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Tag: transhumanism

POT Cert Week 21: short and deep, a nod to online education theory #potcert

This week, under the heading of “Introduction to Online Education Theory”, POTCert addresses not only a contemporary and challenging topic but one which has fundamental implications for future society. Consequently, because of the colossal scope and contentious nature of the topic, and in order to avoid posting something that although tries to encompass as much as possible only serves to be vague and unfathomable, I’m just going to provide a few highlights of a couple of articles that focussed my reading and comment on one or two of the prominent points.

Knowledge is a powerful thing - with it, anything's possible.
Knowledge is a powerful thing; with it, anything’s possible.

First off, in his article, Individual Knowledge in the Internet Age, Larry Sanger is scornful of some of the sentiment currently circulating in education, saying:

some Internet boosters argue that Google searching serves as a replacement for our memory and that students need not memorize — need not learn — as much as they did before the Internet

educationists inspire us with the suggestion that collaborative learning online can serve as “the core model of pedagogy.” Knowledge is primarily to be developed and delivered by students working in online groups

and further, he says that these “Internet boosters” advocate that

the co-creation of knowledge can and should take the place of reading long, dense, and complex books.

Sanger fears that

if we take their advice […] we will have a society of drones, enculturated by hive minds, who are able to work together online but who are largely innocent of the texts and habits of study that encourage deep and independent thought.

He doesn’t see how using the tools of the Internet are any real substitute for

the difficult work of developing individual minds.

His key underlying assumption is that

a liberal education and the Western enlightenment ideals that it inculcates not only are valuable but are essential to our future.

Here, I’d counter that deep independent thought is all well and good, but hasn’t this led to a situation today where information and expertise has become siloed; and besides, drawing now on my recent experience in the eLearning and Digital Culutres MOOC, what’s to say that such humanist values and enlightenment ideals actually beget some pinnacle of human achievement, because as things stand currently in the world, there’s a whole lot that could be working out much better: the environment, equality, social justice and the eradication of poverty to name but a few. It may well be, as transhumanist thinking avers, that by realising the benefits of emerging technologies we could indeed overcome fundamental human limitations. Maybe, the knowledge that’s needed now, to meet the complex challenges of the 21st century and beyond, can no longer be derived from deep independent thought and must indeed be summoned up as collective intelligence, or at the very least facilitated through networked learning.

“Connection forming is natural”, says George Siemens in his article, Networks, Ecologies, and Curatorial Teaching.

It doesn’t need coercion. We do it with language, images, video. We create, express, connect. And software is now available that aids this innate activity with unprecedented fervor. We build competence, make sense, learn, and growth through our connections.

Siemens asks us to consider what he calls the ” happy little edublogger”, whose

established networks [and] experience enables them to put new developments into a historical context. They assist others to create networks…but they do more. They serve as curators of ideas, connections, philosophies, and world views. They create frameworks of interpreting and understanding history, new technologies, and trends through their work and public dialogue.

In the relation to the role of the “individual formerly known as teacher”, Siemens comments that he’s

rather sick of “sage on stage” and “guide on the side” comparisons. The clear dichotomy chafes.

He acknowledges that

power in classrooms has shifted from the teacher at the centre

preferring to use the term

‘network administrator’ […] It’s the basis on which teaching and education should be founded. But I think something more is needed, something that places some level of value or interpretation on content, knowledge, and concepts being explored.

Here he offers the idea of

the joint model of network administrator and curator form the foundation of what education should be.

Explaining the addition of curator as

an expert [who] exists in the artefacts displayed, resources reviewed in class, concepts being discussed. But [who’s] behind the scenes providing interpretation, direction, provocation, and yes, even guiding. A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don’t adhere to traditional in-class teacher-centric power structures.

Certainly, as Siemens points out

much [is] happening in terms of defining what is acceptable authority for information and knowledge.

Undoubtedly, because education’s no longer asking the same questions and can no longer be based on once familiar assumptions.

Image Source: http://www.fotopedia.com/items/flickr-3842815564

References:

Sanger,L. (2010)  Individual Knowledge in the Internet Age. Available at: http://www.educause.edu/ero/article/individual-knowledge-internet-age

Siemens, G. (2007) Networks, Ecologies, and Curatorial Teaching. Available at: http://www.connectivism.ca/?p=93

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eLearning and Digital Cultures: my vicarious learning highlights #edcmooc

In order to balance things up from my last EDCMOOC post, I had intended to write something relating to post humanism, but I’m still coming to terms with the concept and with the fundamental changes that its related values of transhumanism will wreak, not just upon society and the planet, but upon the minds and bodies of human beings themselves. So, seeing as I’ve been running a week behind and the course comes to a close tomorrow, I’ve decided to forgo any attempt at putting my thoughts down about “redfining the human” and the implications for education of such a paradigm shift, instead, I’m going to take a look back over what, for me, have been the highlights.

I have to say that although I’ve engaged with pretty much all of the course material, what’s really left the greatest impression on me, apart from Bleecker’s article about blogjets, is some of the content that other learners on the MOOC have produced, and the things that I’ve learned from them. This point only really struck me when Ary Aranguiz @trendingteacher graciously replied to a tweet saying “it’s been wonderful learning with you!” Immediately I thought, you know what, she’s right; I”ve really learnt a lot from other people on the course. Although I haven’t always kept up, or indeed had any timely comments to make within our quadblogging group, I’ve actually learnt lots just by watching the learning of others.

Vicarious learning (Bandura, 1962) is also known as observational learning, social learning, or modelling and is a type of learning that occurs as a function of observing, retaining and replicating behaviour observed in others, so here are my vicarious learning highlights from what’s been a very thought provoking and satisfying MOOC:

 “All the world’s a MOOC, and all the men and women merely teachers and learners.” – blog post by Ary Aranguiz that prompted me to go off and investigate the topic of rhizomatic learning.

WOW! They’ve glassed us! – blog post by Angela Towndrow whose brilliant use of images really brought home to me the power that a visual story can have.

Voyages of the Starship #EDCMOOC – a “cheeky” animation by Willa Ryerson, documenting the week 1 hangout, that shows just how easy some tools are to learn, and what’s more, how important it is to have a sense of fun.

Fake Identity @HamishAMacleod – a spoof Twitter account for one of the course tutors, Hamish Macleod, created by Andy Mitchell. I thought the production of this as a digital artefact to represent learning from the course was at the same time both genius and risky. It certainly makes the point about identity and online security in the digital age. Click on the hyperlink “Fake Identity” in the tweet below to get the full effect of the spoof.

https://twitter.com/HamishAMacleod/status/306483968855908352

“Digital Life” – an augmented music video parody – catchy lyrics “Digital Life has Changed Who We Are” to the Buggle’s tune of “Video Killed the Radio Star” by Amy Burvall, which memorably gets the message across how life has now very much changed to become digital.

The Ecology of Yearning in a MOOC – a video by Ary Aranguiz, whose message “we all yearn for meaning, growth and connection” hit the spot for me as it seems to say a lot about why so many people showed up and played their part in what’s been a very special learning experience.

And finally, my thanks have to go to the EDCMOOC team

Dr Jen Ross     Dr Christine Sinclair     Dr Hamish Macleod     Dr Sian Bayne     Jeremy Knox

who did a great job in providing such a dynamic and thought provoking MASSIVE OPEN ONLINE COURSE. And like they say in their introduction, you can find out more about their work with the MSc in Digital Education here.

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