invisible learning -new literacies- and tedxplazacibeles
DESCRIPTION
Presentation given at the http://www.tedxplazacibeles.com which is a critical view of the inclusion of technology in the formal learning environment. In addition this talk provided an overview and comparison between the 20th and the 21st centuries literacies and also illiteracy.TRANSCRIPT
Sn. José. Chile. 5th August, 2010. 33 miners. 70 days. 700 meters Below Ground.
“We drive into the future using only our rear view mirror.” Marshall McLuhan
statements
imposing technologies in a fairly inflexible way
Statement #1
hFp://www.cogniJvetechnologies.net/90-‐years-‐since-‐pressey/
Have we focused too much on the technology (since Skinner)?
Skinner and teaching machine
1958
Frederic Skinner,
Harvard University
List of quesJons. Mechanism to respond.
1995
Unreliable, boring, more technology to do the same. MemorizaJon. Mechanical Task. Limited in Jme/space.
future>
hFp://www.guardian.co.uk/government-‐compuJng-‐network/2011/apr/21/intellect-‐crJcises-‐ict-‐curriculum-‐schools
1920/2010
post modern schools
Literacy: number of people (+15) who can read and write
1950
tradiJonal literacy + 21st century literacies illiterate educaEonal insEtuEons
Statement #2
Internet blocked in schools
"shut down"
MaFhew White (1997)
World (tradiJonal) illiteracy
United NaJons Millennium Development Goals Increase adult literacy by 50%
Increase 3 Jmes Afghanistan/Niger
2015
World (tradiJonal) illiteracy
World Illiteracy Rate 1970 – 2000 (prognosis for 2005 – 2015), age 15 years and over. Source UNESCO InsJtute for StaJsJcs (UIS).
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010*
Per 1
00 inhabitants
Global ICT developments, 2000-‐2010*
Mobile cellular telephone subscripJons Internet users
*EsJmates Source: ITU World TelecommunicaJon /ICT Indicators database
Digital divide > connecJvity
telegeography.com Access only 2 every 7
hFp://www.ragtag.info/2011/feb/2/history-‐world-‐100-‐seconds/
One (random) day in Wikipedia…
424,000 arJcles + 14,200 geo-‐tagged events. [by Gareth Lloyd and Tom MarJn.]
84% arJcles from EU and US More ArJcles of AntarcJca than any other country in South America or Africa
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the World’s Knowledge. London, Convoco! EdiJon. Oxford Internet InsJtute.
Content creaJon
TranslaJon/ integraJon
Sharing of knowledge
3 basic literacies
Literacy: capacity to apply knowledge and skills in key areas to analyse, communicate effecJvely, solve problems in different situaJons (OCDE, 2004).
hFp://www.flickr.com/photos/passes/5468641095/sizes/o/in/photostream/
Create/ Connect / AggregaJon Basic literacy #1
less Copyright and more right to copy
in.reuters.com Basic Literacy # 2 TranslaJon (meaning-‐format), TransformaJon, ContextualizaJon,
repliers > connectors
hFp://mindshit.kqed.org/2011/05/10-‐open-‐educaJon-‐resources-‐you-‐may-‐not-‐know-‐about-‐but-‐should/
Basic literacy #3 Knowledge distribuJon, low cost, decentralizaJon
content
context social inno
vaJo
n
container
technical inn
ovaJ
on Statement #3
CommiFee for Democracy in InformaJon Technology (1995, Santa Marta -‐slum-‐, Rio de Janeiro, Brazil)
Regional offices in 20 Brazilian States, + Colombia, Uruguay, Chile, Mexico, Guatemala, Honduras, Japan, Angola, South Africa & ArgenJna (5000 café – 850 community centers)
Using Internet to aFack young people at risk
slum children, indigenous, former prisoners, physically & mentally disables.
To build new bridges between different kinds of learning Project: To develop an IT project relevant for the community
{ 1 }
{ 2 }
Experimental communiJes> trial/error + combine disciplines + Problem based learning [real world] ICT outside of the classroom
Peer based learning micro-‐transference (exchange of experiences) – (different ages, uses context) “doesn´t ma0er if kids don´t have a great IT teacher” (Sugata Mitra)
{ 3 }
90% of what we learn come informally Princeton´s center for crea<ve leadership
70/20/10 70% work/experience. 20% interacJon with others. 10% formal learning.
{ 4 }
Lifelong learning > DIY (Jme/spaces) ‘we need to engineer new technologies to help them HOW to learn, not WHAT to learn’ (Moravec)
16th of May, 2011 internet access as a universal human right
www.aprendizajeinvisible.com
Cristóbal Cobo Romaní, phd Oxford Internet InsJtute University of Oxford
John Moravec, phd Docente Estudios de Innovación Posgrado de Estudios Liberales, Universidad de Minnesota.