMOOCsseparecemcomumarápidaefácilcorreçãodeproblemasesetornamatraentesparaosadministradosdasuniversidades,queprocuramaumentarasmatrículasecortarcustos,maselessãocomotoxinaseirãoproduzirmaisproblemasdoqueresolver.
ContaminandooSujeitodaEducaçãoGlobal
Wednesday, June 22, 16
FinallyMOOCsarederidedakindofpoisonousnarco.c—theyseemtobeaquickandeasyfixandthatmakesthema^rac.vetouniversityadministratorslookingtoincreaseenrollmentandcutoverallcost.
ButLikeanarco.c,theyareatoxinandwill,itisargued,ul.matelyproducemoreproblemsthantheyresolve.
Conclusão“Ceci tuera cela”
Wednesday, June 22, 16
Admi^edlyMOOCsareintheirinfancy,anditwillbeyearsbeforewehaveaccumulatedadequatedataonstudentlearningandsuccessinordertomakeaninformeddecisionabouttheiractualimpactandsignificance.
Butwecanalreadyseehowthetermsofthedebatearebeingorganized.
“Obispocontemplavadeumgiganteedi}cioporalgumtempoemsilencio,estendendoentãosuamãodireita,emdireçãoaolivroimpressoquerepousaabertosobreamesa,eNotre-Dameasuaesquerda,evirandosuatristefacedolivroparaaigreja,‘Alas,’elediz,‘Issoirádestruiraquilo’[cecitueracela].”
Wednesday, June 22, 16
Soletmeendwithanotherfic.onalsceneabouttechnologicalchange.ThisonecomesfromVictorHugo'sNotreDamedeParis.
Anditconcernsascenewherethearchdeaconiscontempla.ngtheimpactofanothertechnologicalinnova.on—theprintedbook.
HereishowHugodescribesthescene:“Thearchdeacongazedatthegigan.cedificeforsome.meinsilence,thenextendinghisrighthand,withasigh,towardstheprintedbookwhichlayopenonthetable,andhisleJtowardsNotre-Dame,andturningasadglancefromthebooktothechurch,"Alas,"hesaid,"thiswilldestroy.“
Notre Dame Cathedral (1330)
Gutenberg Bible (1455)
TecnologiaDisrup@va
Wednesday, June 22, 16
Theconcernofthearchdeaconissimple.
Heisworriedthatthebook,abrandnewtechnologyforcommunica.nginforma.onandlearning,willdisruptthepowerofthechurch,whichhadcontrolledtheproduc.onanddistribu.onofknowledgeduringtheEuropeanmiddleages.
Infact,thetermthatisnowusedtodescribethiskindoftransforma.onis“disrup.vetechnology”or“disrup.veinnova.on.”
Oxford University (1160)
MOOC - Massive Online Open Course (2011)
TecnologiaDisrup@va
Wednesday, June 22, 16
TheMOOCdebateisalsoaboutdisrup.vetechnology.
Infact,bothsidesofthecurrentdebatecouldoccupytheposi.onofthearchdeacon.
“Disrupçãoéumaforçaposi.ve.Éumprocessopeloqualumainovaçãotransformaomercado,cujosserviçoseprodutossãocomplicadosecaros,emalgosimples,convenienteeacessível.”–ClaytonChristensen
Edupreneur=anentrepreneurintheeduca.onsector
Wednesday, June 22, 16
Theadvocates--theedupreneurs--celebratedisrup.onasaposi.veforce.
Forthem,theoldbrick-and-mortaruniversityfullofmustyoldbooksandagingprofessorswillbereplacedbynewonlinelearningopportuni.esthatwillempoweruserstotakecontroloftheirowneduca.on.
“Em50anos,haveráapenas10ins.tuiçõesemtodoomundooferecendooensinosuperior...”
Wednesday, June 22, 16
Thrun,forexample,haspredictedthatin50years’.me,educa.onalcontentwillbedeliveredbyjust10ins.tu.ons—andmanyofthesewillnotbeuniversi.esbutfor-profitmul.na.onalcorpora.onslikeUdacity.
