It is a truism that we learn from experience, and yet creating a role for experience in learning has been one of the most difficult problems in education. And so much of education continues to rely on indirect methods depending on knowledge transfer - reading, lectures, videos - rather than hands-on practice and knowledge creation.

Activities

2018/12/16 12:00 Conversation with Amy Burvall

Synopsis

It is a truism that we learn from experience, and yet creating a role for experience in learning has been one of the most difficult problems in education. And so much of education continues to rely on indirect methods depending on knowledge transfer - reading, lectures, videos - rather than hands-on practice and knowledge creation.

The emergence of the web, YouTube, Web 2.0 and social media was a great step forward, assigning a role for creativity in the learning experience. But experience, ultimately, requires an openness that media platforms were unable to provide.

New technology is beginning to combine the ability of teachers and role models to model and demonstrate successful practice and the need for learners to practice and reflect on their learning in that environment. Content distribution networks and live streaming are transforming real-world events into hands-on learning experiences.

A good example of this is the live-streaming platform Twitch and especially games like Fortnite, in which players become spectators, and back again, over and over. And using applications like xSplit or Open Broadcaster Software individuals can make their experiences part of the learning experience shared by others.

It is a model in which the creation of the content becomes a part of the content itself. We see this with the recent self-shredding art by Banksy or the inside look at how the single-scene time-lapse sequence in Kidding was filmed. Some artists have made working openly part of the act - Deadmau5, for example, showing how electronic music is produced. Being able to see and experience how something is created is a key step on the way to becoming a creator oneself, and becoming a creator, in turn, becomes a key part of the learning experience.

The difference between previous iterations of learning technology and that which we are experiencing with E-Learning 3.0 is that these creative activities become distributed and democratized. Just as multiple authors can edit Wikipedia articles or work on code in GitHub, participatory learning media enables learners to interact creatively without management or direction; the outcome is a consensus determined not by voting but by participation. Experience in learning changes the relation between teacher and student from one of persuasion (and even coercion) to one of creativity, co-work, and construction.

Workplaces, and especially distributed workplaces, are beginning to create self-organizing consensus-based co-production networks. Early awkward and exploitative platform-based efforts such as Uber and Airbnb are giving way to more sophisticated and equitable network alternatives such as Steam, Koumbit and Medium.

Tasks

Create Your Experience

Be creative! Using the medium of your choice, create a representation of your experience of E-Learning 3.0. Then post your creation (or post a link to your creation) on your blog.

Here's a good example of the sort of thing you could create, by Kevin Hodgeson (who apparently also studied mind reading as he completed this Task before it was posted).

If you need inspiration, visit the DS106 Assignment Bank and select one of the assignments, and then interpret it in the light of E-Learning 3.0.

Due: Dec 21, 2018

Media

The World Beyond the Word Dec 13, 2018 video Visit this page for both slides and video. In order to manage the deluge of data produced by modern technology, a rapidly changing society, and challenging environmental and economic systems, we need to relearn what we understand as social and scientific literacy. The students of today and the innovators of tomorrow will speak languages we barely recognize today. What are the fundamentals of these new literacies, how do we learn them and teach them, and how do they redefine innovation in the future? In this talk I describe a future in which learning is a creative act and give an overview of the environments and technologies that will be needed to support this learning.

Conversation with Amy Burvall Dec 16, 2018 video After 25 years in K-12 education, Amy Burvall is currently consulting, creating, and curating in the fields of creativity, visual thinking, and digital literacies. She joins us in week 8 of E-Learning 3.0.

Creating and Awarding a Badge in gRSShopper Dec 16, 2018 video n this video I show how I use gRSShopper to create a task, then create a Badge, upload the badge image, associate the badge with the task, create the Badge on Badgr, read RSS feeds of student contributions, award them a badge in the RSS reader, and have the badge save on Badgr, get sent as a WebMention, and registered in the gRSShopper badge blockchain.

Resources

Feature Article E-Learning 3.0, Part 8 - Experience
stephen@downes.ca, Dec 20, 2018.

The challenge for educators and for society in general will be in managing and accepting the transition from emphasizing ‘what people learn’ to ‘how people learn’. Like the creative process itself, what’s important is not what is created - it could be anything from a cake to a cathedral - but rather how it is created. It is the history, process and provenance of the creation that gives it meaning, relevance, and ultimately, truth.

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