From where does global change derive? How can we use global change to promote deeper learning across the globe?
Global change is really difficult to impact unless you are in a position of great authority. Even if you are on the cutting edge as an educator, you are really more of an early adopter of technology. Being a change agent means finding ways to leverage the coming innovations.
Yankelovich in his article, Ferment and Change, talks about the value of understanding other cultures and languages. He also touches on the need to explore how others see things as far as theory versus fact. I think this is his way of saying that we need to be change agents by finding ways to leverage the new connections and innovations that will present themselves in the next 10 years. The change trends he describes will undoubtedly impact the way do business and learn in the future. But they will also connect us to people we never would have imagined being connected to before.
In my previous post, I talked about how my local environment seemed to be expanding as I am interacting with people who do not live close to me. I think if we embrace the new technologies that connect us like instant messaging, wikis, and virtual worlds, we will find that our local learning environment will be global.
Saturday, June 30, 2007
Friday, June 29, 2007
Change Management - Individual and Local
From where does personal and local change derive? How can we use change to promote deeper learning as individuals and in our local settings?
Personal and local change are controllable by us to a certain extent. That is, you and I can effect change in our immediate circle. I have learned that I have more influence than I realized as I have worked through my action research project. And through this project, I have learned the value of reaching beyond my immediate circle to seek knowledge and opinion that can help effect positive change.
But even local change must take global change into account. The technologies that are connecting us are continuing to expand our local context. For example, I consider my cadre of students that I interact with to be my friends. I have been interacting with some of them more than my friends who live near me. Yet, they live thousands of miles away. To me, they have become part of my local environment.
Personal and local change are controllable by us to a certain extent. That is, you and I can effect change in our immediate circle. I have learned that I have more influence than I realized as I have worked through my action research project. And through this project, I have learned the value of reaching beyond my immediate circle to seek knowledge and opinion that can help effect positive change.
But even local change must take global change into account. The technologies that are connecting us are continuing to expand our local context. For example, I consider my cadre of students that I interact with to be my friends. I have been interacting with some of them more than my friends who live near me. Yet, they live thousands of miles away. To me, they have become part of my local environment.
Thursday, June 28, 2007
Globalization Part 2
How might the US respond to the tides of change resulting from globalization? What role does education play in this response?
I am especially struck by the writing of Friedman in The World is Flat, that the new middle class will be collaborators, orchestrators, synthesizers, explainers, etc. When I was growing up, the fields to jump into were accounting and engineering. But it seems these skills are being outsourced more and more and it is some of the softer skills that are coming into demand.
Adapted, real world learning must be the response from learning institutions and the US. I think business partnerships between educational institutions and companies are one idea that I have seen that keep learners in step with innovation. Apathy or business as usual can quickly put us behind.
I like the analogy Friedman uses about the wealthy family. The first generation works hard. The second kind of maintains. Then the third squanders. There is a certain complacency that sets in when one doesn't have to work hard to receive reward. If that complacency becomes societal, it could be detrimental to the nation. So the US response must be one of continued urgency and innovation. That is what has fueled our economy and has made our nation great thus far.
I am especially struck by the writing of Friedman in The World is Flat, that the new middle class will be collaborators, orchestrators, synthesizers, explainers, etc. When I was growing up, the fields to jump into were accounting and engineering. But it seems these skills are being outsourced more and more and it is some of the softer skills that are coming into demand.
Adapted, real world learning must be the response from learning institutions and the US. I think business partnerships between educational institutions and companies are one idea that I have seen that keep learners in step with innovation. Apathy or business as usual can quickly put us behind.
I like the analogy Friedman uses about the wealthy family. The first generation works hard. The second kind of maintains. Then the third squanders. There is a certain complacency that sets in when one doesn't have to work hard to receive reward. If that complacency becomes societal, it could be detrimental to the nation. So the US response must be one of continued urgency and innovation. That is what has fueled our economy and has made our nation great thus far.
Wednesday, June 27, 2007
Globalization
How does globalization change the needs and demands on US, K12, higher education and corporate learning environments?
It seems globalization is being fueled by the advances in technology. We are able to connect rapidly with anyone around the world in ways that would seem like science fiction as little as ten years ago. The rapid changes in technology demand rapid changes in learning environments. The concept of triple convergence comes to mind. As the technology has advanced, businesses have changed the way they operate. People then change the way they operate. Finally, more and more people are brought into the picture.
It was just about 12 years ago when I was first introduced to the internet. At that time, I saw it as a new sort of electronic encyclopedia. But it has grown well beyond my first impression. I am amazed at how much the average person can now contribute as opposed to just consume online. K12, higher ed, and corporate learning environments not only need to be adapt to this rapid change and globalization; they need to be on the leading edge, helping learners take full advantage of the technology.
