30 de jul. 2013

A new culture of learning


Durant aquesta estada a l'Índia he estat llegint el llibre A new culture of learning. Cultivating the imagination for a world of constant change (2011), de Douglas Thomas i John Seely Brown

El segon autor el vaig conèixer en persona durant el DML Summer Institute 2013 a San Francisco, i em va signar l'exemplar. 

És un llibre molt interessant de llegir mentre estàs vivint immers dins d'una escola, com he fet jo, perquè et fa replantejar de diferents maneres què és l'aprenentatge, com es produeix, quan, i on.

Comparteixo la visió general dels autors, però potser no tant el seu optimisme (potser una mica exagerat) sobre com Internet i els col·lectius virtuals (en especial el jocs massius col·laboratius de l'estil WoW) poden transformar el que entenem per aprenentatge.

Us deixo alguns fragments que m'han agradat.
So what frameworks do we need to make sense of learning in our world of constant change? The new culture of learning actually comprises two elements. The first is a massive information network that provides almost unlimited access and resources to learn about anything. The second is a bounded and structured environment that allows for unlimited agency to build and experiment with things within those boundaries. The reason we have failed to embrace these notions is that neither one alone makes for effective learning. It is the combination of the two, and the interplay between them, that makes the new culture of learning so powerful.

One of the metaphors we adopt to describe this process is cultivation. A farmer, for example, takes the nearly unlimited resources of sunlight, wind, water, earth, and biology and consolidates them into the bounded and structured environment of a garden or farm. We see the new culture of learning as a similar kind of process -but cultivating minds instead of plants.

-----

The new culture of learning is based on three principles: (1) The old ways of learning are unable to keep up with our rapidly changing world. (2) New media forms are making peer-to-peer learning easier and more natural. (3) Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media.

-----

We propose that play fuses the two elements of learning that we have been talking about: the information network and the petri dish (or bounded environment of experimentation). That fusion is what we call the new culture of learning. The critical idea is that the two elements -of information and experimentation- are being brought together in a way that transforms them both. It is that fusion that defines the new culture of learning.