These are two infographics I’m using in a presentation in a few days to Principals. The first represents the disruptive element (social) that has appeared in socially-connected learning. It’s the part which often is potentially a crack in the wall and may lead to tangential learning, or a crack that fuels intellectual and network lock-down as we struggle to answer questions based in fear, uncertainty and denial.
My presentation is not about that conflict, but to attempt to illustrate why students will spend as much time in online games and virtual spaces as the will in the K12 classroom, during the school career. The choice is pretty simple; either we choose to allow social-interplay into classrooms, and develop curricula founded on solid experiential learning principals, or isolate students from the potentially cataclysmic web.
Informally, our children are already exploring and trying to make sense of the world outside the window. At the same time, politicians are gearing up for further high stakes testing, standardised learning, back to basics (3Rs) and filtering – not just school (but everyone’s content).
Our children, in their school career will experience 10,000 hours of this, learning about a set of rules and future predictions that are not true anymore and ignore the tangential experiences afforded by web, game and mobile. The infographic below describes (as best it can) how I see the theories of Connectivism (Downes & Siemens) playing out in my childrens use of technology – daily.
I’ve invited my 9 year old along to demonstrate how this infographic relates to his use of MMOs – which I think is a model which can be applied equally to how I want him to learn at school (and out of it).
I have been at pains not to use edu0techno-babble, jargon, or to name specific technologies — as this further complicates the message.
What I am trying to demonstrate in the session is the way in which ’social’ impacts school (like it or not) and to help those attending try to make sense of what they (and you) see as core, important and worthwhile – so that they can begin to formulate their own view and local community manifesto.
This infographic is very much the way I see the design of learning, though the principals and strategies embedded are far more complex.
It is how I learn, how I see my children learning – and how I am trying when possible to help other teachers develop their own classrooms in professional development.
If you have time, I’d welcome your feedback – to see if this infographic can be applied to your own learning – Does it work for your interests, even though yours may be tangential to mine?
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