Hacking Education Transcript
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Saved by 4 people (0 private), first by anonymouse user on 2009-05-25
- Deacs84 on 2009-06-29 - Tags education , vision , fred_wilson
- Sharonbetts on 2009-06-07 - Tags no_tag
- Jrobes on 2009-05-30 - Tags no_tag
- Willrich on 2009-05-25 - Tags no_tag
Public Sticky notes
education, I believe, systematically -- not
deliberately, I think this is important -- but
systematically, tends to divert people from their
natural talent.
deliberately, I think this is important -- but
systematically, tends to divert people from their
natural talent.
Highlighted by willrich
That education systems around the world were
originally evolved almost specifically to meet the
needs of industrialism.
originally evolved almost specifically to meet the
needs of industrialism.
Highlighted by willrich
But there is a second parent of
education, which is the intellectual culture of
enlightenment, which is a view of intelligence that
reduces intelligence and affects a certain type of
deductive reasoning.
education, which is the intellectual culture of
enlightenment, which is a view of intelligence that
reduces intelligence and affects a certain type of
deductive reasoning.
Highlighted by willrich
We need to reinvent education,
properly, for the 21st century. But we have to do
it, then, based on a different sense of economic
purpose or economic circumstances. But critically,
we have to build into it a different sense of
intelligence and creativity.
properly, for the 21st century. But we have to do
it, then, based on a different sense of economic
purpose or economic circumstances. But critically,
we have to build into it a different sense of
intelligence and creativity.
Highlighted by willrich
the revolution is
being triggered in part by the impact of these new
technologies around the world. It changed the
whole equation.
being triggered in part by the impact of these new
technologies around the world. It changed the
whole equation.
Highlighted by willrich
But our kids are telling us something
important, that they have drawn constantly through
these technologies. They think about it
differently. They engage in the process and most
of the people in the educational system are beyond
the point in their lives where they're really fully
aware of the impact in technology.
important, that they have drawn constantly through
these technologies. They think about it
differently. They engage in the process and most
of the people in the educational system are beyond
the point in their lives where they're really fully
aware of the impact in technology.
Highlighted by willrich
But the thing is, these technologies are
transformative, not just economically but
culturally.
transformative, not just economically but
culturally.
Highlighted by willrich
So my take on this is that education
has three main purposes. One of them is
economical. There is no doubt in my mind that
education of all sorts has clear and powerful and
essential economic purposes, and any attempt to
transform education has to take account of it.
The problem is that the old economic
model doesn't work and none of us can figure out
how new economic models would fall out. So, that,
to me, puts a premium on innovation and creativity.
We have to think hard about that.
The second big purpose of education is
cultural. Everybody expects education will enable
kids to engage with the culture out of their own
sense of identity, and be part of the culture in
the global sense.
But how do you do that?
The third big part of education is
personal. Education has to focus also on personal
capability and what makes us distinct, as well as
what we have in common. And that, for the moment,
flattens out in the current systems of education.
Because the way in which we're promoting schools is
through standardizing rather than through
personalizing, customizing.
has three main purposes. One of them is
economical. There is no doubt in my mind that
education of all sorts has clear and powerful and
essential economic purposes, and any attempt to
transform education has to take account of it.
The problem is that the old economic
model doesn't work and none of us can figure out
how new economic models would fall out. So, that,
to me, puts a premium on innovation and creativity.
We have to think hard about that.
The second big purpose of education is
cultural. Everybody expects education will enable
kids to engage with the culture out of their own
sense of identity, and be part of the culture in
the global sense.
But how do you do that?
The third big part of education is
personal. Education has to focus also on personal
capability and what makes us distinct, as well as
what we have in common. And that, for the moment,
flattens out in the current systems of education.
Because the way in which we're promoting schools is
through standardizing rather than through
personalizing, customizing.
Highlighted by willrich
And the whole point about these
technologies is they are not... control. They are
vernacular, they are grassroots and they are
cross-fertilizing technologies. How you stimulate
those, how you make them grow, is, of course, a big
challenge to the conversation.
technologies is they are not... control. They are
vernacular, they are grassroots and they are
cross-fertilizing technologies. How you stimulate
those, how you make them grow, is, of course, a big
challenge to the conversation.
Highlighted by willrich
And the great
thing about these technologies is a way of
calibrating the personal involvement in the way
that they never did before.
thing about these technologies is a way of
calibrating the personal involvement in the way
that they never did before.
Highlighted by willrich
what's the heart of education? What is
the irreducible minimum? In public education, I
think we've lost sight of it. The heart of
education is what happens in the hearts and minds
of individual learners. You cannot make anybody
learn anything that they're not interested in
learning, if they don't see and feel the relevance
of it.
the irreducible minimum? In public education, I
think we've lost sight of it. The heart of
education is what happens in the hearts and minds
of individual learners. You cannot make anybody
learn anything that they're not interested in
learning, if they don't see and feel the relevance
of it.
Highlighted by willrich
on 2009-05-25 by willrich
Great way to focus the question. What is the core, and what are we doing that gets us further away from the core, which is individual learners learning and loving learning. Isn't education almost solely about fostering a love of learning? Anything else is secondary.
And what we've got now in this
industrialized system is a multitude of
distractions from this central purpose. The heart
of it is falling out of it because kids aren't
interested. What we have here is, an opportunity
to really engage kids' imaginations by giving them
education, using these technologies not to get in
the way but to enhance and properly develop --
collaboratively and creatively.
industrialized system is a multitude of
distractions from this central purpose. The heart
of it is falling out of it because kids aren't
interested. What we have here is, an opportunity
to really engage kids' imaginations by giving them
education, using these technologies not to get in
the way but to enhance and properly develop --
collaboratively and creatively.
Highlighted by willrich
He said, people graduating from school
now, their goal should not be to get a job; their
goal should be to create jobs for other people.
now, their goal should not be to get a job; their
goal should be to create jobs for other people.
Highlighted by willrich
on 2009-05-25 by willrich
Great quote.
