Disruptive Innovations in Education

Editor's Notes

• #9: There are several areas where new learning agents can develop skills and practices that will contribute to developing a robust set of narratives about teaching and learning. The first agent is Transliteracy, the ability to understand and communicate—to be "literate"—across all communications platforms, from sign language and speaking, to reading and writing, to the mass media, to digital communication and social networking. Unfortunately until those dialogues become reality in practice their will be a continued friction between the participatory culture and traditional education institutions. Mimi Ito, in Living and Learning with New Media (2009) summarizes these dialogue by stating that, "Participation in the digital age means more than being able to access serious online information and culture. Youth could benefit from educators being more open to forms of experimentation and social exploration that are generally not characteristic of educational institutions." (p2). These statements support the importance of Transliteracy  http://education-2020.wikispaces.com/Disruptive+Innovation
• #10: Transliteracy can be a bridge between teachers and students because it doesn’t pit one medium against another. It is also a necessary strategy for developing young adults who can participate in a broader civic and economic society that “talks” in more languages than the written word. Additionally, use of the term digital native often neglects class differences associated with the digital divide and the participation gap associated with the social and cultural participatory practices afforded in new digital media. The new challenge for education is in information consumption as literacy is redefined through connected learning experiences and in ways that students access the vast warehouses of digital content. This process is what defines transliteracy: the set of skills needed to collaboratively collect information from multiple sources, decipher and reduce shared information into segments of exactness, and reshape information into multimedia products that become new ideas with deeper meaning. Transliteracy focuses specifically on “social skills and cultural competencies”39 associated with various media and how they change as one moves across media. Thomas explains transliteracy, that it is important to reach across history to include pre-digital media as part of a dynamic media ecology, thus offering a way to bring the generations together.
• #41: Deeper learning requires a broader range of conscious learning behaviors from students than traditional schoolwork. They must accept responsibility for expending the time and energy necessary to think about a task, select the proper learning strategies, and judge how well those strategies are working. When students encounter difficulty or setbacks, deeper learning requires that they diagnose the type of difficulty they are facing, select appropriate strategies to resolve the difficulty, and continue forward toward their learning goal. In addition, deeper learning expects students to be able to meet shared goals with others as well as to engage in the self-reflection necessary to continue learning throughout their lives.
• #42: Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as: • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility
• #43: Deeper learning requires students to develop positive attitudes and beliefs about themselves in relation to academic work. Academic mindsets are the motivational components that influence students’ engagement in learning. In turn, engagement in deeper learning reinforces positive academic mindsets. Students with strong academic mindsets readily put in effort to learn and persist in the face of difficulty. They make use of cognitive, metacognitive, and self-regulatory strategies because they care about learning and are purposeful in doing what is required to succeed.
• #44: There are differences in schools where teachers aim to select talent for different pathways (such as schools with tracking) compared with those where achievement cultures aim to develop talent in each child. The biggest effects on student learning occurs when teachers become learners of their own learning and when students become their own teachers.
• #45: A Structure for Distributed Learning: Social capital platform design is essential for keeping large decentralized learning communities connected and active. As education leaves institutions and locates in exstitutions and becomes integrated in online spaces, social capital will be an important form of trust and reputation holding learning systems and communities together.
• #46: There are several areas where new learning agents can develop skills and practices that will contribute to developing a robust set of narratives about teaching and learning. Deep learning design is a process that engages students in purposeful real world learning through the construction of complex task, authentic essential questions and specifically designed scaffolding for deep learning opportunities. http://education-2020.wikispaces.com/Disruptive+Innovation
• #47: Digital learning design is a process that engages students in purposeful real world learning through the construction of complex task, authentic essential questions and specifically designed scaffolding for deep learning opportunities.
• #48: The new standards require that students read more challenging texts and engage in close reading lessons, which rereading is a feature to literacy. In other words content may not be as important in coverage thinking as the need to help students obtain the deep learning skill sets needed for independent literacy and application. The shift toward complex text requires practice, support through purposeful close reading. The complexity of a text is determined by a number of factors, including syntax and vocabulary. To understand complex materials, students need support in developing literacy skills in key academic vocabulary and purposeful reading.
• #49: Self-directed learning (which i s often the bulk of our learning—we are constantly pursuing subject matter and knowledge which is of personal interest or related to our competence in our work places) is viewed as being too loose.44 Transmission Learning is based on traditional views. The learner i s brought into a system, and through lectures and courses, i s exposed to structured knowledge. This domain i s useful for building core knowledge elements of a field or discipline. The model, however, i s expensive to implement (one instructor, twenty students) and i s at odds with how much of our learning happens (social, two-way, ongoing).