Lets talk about teaching and learning.

Future building not Future proofing - Keri Facer

I'm Professor of Educational and Social Futures at the University of Bristol where my work is broadly concerned with creating new relationships between universities, schools and wider society (or between formal education and informal/community learning).

"... we are using technology to reinforce 19th century education."

"..we are using technologly that changes who we are."

" How do we live responsibly, critically and ethically with the

technologies we have available?"

Future Building, for me it is linked with the ability to build relationships, make connections and contribute to the building of knowledge. Its about the group, the network.

David Weinberger Jeremy Gilbert

Jeremy Gilbert considers social media needs to move away from neo liberal politics of the individual. I hear David Weinberger's cheers from the side lines all the way to New Zealand!

Future proofing, makes me ask myself...

Am I contributing to the future proofing of education?

Am I contributing to the future building of education?

How am I using technology in the classroom to assist in the building of knowledge?

How am I using social media in the classroom to build relationships?

"Creativity embedded in the culture of every school"

Ken Robinson

"... that education should be personalised to every students talent, passion, and learning styles, and that creativity should be embedded in the culture of every single school."

Guggenheim the metaphor...

Guggenheim

A metaphor for education and schooling?

Could the Guggenheim be a verb?

If the arts have a form of energy, couldn't knowledge and the building of knowledge within the classroom contain energy?

I wonder if I will ever be able to say..

" My classroom is like the Guggenheim?"

Guggenheim

a collaborative space

complex ideas emerging as simple

connected networks

capable of innovation

creates some thing new within a space

some times achieving the unthinkable

I know that when learning is personalised all student generated inquiry becomes infectious and thus connections in learning may deepen. I am excited just thinking about this. The energy that is generated in learning. Imagine if my principal was to visit my classroom next week and suggest there was an excessive amount of learning energy and that the surge was unsettling that rest of the school.

My first steps towards achieving the metaphor Guggenheim:

1. Step confidently into digital learning spaces

2. Always ask, what is the learning connecting to and what is being built/created as a result?

What is the metaphor that best describes your classroom or learning space?

Knowledge Building or Knowledge transmission?

A single brilliant idea...

Thank you karenmelhuishspencer.com for posting this clip on twitter!

Knowledge building can change what we think is possible.

Knowledge building offers new ways of doing things.

Knowledge building changes the way we connect and build relationships.

Knowledge building embraces multiple ways to generate opportunity.

Education and Mind in the Knowledge Age

Bereiter, C. (2002) Believes that if education is to participate in the knowledge age then, "our conceptions of knowledge and mind need to change."

Knowledge building and knowledge transmission is it one or the other?

Knowledge building a launch pad for innovation?

What could a knowledge creating culture look like and sound like in a classroom?

4D thinking...

"Teacher, how is this class preparing me for

'4D Hypercube Tesseract' thinking?"

We are in the knowledge age... actually we are soaking in it!

A perception of deeper knowledge or is it all on the surface?

"So, we are in a crisis of knowledge at the same time that we are in an epochal exaltation of knowledge."

Weinberger, D. Too Big to Know pg xiii

Can knowledge be something static that we can walk around?

Can knoweldge be something thats moving that we can do some thing with?

I think its possibly both and we need to be explicit when we see the sign posts for knowledge that is static and knowledge that is in motion.

so I'm wondering...

What does deeper knowledge look like in our teaching and learning practice?

What does surface knowledge look like in our teaching and learning practice?

How can we engage with multiple types of knowledge to inspire, create, connect and build relationships?