And if you're in college for four years --
in my experience, college degrees, their value in
the job market is getting less and less, but their
cost is increasing.
in my experience, college degrees, their value in
the job market is getting less and less, but their
cost is increasing.
Highlighted by willrich
You know, there's people who just get
rejected in the system. You can't go through it
and they find other paths. And with the Web
nowadays, I think there's never been more
opportunity to find these other paths and connect
with other people.
rejected in the system. You can't go through it
and they find other paths. And with the Web
nowadays, I think there's never been more
opportunity to find these other paths and connect
with other people.
Highlighted by willrich
I teach entrepreneurial journalism,
which is not an oxymoron, at the City University of
New York. And it's all about them creating
whatever they can create and helping them do that.
And so, how can we help students create and, in
that process, learn? And we are not built to do
that at all. We are built to put out cookie
cutters and make them pass tests.
which is not an oxymoron, at the City University of
New York. And it's all about them creating
whatever they can create and helping them do that.
And so, how can we help students create and, in
that process, learn? And we are not built to do
that at all. We are built to put out cookie
cutters and make them pass tests.
Highlighted by willrich
Do we prepare them for service class labor or
should we be thinking about how we prepare people
to find stuff that's not just about labor per se,
but about enjoying their life more broadly? And
this is where the creativity comes in.
should we be thinking about how we prepare people
to find stuff that's not just about labor per se,
but about enjoying their life more broadly? And
this is where the creativity comes in.
Highlighted by willrich
Many of us in the room get to live --
you know, our work and leisure are sort of blended
into one. We love what we are doing. But can we
really truly expect everybody to be in that kind of
job mind set? And when do we have to actually
think about the balancing of the work and pleasure
and how we actually educate people to be happy?
you know, our work and leisure are sort of blended
into one. We love what we are doing. But can we
really truly expect everybody to be in that kind of
job mind set? And when do we have to actually
think about the balancing of the work and pleasure
and how we actually educate people to be happy?
Highlighted by willrich
the idea of broadening the
notion of education to be a lifelong idea and
how the work that Paul -- the school, everything --
and Dave are doing around, saying that everyone's
got something to teach, everyone's got something to
learn.
notion of education to be a lifelong idea and
how the work that Paul -- the school, everything --
and Dave are doing around, saying that everyone's
got something to teach, everyone's got something to
learn.
Highlighted by willrich
Teachers invest so much time, so much
energy trying to manage a class, and by the time
they've done that, there's so little energy to
actually differentiate the instruction, personalize
instruction.
energy trying to manage a class, and by the time
they've done that, there's so little energy to
actually differentiate the instruction, personalize
instruction.
Highlighted by willrich
It's kind of an intrinsic reward of the
group to be smarter and to be more passionate in
some way, to get to Sir Ken's idea, that the group
really rewarded people who really got obsessed with
something and has something, whether writing plays
or write short stories or doing art or whatever it
was.
group to be smarter and to be more passionate in
some way, to get to Sir Ken's idea, that the group
really rewarded people who really got obsessed with
something and has something, whether writing plays
or write short stories or doing art or whatever it
was.
Highlighted by willrich
on 2009-05-25 by willrich
How do we foster obsession?
And
that's where a lot of the passion comes from,
developing your voice, because that's important, to
give you the opportunity to create, create the rule
of creativity. And we don't give enough
opportunities for people to create.
that's where a lot of the passion comes from,
developing your voice, because that's important, to
give you the opportunity to create, create the rule
of creativity. And we don't give enough
opportunities for people to create.
Highlighted by willrich
I
think that one of the goals have to be that
education has to evolve with the user;
think that one of the goals have to be that
education has to evolve with the user;
Highlighted by sharonbetts
on 2009-06-07 by sharonbetts
should this not be the goal of educational reform?
teachers teaching students, students teaching
teachers, teachers teaching teachers and students
teaching students.
teachers, teachers teaching teachers and students
teaching students.
Highlighted by willrich
a fundamental
tension between the ideas of education and the
notion of learning.
tension between the ideas of education and the
notion of learning.
Highlighted by willrich
And I think that what we are really
trying to talk about is learning as the space of
innovation and transformation and not so much
education. Because we see innovation in the space
of learning all over the place today, in terms of
how people are coming to learn things, how people
are sharing information. We are not seeing
innovation in the space of education because of its
institutionalization.
So, I think that the space that we
really want to begin to understand is how learning
itself is a form of currency today for young
people. It's actually valued, and this is what you
were talking about.
Learning is actually valued in very
interesting ways by young people today; not so much
in school, but in spaces outside of school where
they're really learning how to do things. And it
goes to the conversation of, if one of our goals is
to allow people to move into a future; that they
are able to learn, able to adapt to any kind of
change, whether they're changing jobs, whether
they're changing what they're passionate about.
That, I think, is the best thing that we can do for
people is to give them that kind of skill set.
trying to talk about is learning as the space of
innovation and transformation and not so much
education. Because we see innovation in the space
of learning all over the place today, in terms of
how people are coming to learn things, how people
are sharing information. We are not seeing
innovation in the space of education because of its
institutionalization.
So, I think that the space that we
really want to begin to understand is how learning
itself is a form of currency today for young
people. It's actually valued, and this is what you
were talking about.
Learning is actually valued in very
interesting ways by young people today; not so much
in school, but in spaces outside of school where
they're really learning how to do things. And it
goes to the conversation of, if one of our goals is
to allow people to move into a future; that they
are able to learn, able to adapt to any kind of
change, whether they're changing jobs, whether
they're changing what they're passionate about.
That, I think, is the best thing that we can do for
people is to give them that kind of skill set.
Highlighted by willrich
on 2009-05-25 by willrich
This is a pretty shifted thought, that learning is currency for kids today for things outside of school.
But if you talk to educators they say
they're in the learning business, but it is,
actually, they are not.
they're in the learning business, but it is,
actually, they are not.
