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Transcript of Learning v2.0
“The history of human learning can perhaps best be described in terms of a lack of abundance, or scarcity. Before the invention of moveable type, literacy and learning were placed in the service of the secular or ecclesiastical ruling elites. Sacred and secular texts were copied by hand and stored in imperial palaces or monastic scriptoria for protection from both the elements and prying eyes. The diffusion of knowledge in an era of such scarcity was necessarily slow and highly controlled. Access to learning and knowledge was mediated by privilege and social standing; literacy was limited and rationed both because of the prevailing technologies (e.g., the hand copying and illuminating of manuscripts) and because of the desire to enforce social control.” Gandel, Katz & Metros
The learning Intention
The Rise of the Autodidact
When everyone has to be Creative & INNOVATIVE!
One of the reasons we increasingly enjoy the challenge of work is that workplaces are becoming increasingly creative, innovative, challenging and exciting places to be in. Being challenged and working in creative and innovative environments is fundamental to the spirit of being human and despite the tensions and frustrations that are often associated with our workplaces, we are increasingly finding them more fulfilling. Human beings love to be creative and innovative, especially if other people appreciate what is created.
What we need is more people with the capacity to synthesise a deep understanding of the world we live in, drawing on the science, sociology, technology and humanity we share. It is important that we draw from the collective creativity, innovation and ingenuity that may be just potential, realise it and apply it for the long term betterment of the interconnected communities we now live in.
This is the greatest challenge of the 21st century. The majority of people in all communities now need to be able to live and work as independent as well as interdependent lifelong learners so that each can contribute to the process of finding solutions to all manner of problems and opportunities that we collectively share.
The second paradigm shift is similar to the first in that a chasm has to be crossed to gain access to the third learning paradigm. The chasm for the first transition was learning to read and write. Many people imagine that the second chasm is familiarity with technology but this is not the case. The chasm this time around is having the competencies that underpin lifelong learning.
Whatever motivates us needs to be leveraged so we can take a running jump and leap across the chasm, picking up the competencies, on the way over, adopt the new learning paradigm to build an entirely new future, based on something more than just hope and happenchance.
Alongside the complex and wonderfully varied
relationships we form with each other, our greatest
capacity as human beings is our capability to make
complex predictions. It is these predictions that
underpin our capacity for creativity and innovation.
To do this it is necessary to understand the process
of learning and to do that we require a deep literacy surrounding that learning.
Watch the YouTube clip of Bobby McFerrin teaching the concept of the pentatonic scale without using any words. How did the audience learn this concept so fast when most probably had little understanding of music theory?
Reflect - Review - Iterate
The reflect-review-iterate process is carried out numerous times as part of the process of creating an idea, concept or concept framework in order to check to make sure our understanding is correct, that we have sufficiently deep understanding and how it may connect to other knowledge, ideas, concepts and concept frameworks..
: when we think and wonder about how accurate our observations and measurements have been or whether we have made an assumption (maybe the from has another food source other than the insects he was being provided. Sometimes we get a hunch that maybe another variable is involved.
: Checking and testing whether our suspicions or hunches were correct. This may involve checking our readings or being more observant.
: when we change our initial idea because we may observe the frog eating plant material as well as the insects they were being fed.
Competencies are foundational
that provide us with the capacity to apply the learning process in the most effective and efficient way possible.
Thinking is an active process and is usually instigated via a prompt that causes us to ask questions. Therefore learners need to be able to ask clever, rich, ope!n, fertile, rhetorical, high order thinking, Socratic questions as well as really simple questions sometimes!
Asking the right type of questions helps us develop the best possible solution.
There are 4 categories of questions we ask consciously in order to get different types of solutions.
are designed to prompt an investigation
allow the primary question to be unpacked through rhetorical questioning, interrogation, reflection and brainstorming
are procedural and facilitate how we find the 4. information resources in order an “answer”
distil and synthesise the research that generates the solution or outcome for the investigation
Internal, Non-Conscious Questioning: The questions we ask ourselves when we are driving the car, eating dinner, deciding on the best present to buy our friend . . . The same classifications apply to these type of questions also.
