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HOW DID WE GET HERE? UNDERSTANDING THE PAST TO HELP SHAPE THE FUTURE Davenport University – TLI 2014 – Suzanne Garman & Yvonne Alles.

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Presentation on theme: "HOW DID WE GET HERE? UNDERSTANDING THE PAST TO HELP SHAPE THE FUTURE Davenport University – TLI 2014 – Suzanne Garman & Yvonne Alles."— Presentation transcript:

1 HOW DID WE GET HERE? UNDERSTANDING THE PAST TO HELP SHAPE THE FUTURE Davenport University – TLI 2014 – Suzanne Garman & Yvonne Alles

2 Guiding Principles and Driving Concepts ◦ Understand how and why we inherited Industrial Age educational systems ◦ Think deeply about requirements of the world we live in now ◦ Discover new ideas, methods, competencies, and subject matter ◦ Share our pathways to successful innovation with others around the world ◦ Together, we can change schools, classrooms, institutions, learning--and maybe ourselves!

3 Four Great Information Ages in Human History ◦ Invention of Writing ◦ Moveable Type ◦ Mass Printing ◦ Internet Age

4 Invention of Writing ◦ 400 BC – Golden Age of Greece ◦ Education was formerly oral – lecture and shared dialogue ◦ Socrates hated writing! ◦ Fear was that writing ruined the dialogical process, memory, and caused distraction

5 Moveable Type ◦ China – 9 th to 10 th century ◦ Gutenberg – 15 th century ◦ Education is written ◦ Fear was control now was with the printer and not in the hands of scholars, priests and the law

6 Mass Printing ◦ 19 th Century ◦ Mass-Produced Printing with steam- powered presses, machine-made paper, and machine-made ink made books available to middle and working class people for first time in history ◦ Impact of novels ◦ Education standardized ◦ Fear was about impact of literacy on a new democracy, that people would lose their taste for elite literature and become addicted to romance novels

7 Internet Age ◦ April 22, 1993 ◦ Education is instant access and global sharing ◦ Is the purpose of education to prepare younger people, the next generation, for the future? ◦ Is the purpose of education to instill the status quo? To prepare the next generation for our past, not their future?

8 Learning versus Education ◦ EXERCISE ◦ What happens when students are in charge? ◦ What happens when education begins at a place where no one (not even the instructor) knows the answer in advance? ◦ What if the actual learning cannot be tested or assessed by the usual methods of higher education? ◦ What if learning is also about trying to improve the status quo?

9 Teaching Like its 1992 ◦ Old system based on timeliness, hierarchy, productivity, standardization, scientific methods and metrics ◦ Culture of (De)Value system – separation of proof and creativity ◦ Culture of teaching (not learning) ◦ The digital world we live in now comes with tremendous responsibilities and opportunity- -and yet it comes with real inequalities, perils, and obstacles too! ◦ Does our educational system prepare us for these challenges?

10 Welcome to the Future ◦ 10 ways to change the paradigm of higher education

11 1. Practice digital literacy ◦ Attention ◦ Access ◦ Privacy ◦ Credibility

12 2. Find creative ways to model unlearning ◦ Unlearning is the ability to just take change not as something that's challenging, but as something that is a challenge and a challenge we can meet ◦ It's about unlearning habits and learning new habits ◦ Not doing something just because it is the way it is always done

13 3. Rethink liberal arts for resilient global citizenship ◦ Resilience as a concept of, no matter what the world throws at you, you have, you've been prepared enough to be able to somehow cope with it, deal with it, and maybe if you're really doing it well, throw it right back

14 4. From critical to creative contribution ◦ Move from critical thinking to creative contribution. ◦ Do not get rid of critical thinking. extremely important ◦ Critical thinking is not the endpoint, it's the beginning for action ◦ Teach students how to take an argument, to take a stance, to take an idea, and be able to tell if it's logical ◦ Be able to find out what assumptions we have, then use the power that comes from being able to critique a powerful idea or a basic ideology to then do something else

15 5. Encourage students to lead ◦ Instead of: term papers, research papers, discussion questions, students could actually write a handbook on how to encourage student leadership in a class? ◦ How could students lead in your classroom? (Exercise)

16 6. Make diversity the operating system ◦ Diversity and difference aren't our deficit, they're our operating system

17 7. Make sure what you value is what you count ◦ Innovations in Pedagogy (methods) and Assessment ◦ How you teach is what you teach

18 8. Demonstrate mastery of content by performance, not testing ◦ You can never teach all the content somebody's going to need to know ◦ What you can teach is the tools that help people take the methods of learning, the confidence in their own ability of learning, the self confidence that they do have skills, that they can thrive, that they can be tested and win, and apply those to the rest of their lives

19 9. Make alliances with other change makers ◦ HASTAC - Humanities, Arts, Science, and Technology Alliance and Collaboratory ◦ ◦ Praxis Network ◦ ◦ Accelerating change in medical education ◦ ◦ FemTechNet ◦ ◦ Interdisciplinary Education ◦

20 10. Reinvest in Education ◦ Everything we've talked about, all of it is important, but it doesn't work without a society that thinks education is important. ◦ Million dollar blocks ◦ Somebody who earns a college degree, still earns far more money in the course of their lifetime on average, than somebody who doesn't

21 Just Do it!! ◦ Two imperatives of the history and future of higher education. ◦ One, support higher education ◦ It's so important to the future of our society ◦ Two, make sure the higher education we support is the best, most relevant, most engaged, peer driven, equitably assessed, pedagogically interesting, and flexible, interactive, and student- led education possible ◦ Let's do it! ◦ Let's make sure that the higher education system is worth the money spent ◦ Be sure we all support the future of higher education. It's not just the student’s future, it's our future too!

22 Questions/Answers/Comments

23 References ◦ Davidson, Cathy N. Now You See It: How Technology and the Brain Science of Attention Will Change the Way We Live, Work and Learn Available to purchase on Amazon, Barnes & Nobles, and IndieBound.AmazonBarnes & NoblesIndieBound ◦ The 21st Century Collective, Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning ◦ Davidson, Cathy N. and David Theo Goldberg. Future of Thinking: Learning Institutions in a Digital Age. MIT Press. Available for free download as a pdf.Future of Thinking: Learning Institutions in a Digital Age ◦ DukeSurprise.com DukeSurprise.com


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