Highlighted by willrich
on 2009-05-25 by willrich
Begs the question as to what is the difference between knowledge and learning. Learning is a process, knowledge is a thing? An event?
on 2009-06-07 by sharonbetts
I agree - most educators are in the teaching business. and most teaching is for the assessment business. Learning is getting lost.
you're talking about something that was
self-directed, completely outside of the system,
but enabled by the medium that we are now all
swimming in and it either creates an opportunity to
help people learn even if we don't figure out how
to reform the system.
self-directed, completely outside of the system,
but enabled by the medium that we are now all
swimming in and it either creates an opportunity to
help people learn even if we don't figure out how
to reform the system.
Highlighted by willrich
This is something that's
available to a nine-year-old that wasn't available
before; that nonlocal reputation, that global
reputation of a niche reputation on the web.
available to a nine-year-old that wasn't available
before; that nonlocal reputation, that global
reputation of a niche reputation on the web.
Highlighted by willrich
on 2009-05-25 by willrich
I would argue that's something we have to help kids cultivate.
nonlocal reputation
Highlighted by willrich
We pooh-pooh this often as like
something that's fully irrelevant education, but we
all, as adults, rely on those skills, those very
social skills they've gotten us into this room,
that we have to learn.
something that's fully irrelevant education, but we
all, as adults, rely on those skills, those very
social skills they've gotten us into this room,
that we have to learn.
Highlighted by willrich
on 2009-05-25 by willrich
Great point.
And even if they do, they don't really
have the cultural ability to take the stance,
express themselves, connect to people below, above,
and on the side, and build stuff.
have the cultural ability to take the stance,
express themselves, connect to people below, above,
and on the side, and build stuff.
Highlighted by willrich
on 2009-05-25 by willrich
This is a huge deal. How do we teach kids to participate in these spaces in ways that express, communicate, connect and build?
a teacher
in front of 30 people with no computers, it will
not work anymore.
in front of 30 people with no computers, it will
not work anymore.
Highlighted by willrich
So, basically, it just took the raw
material that's already on YouTube, pop on the
videos, put a little technology layer on top of it,
and they were teaching millions of Chinese kids how
to speak English.
material that's already on YouTube, pop on the
videos, put a little technology layer on top of it,
and they were teaching millions of Chinese kids how
to speak English.
Highlighted by willrich
How do
we enable just connectors between some of these
different spaces, whether they're content
connectors or mentor connectors or even a
validation that what a kid might be doing in an
after-school space is relevant and valid within an
in-school space?
we enable just connectors between some of these
different spaces, whether they're content
connectors or mentor connectors or even a
validation that what a kid might be doing in an
after-school space is relevant and valid within an
in-school space?
Highlighted by willrich
Our model of learning
has to exist within that certain networked idea, as
well.
has to exist within that certain networked idea, as
well.
Highlighted by willrich
but the credentialing system is
one that hasn't changed at all.
one that hasn't changed at all.
Highlighted by willrich
I learned how to be obsessed with
things.
things.
Highlighted by willrich
So, how do you teach kids to be
obsessed with things? I think one of the
advantages we have with technology and particularly
with games is that they have built-in structure,
almost to a fault, as most parents would say.
They have an addictive quality where people will
just immerse themselves and become obsessed with
them, something in that structure.
obsessed with things? I think one of the
advantages we have with technology and particularly
with games is that they have built-in structure,
almost to a fault, as most parents would say.
They have an addictive quality where people will
just immerse themselves and become obsessed with
them, something in that structure.
Highlighted by willrich
The product is becoming
the credential. In the old days, I went to school,
I got a grade, I presented the grade and I got a
job. And now, what happens is, you create this
game; and that game is what creates your
reputation. And there's no grade there.
the credential. In the old days, I went to school,
I got a grade, I presented the grade and I got a
job. And now, what happens is, you create this
game; and that game is what creates your
reputation. And there's no grade there.
Highlighted by willrich
on 2009-05-26 by willrich
This, if true, is huge.
And if you think about the Web as a
medium in a way, that's the way people are creating
their own credentials.
medium in a way, that's the way people are creating
their own credentials.
Highlighted by willrich
And I think it's fundamentally changing
what we need from education, to Scott's question.
What we need is to become familiar with the tools
that we use to promote our ideas and really,
basically, to search engine optimize our products
or the things we created.
what we need from education, to Scott's question.
What we need is to become familiar with the tools
that we use to promote our ideas and really,
basically, to search engine optimize our products
or the things we created.
Highlighted by willrich
There are several people in the room that are
really working very hard to create an assessment
that relates to imagination, innovation,
creativity, coming up with an idea, beginning a
project from the beginning, middle, end; delivering
this in digital form, sharing, exposing,
presenting.
really working very hard to create an assessment
that relates to imagination, innovation,
creativity, coming up with an idea, beginning a
project from the beginning, middle, end; delivering
this in digital form, sharing, exposing,
presenting.
Highlighted by willrich
on 2009-05-26 by willrich
Is this the process that we need to assess? Is this learning to learn?
When I've taught classes, I
throw this out for somebody else to use, tell the
students you can't get an A from the teacher. The
best you can get from the teacher is a B+, because
the teacher-student grading relationship is
corrupting.
So, if you want to get an A, you've got
to get somebody outside. And in a video game
class, you got to get 10,000 downloads as an A. I
would suggest in journalism, somebody's doing
entrepreneurial journalism, that you've got to get
a certain amount of blog readers per a month to get
an A and --
throw this out for somebody else to use, tell the
students you can't get an A from the teacher. The
best you can get from the teacher is a B+, because
the teacher-student grading relationship is
corrupting.
So, if you want to get an A, you've got
to get somebody outside. And in a video game
class, you got to get 10,000 downloads as an A. I
would suggest in journalism, somebody's doing
entrepreneurial journalism, that you've got to get
a certain amount of blog readers per a month to get
an A and --
Highlighted by willrich
Technology does enable us
to bring education everywhere.
to bring education everywhere.
Highlighted by willrich
we used to consider the teachers as
the source of the knowledge. Well, I'm not sure if
they ever were, but definitely they're not right
now. And the technology enables the kids to go and
get all the information that they need outside of
the classroom.
the source of the knowledge. Well, I'm not sure if
they ever were, but definitely they're not right
now. And the technology enables the kids to go and
get all the information that they need outside of
the classroom.
