Esse é o sexto post sobre o livro Plano B preparado pelo autor. No final dele estão os links para os detalhes do livro no site, ou então para os sites de venda das livrarias. Aproveite tudo o que o John tem a dizer, qualquer dúvida, cheque no site dele: www.thackara.com. Aliás, ele me confirmou hoje que estará no Brasil na primeira semana de novembro, depois darei maiores detalhes:
EXTRACT - LEARNING
You may remember the advertisement for an information services company that featured a water pipe, tied in a knot, over a person’s head. A solitary drop of water dripped out of the pipe’s open end. The ad’s visual metaphor and accompanying text were about the removal of information blockages. A good information system, the ad seemed to suggest, will pour information into our heads, a bit like filling up a bucket.
Pipe-and-bucket thinking pervades policy to do with learning and education. The British government is even building a “National Grid of Learning” that will connect all schools to the Internet. It’s a great political metaphor—knowledge for all, just like water or electricity. But it’s an outdated model of learning. Learning is a complex, social, and multidimensional process that does not lend itself to being sent down a pipe—for example, from a website. Knowledge, understanding, wisdom—or “content,” if you must—are qualities one develops through time. They are not a thing one is sent.
What design principles should we apply in the development of networked learning?
Design Principle 1: Time and Tempo
The first design principle concerns time and tempo. Of the many damaging pressures placed on learning ecologies, time is probably the harshest. A first design task is to relieve that pressure. Time is a valuable resource within a school or daily life, yet the ways in which it is organized are often standardized and come with high costs and wastage. We also focus the great majority of our attention on formal learning time—school and college—forgetting that, between birth and age sixteen, 85 percent of our waking time is spent out of school. In the United States, to put time further into perspective, children aged nine to fourteen spend nine hundred hours a year in school—but fifteen hundred hours a year watching television. When a Dutch researcher, Jos Baeten, studied the 168 hours available in an eighteen-year-old student’s week, he found that 16 were spent in formal lessons, and 9 in self-study—which left 143 hours for other activities: 58 for sleeping, 20 for social and family commitments, 26 for relaxation, 14 for traveling, and 13 for eating and “pausing”; 10 hours were spent in paid work.