Friday, February 28, 2014
Mapping and graphing a Personal Learning Network
Consider yourself at the center of an expanding bubble-universe of information expanding far more rapidly than a single person can comprehend. It will take a knowledge society, overlapping networks of PLNs, to make the most of this infinite gusher of new oil. Information is the dominant fuel of current cultural and economic growth. Invent away!
Twitter "find your tribe" hashtags: #pln #searchtools
Thursday, February 27, 2014
Lillard (2005) wrote Montessori: the science behind the genius, which is a marvelous analysis of the Montessori approach. It is an approach more attuned to 21st century opportunity then the dominant system in place today. Through this review it is not hard to see a classroom setting that encourages the learner to
"learn to regulate themselves, rather than being regulated largely by external forces" (p.326).
Whether those external forces be international corporations, national education enterprises or policy unsupported by facts, this is a mantra of both punk and edupunk thinking. Within her model, participants in the classroom, or students or learners, or however you label them, decide what to do and when and had long uninterrupted blocks of time to do so. Yet this was not a freedom from the development of real skill, but a setting that created an expectation and real support for mastery learning. Just as the punk band still had to play well, so did the classroom band member, but their choice played a large role in the self-motivation to get that growth, not grades, orders or behavior management slights. Montessori schools are often pigeonholed as early childhood centers, and many are, but a web search will turn up many schools that have extended that model through middle and high school.
This spirit lies at the heart of the Do It Yourself (DIY) spirit of the cyberspace and makerspace movement. However, DIY is really not a fully representative phrase of edupunk thinking. We need to coin another word here. It is not that its proponents want to be isolated; far from it. They build global personal learning networks to feel empowered to know that they can do "it" by themselves. With that local knowledge and personal creativity they then make their own unique contribution to thinking global.
Those with the spirit to be free see endless opportunity in the constantly emerging tools of the digital age and the Web. In that spirit I add to the Twitter hashtag, #montessoripunk and hope the study of her real achievement inspires and informs our own paths. Tweet on.
Twitter "find your tribe" hashtags: #DIY #Edupunk
Data based Decision Making for NC Schools
2014 dollars (photo on the right). It is a measure of our progress that the equivalent power of this "giant brain" of 1946 can now be found embedded in throw-away $5 animated sound-producing greeting cards. That’s over a million-fold improvement in the cost of decision making, management capacity and economy building in 7 decades. The immensity of such change can stagger the mind, but the future of our children requires us to show some grit. Let's work through it. We've got to get beyond "Wow!". What are the implications of such mind-numbing results?
This many fold improvement also added far more value than just cost reduction. Of equal interest but not number-crunched here is the shrinkage in computer size from a giant room to the thumbnail size bump in a greeting card. At the same time, the electrical power consumption of such a device plummeted to that which can be met and run for hours on a tiny watch battery. It might almost run forever with the energy harvesting of an equally small solar cell. It would be interesting to know if the size and power factors have also undergone million-fold improvements, but it is clear that tiny size and minimal power needs have also opened the door to endless new possibilities still being invented today. Oh, and about that $5 greeting card, that price has plenty of room to drop. Freescale Semiconductor announced a tear-drop sized microprocessor in 2014 that is vastly more powerful than the ENIAC and its greeting card prodigy. It is smaller than the dimple on a golfball and in commercial quantities (100,000), costs $0.75 cents (see image on right). Decades of impressive investment and research lead to such incredible scientific and manufacturing outcomes.
Such digital capacity hidden in greeting cards has a much wider range of application. It lies at the heart of the ground-swell for the rapidly emerging sensor driven Internet of Things, tiny sensor reporting intelligent devices embedded in nearly every physical thing we own and new ones being invented. The Chief Technology Officer of Cisco Canada says this technology will be “a key component in $14.4 trillion of economic activity within the next decade” (Seifert, 2014).
Given the current pace of technical/scientific change one suspects that today’s $6 million dollars worth of computer capacity will be worth just $5 or 75 cents in much less than the next 70 year interval. Given the evolution of the ENIAC and the 18 month doubling pace of Moore’s law of computer capacity, that capacity at that $5 or 75 cent price would happen in about 37 years. I have grandchildren that will be 37 years old in 37 years. How do we develop curriculum, schools and resources to prepare our youngsters for the opportunities and challenges that such a world will bring?
The potential challenges of today's technology make North Carolina's preparedness for the future look underwhelming. Readers can work out for themselves whether the budgets cuts lead to financial starvation for state schools and sufficient investment in the future or not (REP / DEM); it might be best to check with local school superintendents for the "on-the-ground" facts. Do they feel their schools are prepared and funded for even NC SL2013-11 and SL2013-12? Are their communities aware of the implications for teachers of just those two on-target and yet unfunded state laws?
Ultimately though, it is not about the hardware. It is what we can invent with it that counts, and that increasingly involves a giant dose of STEM and STEAM knowledge. What is clear is that human capacity building is critical in order to capitalize on the acceleration of science and technology that is provided today, let alone a decade or three away. Alvin Toffler spotted part of the problem over 40 years ago; his 1970 book was titled Future Shock. Without truly exceptional capacity building starting now, exponential growth in the future will not grow our children, it will overwhelm them. Ask our former textile workers how prepared they felt for the change of the last 20 years. As we stunt the growth of tomorrow's workforce, our children of today, we stunt the growth of everyone's tomorrow, of tomorrow’s economy and culture.
We must manage the future through a full 180 degree shift in perspective from the past centuries and face the future by facing forward. It has not been that long since millions of low-skilled manufacturing jobs evaporated from the United States while still remaining first in the world through advanced manufacturing. The pace of change suggests there will be many more. It is time to examine in depth what and how the disruptive denizens of cyberspace and makerspace are composing and inventing. It is time to aim our curriculum a few years ahead so that our students, our children, have a chance of finding a place somewhere within the target in their adulthood.