Highlighted by willrich
We can do this completely revolutionary
thing in giving a student a pretest and then
pulling out the materials that they already know
and creating a personalized path instead of
four weeks training, maybe, let's say, two and a
half or maybe, let's say, three weeks in one and a
half. Maybe you finish the course in a four-week
period instead of the whole semester.
The idea then of a pre-test, based on
what the students already know, is older than dirt,
probably. But this is one place that technology
gives us a leverage point. With something as
simple as aligning the assessment with the content
and the standard in the middle to connect them to
each other. Pre-assessment, pass the standard, and
I'll just pull the content out to build path for
you.
thing in giving a student a pretest and then
pulling out the materials that they already know
and creating a personalized path instead of
four weeks training, maybe, let's say, two and a
half or maybe, let's say, three weeks in one and a
half. Maybe you finish the course in a four-week
period instead of the whole semester.
The idea then of a pre-test, based on
what the students already know, is older than dirt,
probably. But this is one place that technology
gives us a leverage point. With something as
simple as aligning the assessment with the content
and the standard in the middle to connect them to
each other. Pre-assessment, pass the standard, and
I'll just pull the content out to build path for
you.
Highlighted by willrich
Do I want the doctor
who is most certified, or the doctor who has the
most followers on Twitter?
who is most certified, or the doctor who has the
most followers on Twitter?
Highlighted by willrich
And the way I think it
leverages fantastic is, terrific, passionate
teachers. If I have passionate teacher Ph.D.s in
La Crosse, Wisconsin, who love CFAs.
With a credit card and a broadband
connection, you can be anywhere in the world, and
start learning from them in a minute. It's
incredibly powerful.
leverages fantastic is, terrific, passionate
teachers. If I have passionate teacher Ph.D.s in
La Crosse, Wisconsin, who love CFAs.
With a credit card and a broadband
connection, you can be anywhere in the world, and
start learning from them in a minute. It's
incredibly powerful.
Highlighted by willrich
And so, how do we actually think about
technology, not just as technologies themselves but
within that sort of ecology of how you actually
make this leverage work and to make it work for
you. Teachers are critical for this.
It is actually not learning from
teachers in another environment, but figuring out
how teachers can give you and work with you to
understand how you engage with these technologies
to do something important.
technology, not just as technologies themselves but
within that sort of ecology of how you actually
make this leverage work and to make it work for
you. Teachers are critical for this.
It is actually not learning from
teachers in another environment, but figuring out
how teachers can give you and work with you to
understand how you engage with these technologies
to do something important.
Highlighted by willrich
on 2009-05-26 by willrich
To do something important...that is the key now.
The learning environment becomes
transparent, and teachers are extremely important.
It can be a teacher that is physically with us in
the room, or it can be people who are coming from
outside of the room because of the network.
So, it is the network environment that
is transparent with tools that allow you to build
and construct digital media, to learn through
design, to learn by teaching; you teach and you
learn in the same environment and there is the
expert guidance.
transparent, and teachers are extremely important.
It can be a teacher that is physically with us in
the room, or it can be people who are coming from
outside of the room because of the network.
So, it is the network environment that
is transparent with tools that allow you to build
and construct digital media, to learn through
design, to learn by teaching; you teach and you
learn in the same environment and there is the
expert guidance.
Highlighted by willrich
They need to learn how to reflect on their own
knowledge or lack of it and to reflect on their own
learning. And that is actually something which is
not explicit anywhere into the curriculum or often
in the classroom, but is an essential outlearning
outcome, if you will.
knowledge or lack of it and to reflect on their own
learning. And that is actually something which is
not explicit anywhere into the curriculum or often
in the classroom, but is an essential outlearning
outcome, if you will.
Highlighted by willrich
Talking about learning
through technology. It is the practice, a large
part. It's not just the information push. It is
the practices around, what you do by navigating, by
negotiating, interpreting, evaluating and playing
with that information. And that's where it plays
an important role for whether it's the mentor or
the teacher or the staff or whatever term you use
when --
through technology. It is the practice, a large
part. It's not just the information push. It is
the practices around, what you do by navigating, by
negotiating, interpreting, evaluating and playing
with that information. And that's where it plays
an important role for whether it's the mentor or
the teacher or the staff or whatever term you use
when --
Highlighted by willrich
But how
do we give parents the tools which they can
actually engage with their kids across language,
across cultural barriers, across all these other
things, so you can make the partnerships much more
obvious?
It's not even just about how do we
intercept learning with directly with kids, but
affecting the larger ecology. And there's a lot
more opportunity for technology there, first and
foremost, and directly to the kids.
do we give parents the tools which they can
actually engage with their kids across language,
across cultural barriers, across all these other
things, so you can make the partnerships much more
obvious?
It's not even just about how do we
intercept learning with directly with kids, but
affecting the larger ecology. And there's a lot
more opportunity for technology there, first and
foremost, and directly to the kids.
Highlighted by willrich
But it doesn't by itself change the...
it expands the possibilities for active
information, making things in connection with other
people. But what the real role of teachers,
mentors, parents, is to guide -- how do you go
about active information and making things? That's
not obvious.
it expands the possibilities for active
information, making things in connection with other
people. But what the real role of teachers,
mentors, parents, is to guide -- how do you go
about active information and making things? That's
not obvious.
Highlighted by willrich
on 2009-05-26 by willrich
How does my teacher learn? My parents?
I think we're going
to have a marketplace model for education where the
student is in control of their education and they
determine who is going to educate them, when, where
and how, and the educational system can be built
into all of that.
to have a marketplace model for education where the
student is in control of their education and they
determine who is going to educate them, when, where
and how, and the educational system can be built
into all of that.
