Download A New Culture of Learning: Cultivating the Imagination for a by Douglas Thomas PDF
By Douglas Thomas
The twenty-first century is an international in consistent swap. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an knowing of the way the forces of switch, and rising waves of curiosity linked to those forces, encourage and invite us to visualize a way forward for studying that's as strong because it is optimistic.
Typically, after we consider tradition, we expect of an present, good entity that alterations and evolves over lengthy sessions of time. In a brand new tradition, Thomas and Brown discover a moment feel of tradition, one who responds to its atmosphere organically. It not just adapts, it integrates grow to be its technique as certainly one of its environmental variables. via exploring play, innovation, and the cultivation of the mind's eye as cornerstones of studying, the authors create a imaginative and prescient of studying for the longer term that's possible, scalable and person who grows besides the know-how that fosters it and the folks who have interaction with it. the result's a brand new type of tradition within which wisdom is noticeable as fluid and evolving, the private is either greater and sophisticated when it comes to the collective, and the power to control, negotiate and perform the realm is ruled by means of the play of the imagination.
Replete with tales, this can be a publication that appears on the demanding situations that our schooling and studying environments face in a clean manner.
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Additional resources for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
Sam’s Story Sam is nine years old. Like most kids his age, he is already familiar with the Internet. But Sam has started playing with some new software, programs like Gamestar Mechanic1 and Scratch, which are designed to help children understand the basics of design. Gamestar Mechanic is focused on game design elements, while Scratch deals more with the fundamentals of programming. Scratch was created at mit as a platform to help kids gain a level of technological fluency. Its colored and coded building blocks allow a programmer to drag and drop various algorithms and procedures into a window and then link them together in different sequences to create programs.
Some posit that one of the primary problems with education, for example, is that our schools suffer from excess structure, which has no room for new technologies like Facebook and Wikipedia. Others believe that the trouble lies with insufficient structure, which cannot fully harness the power of new media and technology. Supporting either position may offer short-term payoffs but will fail in the long term because neither one addresses the shifts that are happening in the world around them. In other words, simply unleashing students on the Internet doesn’t solve the problem any more than lecturing and testing them more does.
And once they can no longer do so, their demise is similarly well designed. Since there are no bricks-and-mortar investment costs associated with their creation, collectives can simply cease to exist. Give a man a fish and feed him for a day. Teach a man to fish, and feed him as long as the fish supply holds out. But create a collective, and every man will learn how to feed himself for a lifetime. Learning in the Collective In a collective, there is no sense of a core or center. People are free to move in and out of the group at various times for various reasons, and their participation may vary based on topic, interest, experience, or need.