As first light shines on the 21st Century, Americans are once again experiencing a profound and rapid shift–from the Industrial Age to the Information Age and into the Conceptual Age. " We are moving away from a world in which some produce and many consume media, toward one in which everyone has a more active stake in the culture that is produced."
From the Internets inception its creators envisioned a universal substrate linking all mankind and its artifacts in a seamless, interconnected web of knowledge. This is the World Wide Web’s great promise: an Alexandrian library of all past and present information and a platform for collaboration to unite communities of all cultures in any conceivable act of creative enterprise. It is with these thoughts that education will experience what historians will call the Third Revolution, a transition to a knowledge-base of conceptual linking of the Internet to co-collaborative read and write websites of the creation of the Alexandrian libraries of the future.
To secure the workplace of the future, young people will need the skills and knowledge base associated with Web Found shared canvases of learning, a place where every splash of painted knowledge provides a richer tapestry of in-depth understandings of the world in which they live. To succeed in education reform schools must be broadly driven by forward-thinking educational technology minded visionaries. These visionaries must articulate clear and compelling vision of optimal characteristics that encourage technology-supported education reform that focuses on preparing students to live, learn, and work in the 21st century.
A Rising Power to New Mediums of Web-Found Learning
Throughout the history of American education, classrooms have been self contained entities. Innovations in technology are giving rise to powerful new models of collaboration. Perhaps in the not quite distant future these classrooms will merge on a new venture. A venture while making profound changes in the way education is delivered to students.
Students in Junior High, High School and college are now finding means to communicate through the use of social networking tools, such as blogs, wikis and chat rooms. Although these types of collaborations may not be school related they have become Americas youth pastime. While at the same time a majority of schools have yet to be exposed to future capabilities of these new technology tools. The reason being is that education has not recognized the full potentials of Web Found Learning. This is not to say that new graduates in the field of education have not identify the capabilities, thus establishing a sizable gap for new understanding of the potentials of harnessing mobile learning opportunities. Secondly, more advance schools will begin to encourage Web Found online communities of knowledge gathering, while the less advanced schools will take a back seat, wait and see attitude.
Video: A Vision of 21st Century Learning
The primary focus for educators should be on expanding the quantity and quality of ways in which the learner is exposed to content and context. Educators should design extended learning opportunities in ways that immerse students in content by using various existing technology tools that include wiki’s, blogs, and multi-media interactive eBooks. The premise of expanding educational delivery in ways to include Web Founded opportunities is constructed around the idea that the more children can experience what they are learning and the more teachers immerse students in the learning process the more engaged students will become in interacting, listening, viewing and valuing their education. To illustrate a deeper understanding of the real issues that lay at the forefront of education in the 21st Century lies in the answers to the following questions:
Do students ever discuss content with peers and how often do they discuss topics outside of the classroom?
Is the classroom an exciting intellectual environment where topics are mirrored?
How does the classroom allow for students to make additional connections
Can the student be further immersed in using and exploring information and understanding of concepts outside of the classroom environment?
Is the content of schooling compartmentalized and separated from integrated curriculum
Are technology-based project learning strategies at the center of learning?
All of the above questions illustrate other aspects of experience in which a student is immersed. Students need to grasp larger patterns. The part is always embedded in wholes, the fact is always embedded in multiple contexts, and a subject is always related to many other issues and content.
"Today's child is bewildered when he enters the 19th century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules." -Marshall McLuhan, 1967
Ordered And Structured By Fragmented, Classified Patterns, Subjects,
The model of flipped classroom seeks to alter what has been traditionally inside the classroom by moving lectures to outside the classroom. Instead the delivery of rote lecture content is placed online for students to study outside of class. The use of time inside the class is opened up for learning-based activities. Lecture material out of the classroom is accomplished through online screen-casting, vodcasting and podcasting of content. The overall goal is to extend learning time conversation outside of class through threaded discussion and move “homework” into the classroom where the instructor can serve as “guide.”
moves “homework” into the classroom where the instructor can serve as “guide.”
use of time inside the class is opened up for learning-based activities
provides avenues for teachers to become facilitators of learning & move away from the sage on a stage approach to teaching
extend learning time conversation outside of class through threaded discussion
delivery of rote lecture content is placed online for students to study outside of class
material out of the classroom is accomplished through online screen-casting, vodcasting and podcasting of content
QR Code Hyperlink: Digital sandbox Video
QR Code Scan Opens eBook Link
It is a fact that the extension of learning beyond the classroom is a long awaited concept to the post-holing of knowledge to deeper understandings. In extended learning schools these opportunities for the extension of knowledge become realistic when applying participatory 2.0 literacy. The extended learning schools are established on a different set of standards than those schools founded on traditional practices. In fact the extended learning school becomes flipped from what we traditionally understand as methods of learning. When we flip the process of traditional learning then education in itself becomes a place where both the professional educators, students, parents and the community are engaged in active learning based upon Literacy 2.0 participatory goals.
When we flip the schooling process, the role of the educator is to seek out expanded technology based learning opportunities that benefit not only student learning but also the school as a whole and the improvement of the learning process. The new classrooms of the future must take different form in its architecture for the world now offers new applications where learners can share, create and contribute to new knowledge by direct participation rather than receiving passive information.
The bottom line is this: The unassailable, standalone (by itself) classroom is suddenly obsolete and exiting out the door. So say hello to the ePub generation, the extended classroom for learning, that looks like an Alexandrian library but one that interacts and talks.
Next Generation of Digital Books