Highlighted by willrich
It is now possible for the learners to define what
are the goals they want to achieve; and end up with
a personalized curriculum that meets those goals,
and it may meet the accreditation goals, too, or
not. But the access is very valuable both in its
own right also in terms of metaschool's skill of
encouraging learners to define their learning goals
and then try to achieve them.
are the goals they want to achieve; and end up with
a personalized curriculum that meets those goals,
and it may meet the accreditation goals, too, or
not. But the access is very valuable both in its
own right also in terms of metaschool's skill of
encouraging learners to define their learning goals
and then try to achieve them.
Highlighted by willrich
getting your content here, your research
there, your help there, your credential over here.
there, your help there, your credential over here.
Highlighted by willrich
on 2009-05-26 by willrich
A piecemeal approach to education. This is what I've been talking about.
I think, to me, as a
teacher on the one hand, the technology
offers...access to amazing teachers in any subject.
I can find AN online facilitator.
teacher on the one hand, the technology
offers...access to amazing teachers in any subject.
I can find AN online facilitator.
Highlighted by willrich
Open source, open
courseware. It doesn't make the university tuition
free. Basically, everything that is available for
free. So, we take the content that is available
online, and we take open -- we use open source
technology.
And I think that what is actually very
unique about what we do is, we apply social
networking into that. So, there are not going to
be teachers in the classroom. Students are going
to teach each other. If you are teaching -- and
there will be a forum where they can get help or
professors. However, in the classroom itself, the
studies will be through discussion between the
students with each other on the topics.
courseware. It doesn't make the university tuition
free. Basically, everything that is available for
free. So, we take the content that is available
online, and we take open -- we use open source
technology.
And I think that what is actually very
unique about what we do is, we apply social
networking into that. So, there are not going to
be teachers in the classroom. Students are going
to teach each other. If you are teaching -- and
there will be a forum where they can get help or
professors. However, in the classroom itself, the
studies will be through discussion between the
students with each other on the topics.
Highlighted by willrich
on 2009-05-26 by willrich
University of the People. Wondering how this is assessed.
That's where our
partnerships come in. So, we have a partnership
with these school universities, so kids -- and
we're working there with sets of academics that are
interested in having young people come for work
with graduate students. And then we have a set of
industry partnerships where kids can --
particularly in eighth and ninth grade, they're
going to have to sort of work in groups. So, we
can't sort of send sixth graders or seventh graders
out into the city. But we're looking at kinds of
programs that can sit inside some different
institutions that will support kids in that sort of
internship. So, it has to do with partnerships and
we've started trying to build those early on
partnerships come in. So, we have a partnership
with these school universities, so kids -- and
we're working there with sets of academics that are
interested in having young people come for work
with graduate students. And then we have a set of
industry partnerships where kids can --
particularly in eighth and ninth grade, they're
going to have to sort of work in groups. So, we
can't sort of send sixth graders or seventh graders
out into the city. But we're looking at kinds of
programs that can sit inside some different
institutions that will support kids in that sort of
internship. So, it has to do with partnerships and
we've started trying to build those early on
Highlighted by willrich
on 2009-05-26 by willrich
Quest to Learn School built on gaming curricula in NYC
No. It is quite open and
internships may be virtual. They may be online
where kids are having a chance in some online
communities to intern in a virtual world, for
example, learn something about that.
MR. RESNICK: To make the walls a little
bit more permeable so that it gives off a portal
for the community; it could be part of the
community public?
internships may be virtual. They may be online
where kids are having a chance in some online
communities to intern in a virtual world, for
example, learn something about that.
MR. RESNICK: To make the walls a little
bit more permeable so that it gives off a portal
for the community; it could be part of the
community public?
Highlighted by willrich
So, the other piece that
we're having to work on which has come up a lot
lately is the assessment issue. So, we have
received some opening of permissions from the State
to develop an alternative assessment model that
begins to look at competencies that can be granted
both within industry by academic institutions and
by other kinds of individuals. So, that's
something that will happen over time.
And our goal is to try to say kids
should be able to get credit by doing work in lots
of different kind of phases, not just within --
within an academic institution so that there would
be a process by which people will be able to be
considered accreditable or to be able to give a
credit in some sense; yes.
we're having to work on which has come up a lot
lately is the assessment issue. So, we have
received some opening of permissions from the State
to develop an alternative assessment model that
begins to look at competencies that can be granted
both within industry by academic institutions and
by other kinds of individuals. So, that's
something that will happen over time.
And our goal is to try to say kids
should be able to get credit by doing work in lots
of different kind of phases, not just within --
within an academic institution so that there would
be a process by which people will be able to be
considered accreditable or to be able to give a
credit in some sense; yes.
Highlighted by willrich
Yes. An alternate model
around competencies. So, we have a model where
kids are earning badges. And so, it's some sort of
a portfolio model that by the time they graduate,
that the evidence of participation and of certain
kinds of excellence become a measure of their
success as a graduate.
around competencies. So, we have a model where
kids are earning badges. And so, it's some sort of
a portfolio model that by the time they graduate,
that the evidence of participation and of certain
kinds of excellence become a measure of their
success as a graduate.
Highlighted by willrich
on 2009-05-26 by willrich
This is where it gets really interesting, I think. Creating routes to mastery. "Every child becoming an expert in something they feel passionate about." I want that.
es, exactly. Our whole
goal is to let kids be a master of something by the
time they graduate. We think that's a huge goal,
to allow every child to feel that they have become
an expert in something that they feel passionate
about.
And ideally, be supported around what
we would call "functional literacies" and we were
talking about within this group reading, writing,
math; yes, absolutely. But the other stuff, kids
become what they want to become and build what they
want to build with their lives, based on how they
gather knowledge and utilize it. So, that's the
model that we're aiming at.
goal is to let kids be a master of something by the
time they graduate. We think that's a huge goal,
to allow every child to feel that they have become
an expert in something that they feel passionate
about.
And ideally, be supported around what
we would call "functional literacies" and we were
talking about within this group reading, writing,
math; yes, absolutely. But the other stuff, kids
become what they want to become and build what they
want to build with their lives, based on how they
gather knowledge and utilize it. So, that's the
model that we're aiming at.
