From +Paola Ricaurte Quijano
. Here's an extract from the article, which has quite a bit of other interesting material. The highlights of their framework, copied at the bottom of this post,, remind me of yesterday's conversation with +Doug Breitbart
, +Charlotte Pierce
, and +Charles Danoff
Rethinking Learning and Education. The current mind-set about learning, teaching, and education is dominated by a view in which a supposedly all-knowing teacher explicitly tells or shows unknowing, passive learners something they presumably know nothing about. A critical challenge is to reformulate and reconceptualize this impoverished and misleading conception. A culture-of-participation perspective for learning and education is focused not on delivering predigested information to individuals, but on providing opportunities and resources for learners to engage in authentic activities, participate in social debates and discussions, create shared understanding among diverse stakeholders, and frame and solve personally meaningful problems. It is grounded in the fundamental belief that all humans have interest and knowledge in one or more niche domains and are eager to actively contribute in these contexts. Over the past decade, we have reconceptualized and reinvented our teaching activities and grounded them in sociotechnical environments in which communities of mutual learners act simultaneously as learners and as active contributors (based on the assumption that being a teacher or a learner is not an attribute of a person but an attribute of a context). Peer-to-peer learning is supported, and teachers act as “guides on the side” rather than as “sages on the stage,” and courses are considered seeds rather than finished products.
Making changes must seem possible.
Changes must be technically feasible
Benefits must be perceived
The environments must support tasks that people engage in.
Low barriers must exist to sharing changes.
Designers must become meta-designers.
Taking advantage of breakdowns as sources of creativity
All stakeholders are knowledgeable in some domains and ignorant in others
The power of the unaided individual mind is limited
Richer Ecologies of Participation
Seeding, evolutionary growth, and reseeding
all participants must have opportunities to contribute when they want to