“Seelescon.nuaremnessatrajetóriaatual,MOOCsenriquecerãoumaclasseseletadeconteúdosagregadores,fortalecendooSiliconValley‘Cyber-totalism’nanossavidaintelectual,eajudarãoaperpetuarodomíniodaeliteuniversitárianosgastosdebaixocustodasins.tuiçõespúblicas.”
Wednesday, June 22, 16
Thecri.csalsofindthemselvesoccupyingtheplaceofthearchdeacon.Forthem,thesenewtechnologiesthreatentheintegrityandtradi.onsofthebrick-and-mortaruniversityandeverythingthatitstandsfor.
“Iftheycon.nueontheircurrenttrajectory,”GeoffSchullenbergerwrites,“MOOCswillenrichaselectclassofcontentaggregators,strengthentheholdofSiliconValley“cyber-totalism”onourintellectuallife,andhelpperpetuatethedominanceoftheeliteuniversityattheexpenseoflow-costpublicins.tu.ons.”(GeoffShullenberger)
“Disrupção”=Posi@voLimparasvelhasestruturasedarespaçoparaalgonovoemelhor
“Disrupção”=Nega@voAmeaçaraintegridadeeaestabilidadedasins.tuiçõesexistentes;desestabilizartradições
PontosemComum=“Disrupção”
Wednesday, June 22, 16
Whatisinteres.nginthisdebateisnotwhatmakesthetwosidesdifferent.
Whatisimportantiswhattheyalreadyagreeuponandshareincommon.
Theybothseedisrup.on.
Theybothagreethattheconfronta.onbetweenthenewtechnologyoftheMOOCandtheestablishedins.tu.onsoftheuniversitywillbedisrup.vewiththeonethreateningtoreplacetheother.
Butthisisnothowthingsactuallywork.
Tecnologiaimpressa/LivrosAintroduçãodainovadoratecnologiadeGutenbergnão“destruiu”auniversidademedieval.Aoinvésdisso,olivroincorpora-seaessasins.tuiçõescomoumaferramentadeaprendizagem.
Wednesday, June 22, 16
Lookatthetechnologythatworriesthearchdeacon—thebook.
Althoughini.allyperceivedtobeacrediblethreattotheexis.ngpowers,theintroduc.onofGutenberg'sinnova.venewtechnologydidnot“destroy”themedievaluniversity.
Insteadthebookeventuallygetsincorporatedintotheseins.tu.onsasatooloflearning.
Andwewouldfinditincomprehensibletodaytohaveauniversitycoursewithoutbooks.
Sowhathappensisnottotalreplacementoftheonebytheotherbutakindofreorienta.onandreconfigura.on.
Éesteofimdauniversidade?
Wednesday, June 22, 16
Thesamecanbesaidaboutthisnewwaveoftechnologicalchange.
Ifwelookatitasazero-sumgamewhereitiseithertheoneortheother,wewillmisswhatishappeningandwhatisreallyimportant.
Ifweask,Isthistheendoftheuniversity?
Weareaskingthewrongques.on.
Andwhatisworse,byfocusingoura^en.ononthisproblem,wearemissingwhatreallyneedstobeaskedaboutandinves.gated.
“Deveriaseradotadaumaa.tude‘conservadora,’comoadoChaplinnocinema:Chaplineramuitomaisdoqueconscientedoimpactotraumá.codavozdeumintrusoestrangeironanossapercepçãodecinema.Aomesmotempo,oprocessoatualdetransiçãonospermiteperceberoqueestamosperdendoeganhando–essapercepçãosetornouimpossívelapar.rdomomentoquenósaderimoscompletamente,enossen.mosavontadeu.lizando,asnovastecnologias.”(Žižek,pp.130-131).
Oquedeveríamosfazer?
Wednesday, June 22, 16
Sowhatshouldwebedoing?
InThePlagueoftheFantasies,Zizekremindsusofanotherwaytoengagetheopportuni.esandchallengesofnewtechnology,andhedoessobywayofCharlieChaplin.