Highlighted by willrich
So, we've been thinking about not
having grade levels. So, we're having sort of
phases that kids can move at their own pace, their
own pace within.
having grade levels. So, we're having sort of
phases that kids can move at their own pace, their
own pace within.
Highlighted by willrich
on 2009-05-26 by willrich
Wow.
So, the curriculum is disseminated
through a game-like structure. So, kids are given
a ten-week mission, and that mission drops them
into a complex problem space and then that mission
is broken down into a series of smaller quests that
allows kids to build skills and knowledge in order
to solve that problem.
through a game-like structure. So, kids are given
a ten-week mission, and that mission drops them
into a complex problem space and then that mission
is broken down into a series of smaller quests that
allows kids to build skills and knowledge in order
to solve that problem.
Highlighted by willrich
Yes. And so, our curriculum
is co-developed by teachers and game designers.
So, that was the other model that we're looking at,
that it may be a new type of collaboration that
could be to invent a curriculum.
is co-developed by teachers and game designers.
So, that was the other model that we're looking at,
that it may be a new type of collaboration that
could be to invent a curriculum.
Highlighted by willrich
We have an online social
network that we built for the school called "Be Me"
and it's the idea that we want kids to play around
with multiple identities and to recognize that
they, at any one time, may be taking on different
identities. There's an "at model" in it called
"The Expertise Exchange."
We're also trying to get kids to
understand what they are experts in, what they want
to be experts in, what they're not good at. So,
this notion of how do you find other people to work
with, other kinds of mentors and that kind of
thing. So, the multiple identity thing is a big
one. The notion of the curriculum -- and then I'll
shut up because I don't want to dominate here -- is
allowing kids to step into identities.
network that we built for the school called "Be Me"
and it's the idea that we want kids to play around
with multiple identities and to recognize that
they, at any one time, may be taking on different
identities. There's an "at model" in it called
"The Expertise Exchange."
We're also trying to get kids to
understand what they are experts in, what they want
to be experts in, what they're not good at. So,
this notion of how do you find other people to work
with, other kinds of mentors and that kind of
thing. So, the multiple identity thing is a big
one. The notion of the curriculum -- and then I'll
shut up because I don't want to dominate here -- is
allowing kids to step into identities.
Highlighted by willrich
on 2009-05-26 by willrich
Teaching multiple identities. Nice.
So, one thing we found with kids is
that the ability to give them that -- the idea to
give them the ability to share what they have done
is super critical to them and to make choices about
who they're sharing it with.
We're trying to build in mechanisms by
which they can export things that they were doing
in the space for more public kind of space; whether
if it's public in a sense of their small group of
friends or their parents or whether it's to the
world. So, the publication notion is a big one in
the school about outward facing.
that the ability to give them that -- the idea to
give them the ability to share what they have done
is super critical to them and to make choices about
who they're sharing it with.
We're trying to build in mechanisms by
which they can export things that they were doing
in the space for more public kind of space; whether
if it's public in a sense of their small group of
friends or their parents or whether it's to the
world. So, the publication notion is a big one in
the school about outward facing.
Highlighted by willrich
And so, I think we found that it's
really about stripping, stripping away and
understanding what, who are the participants in any
learning moment. So, trying not to get to
over-design what the teacher does, not to
over-design what the student does and understand
that the student brings things, the teacher brings
things.
really about stripping, stripping away and
understanding what, who are the participants in any
learning moment. So, trying not to get to
over-design what the teacher does, not to
over-design what the student does and understand
that the student brings things, the teacher brings
things.
Highlighted by willrich
And I think we talked a lot about these
ideas today, finding things that you need on Google
or in your community, and finding -- gain experts
or content experts or programming experts, design
experts on this network that we are putting and
that are starting to take each other, all for free
and available through the governor that is
financing it.
ideas today, finding things that you need on Google
or in your community, and finding -- gain experts
or content experts or programming experts, design
experts on this network that we are putting and
that are starting to take each other, all for free
and available through the governor that is
financing it.
Highlighted by willrich
There's a global revolution
online. But I don't want a global revolution. I
want to share with the person down the hall.
online. But I don't want a global revolution. I
want to share with the person down the hall.
Highlighted by willrich
Yes. I was shocked. When I
was teaching sixth-grade social studies, and I
said, Well, I don't really know what I'm doing with
that, so I'm trying to find another middle school
social studies teacher in Georgia that knows what
they're doing. It just doesn't exist.
Like, literally, you have to guess,
scour blogs. It just doesn't exist. So, the
ability to find other people teaching what you are
teaching, being able to have some sort of dialogue.
There's a massive need for it.
was teaching sixth-grade social studies, and I
said, Well, I don't really know what I'm doing with
that, so I'm trying to find another middle school
social studies teacher in Georgia that knows what
they're doing. It just doesn't exist.
Like, literally, you have to guess,
scour blogs. It just doesn't exist. So, the
ability to find other people teaching what you are
teaching, being able to have some sort of dialogue.
There's a massive need for it.
Highlighted by willrich
So, it is a fundamentally, teachers
want to share and, like any artist, want to share
and they want to be recognized. So, we're trying
to use the Web to recognize. And if they were
teachers, our Web will target rock stars.
want to share and, like any artist, want to share
and they want to be recognized. So, we're trying
to use the Web to recognize. And if they were
teachers, our Web will target rock stars.
Highlighted by willrich
And it is really interesting that,
basically, it's a growing group, made up of an
economically driven -- I don't know. There's so
many people that are turning their passions,
supporting their passions by teaching them. And
so, they may have a day job, but they are finding a
way to make that leap out of a job that they don't
like into maybe they're teaching something that
they do like as a way of supporting -- doing what
they like.
basically, it's a growing group, made up of an
economically driven -- I don't know. There's so
many people that are turning their passions,
supporting their passions by teaching them. And
so, they may have a day job, but they are finding a
way to make that leap out of a job that they don't
like into maybe they're teaching something that
they do like as a way of supporting -- doing what
they like.
Highlighted by willrich
And is there a reputation
system?