Then of course it also about how you ask the question. What nuances either through body gestures, attitudes, emphasis, structure and Inflection, tone or intonation that accompany the question. These nuances can direct the external or even internal questions to a particular answer. Shall I have that horrible broccoli or that nice ice-cream?
The rise of the autodidact
is upon us. The greatest ability we can afford anyone, including those within our schools, is the ability to learn effectively and efficiently at will. To learn anything, anywhere, anytime via an understanding of the learning process creates the potential to discover knowledge and from that build ideas, concepts and concept frameworks. These form the foundation for applying our imagination and creative processes to be innovative and ingenious.
au·to·di·dact [aw-toh-dahy-dakt, -dahy-dakt] noun - a person who has learned a subject without the benefit of a teacher or formal education; a self-taught person.
Accessed July 2013
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As humans we have four learning systems but what integrates these learning systems is our ability to interrogate each of them and construct new concept frameworks of understanding, drawing on unique combinations from some or all of these four learning systems.
This capability requires us to be able to interrogate our thinking metacognitively by asking ourselves clever questions and having conversations with ourselves. The questions and the conversations we have with ourselves allow us to interrogate each of our learning systems in order to build an integrated understanding of our world.
In this new education paradigm the understanding of the learning process allows autonomy in learning - the ability to learn without a teacher instructing what to learn - welcome to the era of the autodidact.
For more information:
1. Learning is a process
and this process can be
learned and applied.
2. The brains learning systems can be leveraged more efficiently and effectively
3. Effective learning happens when the learner has agency over their learning process.
6. Creativity leverages our foundational knowledge, ideas, concepts & concept frameworks in order to be innovative and ingenious.
7. Intelligence is redefined as our ability to learn and apply that learning
4. Everyone is a leaner as well as an educator of each other
5. Being able to learn efficiently requires a set of core competencies: Reflecting & Connecting, Thinking & Questioning, Communicating, Managing Self, building a Language of Learning & Collaboration.
How the Brain Learns
The Global Concept Curriculum
• We can represent observed physical patterns via a range of different formats [graphs/equations/diagrams/]
• Energy can be transferred or transformed into other types of energy
• There is a set of universal laws that govern matter, energy, space, and time
• Physical principles can be applied to explain everyday events
• Physical principles can be applied to create innovative applications
• The properties of a material dictate its use
• Grouping materials using their characteristics is helpful
• Atomic theory underpins all we observe
• Materials can change by applying different processes
• Chemical reactions represent changes in atomic, crystalline, and molecular arrangements
• Chemical principles can be applied to create innovative solutions
• Living things share common life processes
• Grouping living things with similar characteristics is helpful
• Ecosystems contain a range of interdependent systems
• Living things are constantly changing and adapting
• Life is based on a cellular architecture
• Biological principles can be applied to create innovative applications.
• The genome represents the biological mechanism for the reproduction of cells/life
Planet Earth & Beyond
• Natural features are constantly changing [and this process provides a record of its history]
• Human activity has a direct affect on Earth’s ecosystem
• Accurate observations helps us make sense of our universe
• Many earth events are cyclical and are interdependent [and some depend on astronomical bodies other than the earth]
• A variety of processes have shaped and are shaping the form of the Earth and other planets
• Our universe is composed of complex interconnected systems and numerous types of objects
The six key competencies include understanding and applying the capabilities that underpin Thinking & Questioning, Communicating, Managing ourselves, Collaborating; Connecting & Reflecting and creating our sense of Identity. Each of the competencies require a body of knowledge that learners can then use as a set of strategies which will eventually become dispositions.
Learning- How the Brain learns
It is important that an action-learning model be adopted alongside the introduction and application of the Learning Process. Too often in education huge amounts of money and time have been invested in programmes that have been merely fashion trends or politically motivated changes with little impact on the learning capability of learners.
We owe it to all learners to ensure that the Learning Process improves the quality and the rate at which learning takes place within our schools. If a new approach does not make a significant difference in learning outcomes then it should not be implemented.