Disruptive Innovation, Online Learning, and Opportunities for - - PowerPoint PPT Presentation

John Pederson http://www.wiscnet.net/wiscnetwire

Disruptive Innovation, Online Learning, and Opportunities for Libraries

Disruptive Theory. Disruptive Ideas. Disruptive People. Your Turn. Calling and Audible at the Line

10 Years Ago.

10 Hours Ago. My Manifesto.

• 1. Learning is conversation.

(My Remix of the Cluetrain Manifesto for Education)

• 2. Learning consists of human

beings, not demographic sectors.

• 3. The Internet is enabling

conversations among human beings that were simply not possible in the era of mass media.

• 4. Hyperlinks subvert hierarchy.

• 5. In networked learning, people

are speaking to each other in a powerful new way.

• 6. These networked

conversations are enabling powerful new forms of social

• rganization and knowledge

exchange to emerge.

• 7. As a result, learners are

getting smarter, more informed, more organized. Participation in networked learning changes people fundamentally.

• 8. People in networked learning

have figured out that they get far better information and support from one another than from traditional media.

• 9. There are no secrets. The

networked learners know more than schools do about their

• wn learning. And whether the

news is good or bad, they tell everyone.

• 10. Schools struggle to speak

the same voice as this new networked conversation. To their intended audiences, schools sound hollow, flat, literally inhuman.

• 11. Schools can now

communicate with their learners directly.

• 12. Schools attempting to

“position” themselves need to take a position. Optimally, it should relate to something their learners care about.

• 13. Schools need to talk to

learners with whom they hope to create relationships.

• 14. By speaking in language that

is distant, uninviting, arrogant, they build walls to keep learning at bay.

• 15. Smart learners will find

schools who speak their own language.

• 16. To speak with a human

voice, schools must share the concerns of their communities.

• 17. But first, they must belong

to a community.

• 18. Human communities are

based on discourse. Human speech about human concerns.

• 19. The community of discourse

is the learning.

• 20. Schools that do not belong

to a community of discourse will die.

• 21. As with networked learning,

people are also talking to each

• ther directly inside the

school‚ and not just about rules and regulations, boardroom directives, bottom lines.

• 22. Such networked

conversations are taking place

• today. But only when the

conditions are right.

• 23. A healthy network organizes

teachers in many meanings of the word.

• 24. Schools depend heavily on
• pen networks to generate and

share critical knowledge. They need to resist the urge to “improve” or control these networked conversations.

• 25. When school networks are

not constrained by fear and legalistic rules, the type of conversation they encourage sounds remarkably like the conversation of learning.

• 26. There are three

conversations going on. One inside the school. One among the parents. One among the students.

• 27. These three conversations

want to talk to each other. They are speaking the same language. They recognize each other’s voices.

• 28. Smart schools will get out of

the way and help the inevitable to happen sooner.

• 29. However subliminally at the

moment, millions of people now perceive schools as little more than quaint legal fictions that are actively preventing these conversations from intersecting.

• 30. This is suicidal. Parents and

students want to talk to schools.

• 31. Sadly, the part of the school

a networked parent wants to talk to is usually hidden behind a smokescreen of hucksterism, of language that rings false‚ and

• ften is.

• 32. Parents do not want to talk

to flacks and hucksters. They want to participate in the conversations.

• 33. We want access to your

school information, to your plans and strategies, your best thinking, your genuine

• knowledge. We will not settle

for the 4-color brochure, for web sites with eye candy but lacking any substance.

• 34. We’re also the people who

make your schools go. We want to talk to you directly in our

• wn voices, not in platitudes

written into a script.

• 35. As learners, as parents, both
• f us are sick to death of getting
• ur information by remote
• control. Why do we need

faceless annual reports and PTA groups to introduce us to each

• ther?

• 36. As learners, as parents, we

wonder why you’re not

• listening. You seem to be

speaking a different language.

• 37. Your tired notions of

“parents aren’t involved” make

• ur eyes glaze over. We don’t

recognize ourselves in your projections.

• 38. We like this new education

system much better. In fact, we are creating it.

• 39. You’re invited, but it’s our
• world. Take your shoes off at the

door.

• 40. We are immune to
• advertising. Just forget it.

• 41. If you want us to talk to

you, tell us something.

• 42. We have better things to do

than worry about whether you’ll change in time to get our

• business. Education is only a

part of our lives. It seems to be all of yours. Think about it: who needs whom?

• 43. We have real power and we

know it. If you don’t quite see the light, some other outfit will come along that’s more attentive, more interesting, more fun to play with.

• 44. Our allegiance is to
• urselves‚ our friends, our new

allies and acquaintances, even

• ur sparring partners. Schools

that have no part in this world also have no future.

• 45. To traditional schools,

networked learners may appear confused, may sound confusing. But we are organizing faster than they are. However have better tools, more new ideas, no rules to slow us down.

• 46. We are waking up and linking

to each other. We are watching. But we are not waiting.

10 Years from Now?

2019 50%

Peoples’ Ability to Deal With Change System’s Ability to Change

Time A p p l e C

• m

p u t e r s Time i P h

• n

e Disruption Target the Non-Consumers of Your Product or Service

Peoples’ Ability to Deal With Change System’s Ability to Change

Time E d u c a t i

• n

a l S y s t e m Time O n l i n e E d u c a t i

• n

a l S y s t e m Disruption Target the Non-Consumers of Your Product or Service

Creating Passionate Users - Kathy Sierra http://headrush.typepad.com/

Netbooks.

Wifi.

Hours.

Third Place.

Audio.

Ideas: Facebook.

Ideas: IM.

People: Seth Godin http://sethgodin.typepad.com

People: Hugh MacLeod http://bit.ly/ignoreeverybody

People: Chris Lehmann http://www.scienleadership.org

People: Doug Johnson http://doug-johnson.squarespace.com

People: Katherine Beyers http://www.lacrosseschools.com

People: Platteville School District http://www.platteville.k12.wi.us

Organizations: COLAND http://dpi.wi.gov/coland/

Organizations: WEMTA http://www.wemtaonline.org

Your turn. How are you disrupting the status quo? What questions do you have? What do you wish you could do, but can’t? Why?

Networked Learning

Moving Beyond the Web 2.0 Tools and Into the Learning

John Pederson http://www.wiscnet.net/wiscnetwire