MR. MILLER: Yes. Basically,
endorsements. One thing we found is that teachers
were very wary of five-star systems around
teaching, because they think it is a bad
relationship with a student and that that's
basically subjective. So, teachers are suspicious,
we found, when we talked to them of objective
representation systems when it comes to teaching.
system?
MR. MILLER: Yes. Basically,
endorsements. One thing we found is that teachers
were very wary of five-star systems around
teaching, because they think it is a bad
relationship with a student and that that's
basically subjective. So, teachers are suspicious,
we found, when we talked to them of objective
representation systems when it comes to teaching.
Highlighted by willrich
What we are trying to build we think is
a massive marketplace around things that people are
passionate about. And so, a lot of what was being
discussed today, I hope you all figured it out, and
it's sort of like the learning up to age 22, 23,
when you get the confidence to go and learn
whatever it is that you are excited about.
a massive marketplace around things that people are
passionate about. And so, a lot of what was being
discussed today, I hope you all figured it out, and
it's sort of like the learning up to age 22, 23,
when you get the confidence to go and learn
whatever it is that you are excited about.
Highlighted by willrich
on 2009-05-27 by willrich
Interesting perspective
It is really is about learning --
that's the difference, the accreditation issue
isn't something we're trying to tackle. We don't
really go after the college education or even the
grades K to 12.
that's the difference, the accreditation issue
isn't something we're trying to tackle. We don't
really go after the college education or even the
grades K to 12.
Highlighted by willrich
on 2009-05-27 by willrich
This is really key. If you can do something, do it transparently so others can find you, do it well so others can rate you, you don't need the traditional creds (?)
what's like going to come -- we're
going to start realizing that we and our kids are
just realizing that if they're not going to get it
in school, they'll have to get it somewhere.
going to start realizing that we and our kids are
just realizing that if they're not going to get it
in school, they'll have to get it somewhere.
Highlighted by willrich
on 2009-05-27 by willrich
Quotable
And it's pretty similar to
us. Our three main categories are crafts, music,
languages and arts. But what surprises us is, kind
of sustainable environmental stuff. That really
seems to be that passionate people -- the teaching
people about environment and the sustainability
that we haven't expected.
us. Our three main categories are crafts, music,
languages and arts. But what surprises us is, kind
of sustainable environmental stuff. That really
seems to be that passionate people -- the teaching
people about environment and the sustainability
that we haven't expected.
Highlighted by willrich
Anybody can start a class in whatever
they're passionate about.
they're passionate about.
Highlighted by willrich
I absolutely can, because
right now we often use Craig's List, honestly. For
us, it's economical. And oftentimes, if we are
looking for a Spanish teacher -- we've gone to
Craig's List to find someone good at philosophy --
like somebody would come in and talk with the child
about philosophy --
right now we often use Craig's List, honestly. For
us, it's economical. And oftentimes, if we are
looking for a Spanish teacher -- we've gone to
Craig's List to find someone good at philosophy --
like somebody would come in and talk with the child
about philosophy --
Highlighted by willrich
on 2009-05-27 by willrich
Using Craig's list to find teachers...hmmm.
But to relate to the other question of
what takes off in a network, we realize there is a
small network of innovators and it relates to some
of what I have said. They really need to figure
out how to create these innovative things that they
are willing to jump in and trying to take a risk
and connect it to what they call the content
standards that -- the things that are out there.
what takes off in a network, we realize there is a
small network of innovators and it relates to some
of what I have said. They really need to figure
out how to create these innovative things that they
are willing to jump in and trying to take a risk
and connect it to what they call the content
standards that -- the things that are out there.
Highlighted by willrich
I want to say a thing or two
about the Open High School in Utah. And we talked
a little bit this morning about ways we're using
technology. Open High School of Utah is an open
charter school. And in our charter, we committed
ourselves to exclusively using open educational
resources.
So, in terms of teachers sharing items
as opposed to sharing lesson plans and resources,
we've done a complete textbook replacement, all the
material on everything you need to run the course
is what we're providing with open source for
everyone.
about the Open High School in Utah. And we talked
a little bit this morning about ways we're using
technology. Open High School of Utah is an open
charter school. And in our charter, we committed
ourselves to exclusively using open educational
resources.
So, in terms of teachers sharing items
as opposed to sharing lesson plans and resources,
we've done a complete textbook replacement, all the
material on everything you need to run the course
is what we're providing with open source for
everyone.
Highlighted by willrich
And also, I have a mission, not to
scale our individual school out to the world; but
when there's a completely open curriculum available
and a charter application documents and budgets and
things are available, other people just pick up and
start these schools. We don't have to be involved
and the curriculum is free, things like that.
In addition to the personalization and
the individualization I was talking about earlier
today, the point of open source.
scale our individual school out to the world; but
when there's a completely open curriculum available
and a charter application documents and budgets and
things are available, other people just pick up and
start these schools. We don't have to be involved
and the curriculum is free, things like that.
In addition to the personalization and
the individualization I was talking about earlier
today, the point of open source.
Highlighted by willrich
And that's a question that I don't know
when it comes to education. It seems to me pretty
clear that the way that kids are still being taught
these days, and the fact that there's a computer
that's over there in the corner of the classroom,
but that's only the extent to which technology may
play a role, it sort of seems like it is broken to
me.
And I feel like, as more and more
people understand that something isn't right, that
we are using technology all throughout the day but
our students aren't using it on a hands on way in
the classroom; then it opens up a real opportunity
for starting integrating office tools that people
are starting to develop now, actually in the
classroom, in students' hands.
when it comes to education. It seems to me pretty
clear that the way that kids are still being taught
these days, and the fact that there's a computer
that's over there in the corner of the classroom,
but that's only the extent to which technology may
play a role, it sort of seems like it is broken to
me.
And I feel like, as more and more
people understand that something isn't right, that
we are using technology all throughout the day but
our students aren't using it on a hands on way in
the classroom; then it opens up a real opportunity
for starting integrating office tools that people
are starting to develop now, actually in the
classroom, in students' hands.
