participatory learning

Capturing the Visible Evidence of Invisible Learning

Dan Klemonski Transformations , , , , , , , , , , , , , , , ,

by Randy Bass and Bret Eynon

Randy Bass is Assistant Provost for Teaching and Learning Initiatives at Georgetown University, where he is also Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS) and an associate professor of English at Georgetown. In 1998-99, he was a Pew Scholar in the Carnegie Academy for the Scholarship of Teaching and Learning, and from 2000-2008, he served as a consulting scholar with the Carnegie Foundation for the Advancement of Teaching.

Dr. Bret Eynon is Assistant Dean for Teaching and Learning at LaGuardia Community College (CUNY) and the executive director of the LaGuardia Center for Teaching & Learning. With CUNY’s American Social History Project from 1983-2000, he wrote acclaimed textbooks, produced award-winning documentary videos, and founded and led for 6 years ASHP’s national New Media Classroom program. A national faculty member for the Association of American Colleges & Universities, he recently founded LaGuardia’s new, FIPSE-funded initiative: the Making Connections National Resource Center on Inquiry, Reflection, and Integrative Education.

Originally Posted January 7th, 2009

Note: This is a synthesis essay for the Visible Knowledge Project (VKP), a collaborative project engaging seventy faculty at twenty-one institutions in an investigation of the impact on technology on learning, primarily in the humanities. As a matter of formatting to the Academic Commons space, this essay is divided in three parts: Part I (Overview of project, areas of inquiry, introduction to findings);Part II  (Discussion of findings with a focus on Adaptive Expertise and Embodied Learning);Part III (Discussion of findings continued with a focus on Socially Situated learning, Conclusion). A full-text version of this essay is available as a pdf document here. 

Here, in this forum as part of Academic Commons, the essay complements eighteen case  teaching, learning, and new media technologies. Together the essay and studies constitute the digital volume “The Difference that Inquiry Makes: A Collaborative Case Study of Learning and Technology, from the Visible Knowledge Project.” For more information about VKP, see https://digitalcommons.georgetown.edu/blogs/vkp/

Déjà 2.0 
Facebook. Twitter. Social media. YouTube. Viral marketing. Mashups. Second Life. PBWikis. Digital Marketeers. FriendFeed. Flickr. Web 2.0. Approaching the second decade of the twenty-first century, we’re riding an unstoppable wave of digital innovation and excitement. New products and paradigms surface daily. New forms of language, communication, and style are shaping emerging generations. The effect on culture, politics, economics and education will be transformative. As educators, we have to scramble to get on board, before it’s too late.
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From Knowledgable to Knowledge-able: Learning in New Media Environments

Dan Klemonski Transformations , , , , , ,

by Michael Wesch , Kansas State University

(Originally Posted January 7, 2009)

Knowledge-able
Most university classrooms have gone through a massive transformation in the past ten years. I’m not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more subtle, yet potentially much more transformative. As I recently wrote in a Britannica Online Forum:

There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.1

This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.

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