Gibert 2007 The knowledge society
• School as a production line and top down bureaucracy
• The idea of a creative class , information ages, knowledge, vibrant cities, post industrial
• Japanese concept of kaizen an innovation not just a new idea, but one that creates its own new market due to its conception.
• The future will have to change the very way we socialise and interact in society, this has huge implications for the success of schools.
• The post modern construct that knowledge is not an object but an organic flow or network
• French philosopher Jean François Lyotard believed 1970s the PM condition that knowledge’s importance was not of truth and reason, but its ability to do things. Knowledge becomes a commodity and is to become a smorgasbord to be tasted and used. Also the idea of intellectual property coming to fruition. The patententing of knowledge as a commodity.
• Old knowledge will become useful not for its own sake but to become new knowledge. Is this the post modern re contextualisation we see everyday in the art rooms.
• Beyond the Post Modern, I rather like Gilberts take that The Post modern is a way of choosing the ideal and the good of modernity. Rejecting the bad, its excesses and its dictums, but to give it the relative idea of truth, re contextualising and appropriating the form to make it democratic, just and self critical.
Alan November, who owns the learning? 2012
• Getting students to learn for its own sake, not for credits, graduation, approval or praise.
• John Dewey is not education for life, but life itself
• We have inherited an industrial model where the teacher is the centre, students have little to do with the design of the process
• Redefine the role of the learner as a contributor to the process
• Students need 21st century skills, empathy, self direction, innovation, collaboration, communication
• Students need a critical understanding of how to use technology
• Cites Daniel Pink 2009,Drive. States the most important predictor of high quality work is autonomy , mastery and purpose.
• Citing William Cook, 1995,Strategic Planning in American Schools, Truly educated people of the next century will not apply for jobs will create their own jobs
• What if we could use the social media of facebook and twitter, instead of being a disruptive force within the classroom.
• His concepts of 1, tutorial designers, 2, Student scribes, 3 student researchers, Global communicators.
• Student researcher, already do it, just need to do it more explicitly.
• Internet for student work, need to do more not just a n exhibition but a student showcase, that incorporates all student work and engaging poarents.
• A FAQ page for study wiz, great
• Cites Daniel Pink 2009, Drive. The more we grade creative work, the less of it students will do.
• Cites Darren a blog gives everyone a voice with the same volume, democracy in action. Fantastic.
• The power of student legacy, how past students can empower and reinforce standards and practices.
• The biggest problem he sees with teachers is the change in role as student as contributor not passive learner, but a collaborative learner.
• The best models for teachers to follow are those by other teachers.
• The new skill for 21st century is empathy. Can we teach it in a gen y world.
• School as a production line and top down bureaucracy
• The idea of a creative class , information ages, knowledge, vibrant cities, post industrial
• Japanese concept of kaizen an innovation not just a new idea, but one that creates its own new market due to its conception.
• The future will have to change the very way we socialise and interact in society, this has huge implications for the success of schools.
• The post modern construct that knowledge is not an object but an organic flow or network
• French philosopher Jean François Lyotard believed 1970s the PM condition that knowledge’s importance was not of truth and reason, but its ability to do things. Knowledge becomes a commodity and is to become a smorgasbord to be tasted and used. Also the idea of intellectual property coming to fruition. The patententing of knowledge as a commodity.
• Old knowledge will become useful not for its own sake but to become new knowledge. Is this the post modern re contextualisation we see everyday in the art rooms.
• Beyond the Post Modern, I rather like Gilberts take that The Post modern is a way of choosing the ideal and the good of modernity. Rejecting the bad, its excesses and its dictums, but to give it the relative idea of truth, re contextualising and appropriating the form to make it democratic, just and self critical.
Alan November, who owns the learning? 2012
• Getting students to learn for its own sake, not for credits, graduation, approval or praise.
• John Dewey is not education for life, but life itself
• We have inherited an industrial model where the teacher is the centre, students have little to do with the design of the process
• Redefine the role of the learner as a contributor to the process
• Students need 21st century skills, empathy, self direction, innovation, collaboration, communication
• Students need a critical understanding of how to use technology
• Cites Daniel Pink 2009,Drive. States the most important predictor of high quality work is autonomy , mastery and purpose.
• Citing William Cook, 1995,Strategic Planning in American Schools, Truly educated people of the next century will not apply for jobs will create their own jobs
• What if we could use the social media of facebook and twitter, instead of being a disruptive force within the classroom.
• His concepts of 1, tutorial designers, 2, Student scribes, 3 student researchers, Global communicators.
• Student researcher, already do it, just need to do it more explicitly.
• Internet for student work, need to do more not just a n exhibition but a student showcase, that incorporates all student work and engaging poarents.
• A FAQ page for study wiz, great
• Cites Daniel Pink 2009, Drive. The more we grade creative work, the less of it students will do.
• Cites Darren a blog gives everyone a voice with the same volume, democracy in action. Fantastic.
• The power of student legacy, how past students can empower and reinforce standards and practices.
• The biggest problem he sees with teachers is the change in role as student as contributor not passive learner, but a collaborative learner.
• The best models for teachers to follow are those by other teachers.
• The new skill for 21st century is empathy. Can we teach it in a gen y world.
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