Highlighted by willrich
Until there's a cultural
movement, until it's understood in a broader
content that our schools aren't working.
movement, until it's understood in a broader
content that our schools aren't working.
Highlighted by willrich
In the State of Utah, I can
tell you, if we got this curriculum rolled out.
And the kids will get it this fall and are going to
make a YP at the end of the year. The next summer,
there's conversations about what to do with the
textbooks we have to replace and with the money
supposed to be spent on curriculum?
And there's a completely open source
curriculum, and we can show kids YP when they use
it. It kind of forces a lot of really interesting
conversations and that is a very strong secondary
goal.
tell you, if we got this curriculum rolled out.
And the kids will get it this fall and are going to
make a YP at the end of the year. The next summer,
there's conversations about what to do with the
textbooks we have to replace and with the money
supposed to be spent on curriculum?
And there's a completely open source
curriculum, and we can show kids YP when they use
it. It kind of forces a lot of really interesting
conversations and that is a very strong secondary
goal.
Highlighted by willrich
on 2009-05-27 by willrich
So this is a fascinating scenario...when the open source school makes AYP...
I do think, my sense as a general
consensus of the public, is they recognize that
healthcare as a crisis, energy is in crisis. I
don't think there's as much of an understanding of
what this group has that education needs to be
hacked.
consensus of the public, is they recognize that
healthcare as a crisis, energy is in crisis. I
don't think there's as much of an understanding of
what this group has that education needs to be
hacked.
Highlighted by willrich
Again, it's a matter of
timing. I go back to the fact that the economy is
crap right now. You have an opportunity to
actually do a high-prestige, high-status shift
within the talent pool.
timing. I go back to the fact that the economy is
crap right now. You have an opportunity to
actually do a high-prestige, high-status shift
within the talent pool.
Highlighted by willrich
I think that is the fundamental
issue, sort of the detriment to creating a good
school culture in K through 12. And I think a good
school culture is key to the teachings and
learning. And so, I think the only way to hack the
monopoly is through competitions and creating good
schools and giving parents a choice.
issue, sort of the detriment to creating a good
school culture in K through 12. And I think a good
school culture is key to the teachings and
learning. And so, I think the only way to hack the
monopoly is through competitions and creating good
schools and giving parents a choice.
Highlighted by willrich
And in general, my take from Fred's
point was the rock star. The rock star teacher
isn't about teaching at Yankee Stadium like the
story over here and making a million bucks. It's
about having their reputation in the teaching world
be the rock star, because people are using their
lesson plan, using their --
point was the rock star. The rock star teacher
isn't about teaching at Yankee Stadium like the
story over here and making a million bucks. It's
about having their reputation in the teaching world
be the rock star, because people are using their
lesson plan, using their --
Highlighted by willrich
But I think the
cost of virtual, even virtually nonphysical
professional development and training for and
innovation, when you have to take -- all the range,
from not very qualified or talented to the most
talented and faster learner type of instructors or
teachers to really scale is the largest cost.
You said "people," but I don't know if
you meant that. Even if you run a one hour once a
week session for people to come and learn how to
teach and learn in a new way in the system, even if
they don't end up in a physical space; that's from
my analysis of budget in the last three years when
we were running Globaloria, is the largest cost
item.
cost of virtual, even virtually nonphysical
professional development and training for and
innovation, when you have to take -- all the range,
from not very qualified or talented to the most
talented and faster learner type of instructors or
teachers to really scale is the largest cost.
You said "people," but I don't know if
you meant that. Even if you run a one hour once a
week session for people to come and learn how to
teach and learn in a new way in the system, even if
they don't end up in a physical space; that's from
my analysis of budget in the last three years when
we were running Globaloria, is the largest cost
item.
Highlighted by willrich
On the people side, why
don't you just require as a requirement to graduate
high school, you have to teach other people. You
show that you've learned best when you're teaching
something to other people. So, just require high
school students to teach --
don't you just require as a requirement to graduate
high school, you have to teach other people. You
show that you've learned best when you're teaching
something to other people. So, just require high
school students to teach --
Highlighted by willrich
on 2009-05-27 by willrich
Cool idea. Every student is a teacher...setting up their own classrooms, writing their own curricula, etc.
I think that's where the real
paradigm shift is here now, where people can learn
from other experts regardless of their age,
regardless of their background, and be judged or
assessed on what they actually take in or what they
put out.
paradigm shift is here now, where people can learn
from other experts regardless of their age,
regardless of their background, and be judged or
assessed on what they actually take in or what they
put out.
Highlighted by willrich
you begin to work around the
limitations of the classroom and you find a tutor,
and Fred's hired a guy to teach his kids how to
code.
limitations of the classroom and you find a tutor,
and Fred's hired a guy to teach his kids how to
code.
Highlighted by willrich
I always ask, why does
education seem to be the last thing we're going to
get a handle on? Technology seems really well used
in the corporate sector, in health corporations,
the military obviously knows how to do it, politics
is starting to totally get it.
Why, when most of us are parents, we
care about education, why is it that technology and
education as a marriage is like the last?
education seem to be the last thing we're going to
get a handle on? Technology seems really well used
in the corporate sector, in health corporations,
the military obviously knows how to do it, politics
is starting to totally get it.
Why, when most of us are parents, we
care about education, why is it that technology and
education as a marriage is like the last?
Highlighted by willrich
on 2009-05-27 by willrich
I wonder this too.
it's the system that's the most tightly
controlled by lots of different interests; and that
slows down innovation because the big system and
the innovation doesn't fit inside the existing
system and the system changes slowly.
controlled by lots of different interests; and that
slows down innovation because the big system and
the innovation doesn't fit inside the existing
system and the system changes slowly.
Highlighted by sharonbetts
on 2009-06-07 by sharonbetts
the control slows innovation - and how do we disperse the control and open the walls?
And I think the next teachers, to think
about teachers as innovators, innovators as
teachers in the relationship, the paradigm between
those two things.
about teachers as innovators, innovators as
teachers in the relationship, the paradigm between
those two things.
Highlighted by willrich
Public Comment