“Oneshouldadopt…a‘conserva.ve’a�tude,likethatofChaplinvis-à-vissoundincinema:Chaplinwasfarmorethanusuallyawareofthetrauma.cimpactofthevoiceasaforeignintruderonourpercep.onofcinema.Inthesameway,today’sprocessoftransi.onallowsustoperceivewhatwearelosingandwhatwearegaining—thispercep.onwillbecomeimpossiblethemomentwefullyembrace,andfeelathomein,thenewtechnologies”(pp.130-131).
AccordingtoZizek,weoccupyauniqueloca.onin.me.Amiddlegroundbetweenwhatwasandwhatwillbe.Andinsteadofsquanderingthismoment,weshouldleverageitspower.
Oquedeveríamosfazer?
Duranteesseperíododemudança–emquenovasoportunidadesedesafiossetornaramdisponíveisdevidoàsnovastecnologias-nósestamosemumaposiçãoperfeitaparaavaliarmosoquepodemosganhareoquepossivelmentepoderíamosperderAoinvésdereagircommedoaessasmudançasouaceitarmostotalmente,precisamoshesitareveroqueépossívelagoraeoqueserápossível.
Wednesday, June 22, 16
Duringthis.meofchange—inthefaceofnewchallengesandopportuni.esmadeavailablebynewtechnology—weareintheperfectposi.ontoevaluatewhatistobegainedandwhatcouldbelost.
Soinsteadofeitherreac.ngtothischallengewithfearorrushingheadlongintoafullembrace,weneedtohesitateandseewhatcanandwillbepossible.
Outrosques@onamentosComo,porqueeporquaismo.vosestatecnologiaéusadanaprodução,distribuiçãoenasexperiênciasemeducação?
Oqueosalunosecorpodocenteepúblicoemgeralganhariamadotandoeusandotecnologia?Oqueficariaperdidonesseprocesso?
Wednesday, June 22, 16
Theimportantques.onsthereforearenotapocalyp.c.
AskingwhetherthiswilldestroythatoriftheMOOCistheendoftheuniversitymakesforgoodheadlines,butitmissesthepoint.
Amoreimportantlineofinquiryasks:How,whyandforwhatpurposeisthistechnologyusedintheproduc.on,distribu.onandexperienceofeduca.on?
Whatistobegainedbystudents,faculty,andthepublicthroughitsuse.Butalsowhatmightbelostintheprocess?
É,comotodasastecnologiasanteriores,umaoportunidadeeumdesafiopararepensarerevitalizaroquefazemosemnossasaulasecomosnossosalunos.Mascomofazercomqueissofaçaadiferença.
Wednesday, June 22, 16
TheMOOC,therefore,shouldnotbeseenasanapocalyp.cevent.
Itisnottheendoftheuniversityaswehaveknownit.
Itis,likeallprevioustechnologies,anopportunityandachallengetorethinkandrevitalizewhatwedoinourclassesandwithourstudents.
Buthowwedothismakesadifference.
Wednesday, June 22, 16
ToreturntoThePhaedrus,younodoubtno.cedthatbothsidesofthedebateemploythesamemetaphor.
Theyeachcallwri.ngadrug.
Assuch,thenewtechnologyiseitherpromotedasaquickfixforexis.ngproblemsorcondemnedasapoisonousnarco.c.
Butperhapswhatweneedisnotadrug.
Maybewhatisneededismorelikeatherapy—asetofengagedprac.cesthatareable,with.meandeffort,totransformbasicopera.onsinordertorethinkoldhabitsanddevisenewandsubstan.veimprovements.
Oqueénecessárionãoéoutra"tecnologiadisrup.vas,",masemvezdisso,umaperturbaçãonomodocomopensamossobreatecnologiaeseuimpactonaeducação.
Wednesday, June 22, 16
Whatisneededisnotanother"disrup.vetechnology,"butratheradisturbanceinthewaywethinkabouttechnologyanditsimpactoneduca.on.
