Stephen Downes introducing the components of New Learning. Or as he describes it “SOYALA (Son of Yet Another List Article) wherein I explain, point by point, how New Learning is different from the way our parents did it (indented quotes are from the original Heick article).
New Knowledge:We are shifting from knowledge as remembering to knowledge as recognizing. The difference is that we understand knowing, not as an accumulation of facts, but rather, as a development of the self, of the creation of a ‘mental muscle’, which is in essence a set of reactions and instincts.—New Students:students are prosumers. They both produce and consume their own education. They access experts and learning resources directly, and organize these themselves. They form their own communities, work at their own pace, and share extensively with each other.—New Media:New media is interactive multimedia offered through multiple screens and multiple channels, all at once. Try to imagine new media as stereo (and even quad) emerging in a world that has always been mono.—New Writing:New writing is purpose-built. It doesn’t follow rules but does employ conventions, memes, or archetypes – any sort of pattern or regularity. These communicative tropes are no longer universal or culture-wide, but are often focused to the needs, perspectives and understandings or a particular community.—New Internet:The effect of this is that knowledge, information and learning resources are all available ‘on demand’, in much the same way we find water or electricity in our environments today. It will be in products and devices, local and specific, and available from the air itself.This changes the nature of these resources. People learn by doing in authentic environments, and learning support changes as the person demonstrates greater skills and more adept responses. It is also context-aware – sensitive to and responsive to the needs of the situation.—New UniversitiesWhat will change is that universities will no longer be bastions of privilege and elitism.The learning offered by universities has always been incidental. Their primary purpose has been to create the sort of social markers, institutions and networks that would serve the next generation ruling class. They would be able to recognize each other in the future by distinctive knowledge, distinctive behaviours and mannerisms, even distinctive language and ac
Some good points here from Stephen – especially that now is a time where change is occurring (whether we like it or not). Everyone is struggling with trying to identify the ‘right way’ of addressing change – my opinion is that we need to find ‘our way’ – something that’s suited to our contexts, not something we buy in from somewhere else. Solutions should be home-brewed rather than off-the-shelf.
Original – halfanhour.blogspot.ca