Interesting how successful short chunks of content are. More manageable and digestible for busy folks.
Also interesting is how this fits in to the School 1.0/School 2.0 concept.
Here is the School 1.0 model, which as Warlick points out, illustrates instructors delivering content and skills and students acting as mirrors, reflecting content and skills back to the teacher.
Warlick says that in School 2.0 teacher’s become learners and learners become teachers, and each side is empowered with conversation, control over their information landscape, and connections with each other — with almost no constraints of hierarchy.
Students stop being mirrors, and instead become amplifiers. Their job is not merely to reflect 
what they encounter, but to add value to it. Content and skills are no longer the end product, but they become raw materials, with which students learn to work and play and share. Information is captured by the learner, processed, added to, remixed, and then shared back, to be captured by another learner/teacher and reprocessed.
Sound good? Are our learners ready for this heightened role? How can we make them ready?
2 comments:
I think learners are already there ... for the most part if students are engaged properly they do act as amplifiers. I see it in my classes and I know other faculty I work with who say the same thing. Finding ways to engage them is the complex issue and one we need to spend more time with. Faculty development programs shouldn't be about technology, but showing faculty how to use technology to get students communicating in an authentic way is an approach we've been trying.
As for the 23 Things site -- wonderful use of web 2.0 to teach web 2.0. What a great resource!
We can't take credit for the idea of 23 Things, Veronica. I wish we could :-) It's borrowed (with permission under a Creative Commons license) from Helene Blowers from the Public Library of Charlotte and Mecklenberg County [PLCMC]. Her activity was called Learning 2.0, so it fits right in with the idea of transforming School 1.0 to 2.0.
You know, I think sometimes it may be more difficult for faculty to switch from [whatever] 1.0 to 2.0 than it is for students. That's why it's so great to begin with a reflection on learning. I find I'm having to change the way I learn (as well as th way I teach) in order to be more Web 2.0 comfortable.
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