#INF537 Back on the rollercoaster

Rage Roller Coaster Drop Harry Rose via Compfight

I’m back! It seems like ages since I posted here. My last subject was through the WISE exchange program – Information Visualisation at San Jose State University. A fascinating subject, totally different to anything else I’ve done and also conducted quite differently to CSU subjects, with continuous assessment including marks for contributing to discussion forums and even a couple of tests. Needless to say, posting on my Thinkspace blog was not required…and, dutiful student that I am, I didn’t!

But I feel I’m back in another way, and that’s down to INF537 itself. I feel energised and overwhelmed all at once in a way that I haven’t experienced since INF530. Fitting, I guess, as that was the keystone subject and INF537 the capstone.

I’m energised by the cohort. So many people I’ve already connected with over this four year journey, and a handful I’m excited to meet for the first time. People I’ve collaborated, commiserated, celebrated, shared, whinged and laughed with, fabulous educators who truly are Modern Learners as described by Bruce Dixon in our first colloquia (more on that soon).

I’m overwhelmed by the prospect of what has to be done in this session (which takes place over little more than a standard school term). Reading, forum posts, participating in Colloquia, reading, blogging about Colloquia, other blog posts, reading and commenting on cohort blog posts, reading, a case study, reading and I haven’t even looked at what assignment one is yet! I’m fighting off an overwhelming sense of inadequacy – everyone else uses bigger words than me, they seem to have read more, know more, they articulate their thoughts more eloquently…will I be good enough, can I keep up? I’ve not felt like this since INF530 (well, maybe in INF536 also) but as I’ve said, I’m fighting these thoughts off and deep down I know that I can do it, seven subjects in I’ve always managed it somehow.
So, onto our first colloquia.

Bruce Dixon, co-founder of both the Anywhere, Anytime Learning Foundation, and, along with Will Richardson, Modern Learners, was guest presenter at our first colloquia held on Monday evening. In the spirit of anywhere, anytime learning, I listened to the first 15 minutes or so while walking home from the gym. The fact that I needed to hold up an umbrella inhibited my ability to participate in the chat for that time but I digress…

Modern Learners recently published ‘10 Principles for Schools of Modern Learning’ white paper which is a short and worthwhile read and much of the colloquia discussion related to issues raised by the paper (Richardson, W. & Dixon, B., 2017).

A key tenet of the paper and our discussion is that the modern world requires self-directed and self-determined learners and there are concerns about the capacity of our schools and teachers to facilitate the modern learning required to produce them.

We were challenged to articulate what learning actually is, what self-directed learning looks like, and to consider what conditions provide the best opportunities for children to learn (whether or not that was within school).

There was some discussion about the role of technology in learning. I particularly like this quote from Chris Lehmann from Science Leadership Academy, PA, that Bruce shared with us:

We believe technology in schools needs to be like oxygen…ubiquitous, necessary, invisible…then stop talking about it.

An oft repeated phrase lately is “it’s not about the technology, it’s about the learning (or pedagogy)” which is true…to a point. I think a lot of “it” is about the technology, but the technology has to be easy and it just has to work – or as Chris says, be invisible. So many things that our students can do today were unthinkable when I was at school (no mobile phones, no instant creation of images, audio or video, no Google, no Youtube, no interactive websites, no instant communication, no social media…), and technology is the reason. What stops many teachers from fully embracing modern possibilities is their experiences of when things didn’t “just work”. We should no more have to think about technology than we do about a pencil’s capacity to make a mark on a piece of paper.

We need to stop privileging content over capabilities. Information is abundant, the notion of content being king started to go out with the invention of the printing press. Scholars then feared that the brain would be affected if it did not have to memorise knowledge that would be now stored in books. Learning how to learn is key. To finish, a quote from the white paper:

Regardless what the future holds, there is little doubt success in the future will first and foremost depend on one’s ability to learn, not on one’s accumulation of knowledge. (Richardson, W. & Dixon, B., 2017. p. 5)

Seymour Papert quote

References

Richardson, W. and Dixon, B. (2017). 10 principles for schools of modern learning. [ebook] Modern Learners Media. Available at: http://modernlearners.com/blog/ [Accessed 19 Jul. 2017].