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Editor's Notes

• #3: Our world is rapidly changing. It took 70 years to go from the first colour signal to widespread adoption of colour television and now many cell phones have more computing power and Internet access than the average home computer did in 2000.
• #4: ‘A New Culture of Learning’ by Douglas Thomson & John Seely Brown tries to address this question in their book. How do we respond to the fluid change of the 21st century?
• #7: In short, children learn by play. Piaget (in the 1920s) found that children think in a completely different way to adults. Most importantly, learning and play are almost inseparable at that age.
• #8: So how does this relate to adults? We are now living in a world of constant change and flux, which means that more often than not, we are faced with the same problem that vexes children. “How do I make sense of this strange, changing, amazing world?” “By returning to play as a modality of learning, we can see how a world in constant flux is no longer a challenge or hurdle to overcome; it becomes a limitless resource to engage, stimulate, and cultivate the imagination.”
• #10: Old Model of Teaching – Mechanistic View: based on the idea of transferring information from teacher to student. ��Within this old model, learning is “treated as a series of steps to be mastered” whereby the goal of efficiency is to learn as much as possible in the shortest amount of time. Standardization, testing and results are emphasized over process.
• #11: Students follow the questions set by their teacher, or professor – and then learn what they were told to learn for the exams When new changes happened – the course would change (but this is a REACTIVE approach)
• #13: We learn today by going online. One example is my love of baking – I have never taken a baking class, never studied under a chef – and yet I can make tiered cakes and all manner of pastries and treats. I learned to bake from my peers online through blogs, Youtube and Pinterest – following my own interests and learning about the baking styles that interested me.
• #14: This is how we learned – from my peers in the ‘collective’. In this way: imagination, play and integration became vital components of my learning experience.
• #15: Learning from others is neither new nor revolutionary; it has just been ignored by most of our educational institutions. Within the new culture, learning happens with others who are your equals and have knowledge or experience on a specific subject–without teacher or student roles.
• #16: These group members all have a passion, but various skills and talents. Once these members begin to interact constantly, the collective “functions as a kind of amplifier, providing numerous outlets, resources, and aids to further an individual’s learning.” From these collectives, the learning happens because you are driving your own interests – not someone else telling you what they want you to learn.
• #18: The teaching-based approach focused on outcomes based on students’ understanding of the material while the learning-based approach is about embracing what they don’t know, developing better questions, and continuing to ask those questions while coming up with more. This is not about asking the right questions per se – but the best questions, that are the one that ignites a student’s passion and cultivate their imagination. “With that shift in thinking, learning is transformed from a discrete, limited process – ask a question, find an answer – to a continuous one. Every answer serves as a starting point, not an end point. It invites us to ask more and better questions.” While the old, traditional or mechanistic model struggles to become more stable and adjusts to change only when necessary, the emerging new culture of learning “responds to its surroundings organically.” This new culture flourishes on change.
• #19: “I don’t think education is about centralised instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity” – Joi Ito (quote from New York Times (5th December 2011) http://www.nytimes.com/2011/12/06/science/joichi-ito-innovating-by-the-seat-of-our-pants.html?_r=4 )
• #20: Tacit learning is when “we learn by doing, watching, and experiencing,” for example, when one learns how to use email, one learns by “doing it, learning by absorption and making tacit connections.” Every piece of knowledge has both an explicit and a tacit dimension. The explicit is only one kind of content, which tells you what something means. The tacit has its own layer of meaning. It tells why something is important to you, how it relates to your life and social practices. It is the dimension where the context and content interact. Our teaching institutions have paid almost no attention to the tacit and it is the tacit dimension that allows us to navigate meaning in a changing world.
• #21: The thing that makes learning different in the 21st century from any other time in the past is the diversity of information, knowledge, experience, and interaction that is available to us in the digital age. This new culture of learning only works if it can be fed by an enormous influx of constantly updated information. In a networked world, information is always available and getting easier and easier to access. Imagination, what you actually do with that information, is the new challenge.
• #22: Summary �ݺ�ߣ.
• #24: Role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments. You need boundaries in order to innovate and imagine – too much freedom can be paralyzing and you do not know where to start – this is where teachers come in. Fusion of freedom and constraint to create the perfect learning environment for students. �� An example they use for this ‘new learning environment’ is MMO – [Massively Multiplayer Online games] are almost perfect illustrations of a new learning environment.�� On one hand, games like World of Warcraft produce massive information economies, composed of thousands of message forums, wikis, databases, player guilds, and communities. In that sense they are paragons of an almost unlimited information network. On the other hand, they constitute a bounded environment within which players have near-absolute agency, enjoying virtually unlimited experimentation and exploration . . . Most important, the engine that drives learning in World of Warcraft is a blend of questioning, imagination, and – best of all – play.
• #26: Assessment: There is little discussion of how assessment will work in this new culture of learning – going from ‘fully focussed on assessment’ to ‘no assessment at all’ seems a very hasty decision. Medicine: When reading the book, I could feel it all relating to my field of studying medicine. The ‘rapidly changing world’ discussed at the beginning is the status quo in medicine – and we are even told that half of what we learn at university will be obsolete within 5 years. Surely with this rapidly changing subject matter – medicine should be embracing this ‘new culture of learning’ more so than any other course. Furthermore, medical schools pride themselves on developing modern thinkers who will progress the field of Medicine, and they will do this by asking questions and pushing boundaries. Yet, our exam questions in university (at Dundee) are based on Extended Matching Questions (EMQs) – a form of multiple choice – which instructs students that there is only one right answer. A move should be made back to short answer questions, allowing students to discuss their reasoning behind questions for instructors/professors to see whether the thinking of their students is in line with being a doctor, rather than just ticking the correct box.
• #27: References.
• #28: References.