It seems globalization is being fueled by the advances in technology. We are able to connect rapidly with anyone around the world in ways that would seem like science fiction as little as ten years ago. The rapid changes in technology demand rapid changes in learning environments. The concept of triple convergence comes to mind. As the technology has advanced, businesses have changed the way they operate. People then change the way they operate. Finally, more and more people are brought into the picture.
It was just about 12 years ago when I was first introduced to the internet. At that time, I saw it as a new sort of electronic encyclopedia. But it has grown well beyond my first impression. I am amazed at how much the average person can now contribute as opposed to just consume online. K12, higher ed, and corporate learning environments not only need to be adapt to this rapid change and globalization; they need to be on the leading edge, helping learners take full advantage of the technology.
Tuesday, June 26, 2007
NCLB & The Spellings Commission
How do NCLB and the Spellings Commission affect change in the use of educational technology?
Government interference typically hinders progress. That is why I feel that regulation that goes beyond guarding against illegal activities such as corrupt practices or false reporting is not helpful. The role of government is to protect citizens, not control them.
So how do the NCLB and Spellings Commission affect change in using educational technology? I believe they hinder progress. Critics of NCLB say that it sentences children to test preparation drills. To me, that is a good indicator that instead of learners being exposed to real world projects, they are mired in meeting regulatory requirements. Similarly, it seems the Spellings commission dictates method to the school as opposed to the school determining its path.
We live in a very prosperous nation that was built on innovation driven by competition. This has been the system that has also fueled higher education. This is also what fuels technology, educational or otherwise.
Pepperdine is noted as a highly reputable school. The mere mention of the name impresses people. Pepperdine built that reputation through quality education and the free market recognized it. Competition and innovation made the school great. They also made our nation great. That is what will fuel educational technology and 21st century skills.
Government interference typically hinders progress. That is why I feel that regulation that goes beyond guarding against illegal activities such as corrupt practices or false reporting is not helpful. The role of government is to protect citizens, not control them.
So how do the NCLB and Spellings Commission affect change in using educational technology? I believe they hinder progress. Critics of NCLB say that it sentences children to test preparation drills. To me, that is a good indicator that instead of learners being exposed to real world projects, they are mired in meeting regulatory requirements. Similarly, it seems the Spellings commission dictates method to the school as opposed to the school determining its path.
We live in a very prosperous nation that was built on innovation driven by competition. This has been the system that has also fueled higher education. This is also what fuels technology, educational or otherwise.
Pepperdine is noted as a highly reputable school. The mere mention of the name impresses people. Pepperdine built that reputation through quality education and the free market recognized it. Competition and innovation made the school great. They also made our nation great. That is what will fuel educational technology and 21st century skills.
Monday, June 25, 2007
The Role of Wikis and Web 2.0 in Education
Do wikis make a difference in educational experiences? What role might Web 2.0 play in fostering change in education? How does voice and/or presence change the way learners interact with one another?
From my own experience with wikis, I believe my cadre of students was able to collaborate and accomplish much more than would have been possible without wikis. From script writing for videos to planning for events, we utilized wikis on almost every project.
So do they make a difference in educational experiences? Absolutely! It gave us not only the ability to share our ideas with each other, but to integrate them. We were able to work together without being physically together and without even needing to be online together. The ability to collaborate with peers in this way allowed us to take advantage of each other's ideas and abilities, which can only enhance the educational experience.
I believe the functionality of wikis will begin to spill over more and more into the Web 2.0 world. It is already happening in Google Documents with spreadsheets that have wiki functionality. It is only a matter of time until all collaborative functions employ the same concepts. Take virtual world builds or music composition programs. Eventually, the same sort of collaboration, history, and revision comparison functionality will exist. Students will be able to work together beyond just the development of documents.
The voice all of this gives the learner is invaluable. Instead of the learner just sitting back receiving information, he or she is sitting forward, contributing, collaborating and taking advantage of the diversity and voice of peers.
From my own experience with wikis, I believe my cadre of students was able to collaborate and accomplish much more than would have been possible without wikis. From script writing for videos to planning for events, we utilized wikis on almost every project.
So do they make a difference in educational experiences? Absolutely! It gave us not only the ability to share our ideas with each other, but to integrate them. We were able to work together without being physically together and without even needing to be online together. The ability to collaborate with peers in this way allowed us to take advantage of each other's ideas and abilities, which can only enhance the educational experience.
I believe the functionality of wikis will begin to spill over more and more into the Web 2.0 world. It is already happening in Google Documents with spreadsheets that have wiki functionality. It is only a matter of time until all collaborative functions employ the same concepts. Take virtual world builds or music composition programs. Eventually, the same sort of collaboration, history, and revision comparison functionality will exist. Students will be able to work together beyond just the development of documents.
The voice all of this gives the learner is invaluable. Instead of the learner just sitting back receiving information, he or she is sitting forward, contributing, collaborating and taking advantage of the diversity and voice of peers.
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