Mudando Perspectivas: Educação a Distância e o Futuro da Universidade

Share Embed


Descrição do Produto

Mudando Perspec.vas: Educação a Distância e o Futuro da Universidade

David J. Gunkel Northern Illinois University [email protected]

Wednesday, June 22, 16

O fim está próximo Wednesday, June 22, 16

Let me begin at the end…or stated more accurately, let me begin with a statement concerning the end. We are it seems living in “the end .mes.”

Wednesday, June 22, 16

And what is ending, we are told, is the University. In book aJer book, ar.cle aJer ar.cle, we read how we now stand at the threshold of an apocalypse. The modern university will, it seems, be no more.

Tecnologias de Informação e Comunicação

Wednesday, June 22, 16

And the harbinger of this apocalypse is informa.on and communica.on technology. It is the technology of the computer and the Internet and courseware applica.ons like Blackboard and MOOCs that are transforming the way we teach and learn. But like all proclama.ons of the end, we have heard this one before.

Wednesday, June 22, 16

Back in the 19th century, there was another highly publicized transforma.on in higher educa.on…one that was also mo.vated by new technology—the postal system. At the turn of the 20th century, anyone with access to the postal network could sign up for and par.cipate in a growing number of correspondence courses that were been developed by both established universi.es and corporate startups.

Wednesday, June 22, 16

Back in the 19th century, there was another highly publicized transforma.on in higher educa.on…one that was also mo.vated by new technology—the postal system. At the turn of the 20th century, anyone with access to the postal network could sign up for and par.cipate in a growing number of correspondence courses that were been developed by both established universi.es and corporate startups.

“Até 1920, os cursos por correspondência tornaram-se populares. Quatro vezes o número de pessoas estavam fazendo esses cursos enquanto estavam matriculadas ao mesmo tempo em universidades e faculdades.” - Nicholas Carr, 2012

h^ps://www.technologyreview.com/s/429376/the-crisis-in-higher-educa.on/ Wednesday, June 22, 16

“By the 1920’s,” Nicolas Carr reports, “postal courses had become a full-blown mania. Four .mes as many people were taking them as were enrolled in all the na.on’s colleges and universi.es combined.” But this mania turned out to be nothing but a momentary spike in the long story of higher educa.on. And it certainly did not put an end to the university.

Revolução ou campanha publicitária

Wednesday, June 22, 16

So the ques.on we need to ask ourselves at this point in .me is this: Is all this talk about the end of the university actually true this .me around? Will there be a revolu.on in higher educa.on that changes everything? Or is this be just one more itera.on of the mania and the hype surrounding other techniques and technologies of educa.on, like the postal schools from the early 20th century?

Agenda Pergunta - Será o fim da universidade? Obje@vo - Resolver e fazer com que essa pergunta faça sen.do direcionando os conceitos subjacentes e pressupostos envolvendo tecnologia e educação. Método - Análise Filosófica

Wednesday, June 22, 16

Consequently, what I want to do today is sort out and make sense of this ques.on by targe.ng the underlying concepts and assump.ons involved in technology and educa.on. This is arguable a philosophical task. But let me be clear as to what that means.

Obje@vo Filosófico “O obje.vo da filosofia não é fornecer respostas ou soluções, mas apresentar uma análise crí.ca sobre os ques.onamentos, nos fazer ver como a maneira que percebemos o problema é um obstáculo para a solução.” – Slavoj Žižek, 2006

Wednesday, June 22, 16

As noted philosophers like Mar.n Heidegger, G. E. Moore, Daniel Denne^ and Slavoj Zizek point out, the role of philosophy is not to find the right answers to exis.ng ques.ons; it is to iden.fy the right ques.ons in the first place. “The task of philosophy,” Zizek writes, “is not to provide answers or solu.ons, but to submit to cri.cal analysis the ques.ons themselves, to make us see how the very way we perceive a problem is an obstacle to its solu.on.”

É este o fim da universidade? Dar ênfase a essa questão nos faz perder o foco. É, de fato, um obstáculo ou distração que nos faz perder algo muito importante e crucial sobre a educação do século 21.

Wednesday, June 22, 16

So this is what I want to do today…to demonstrate why the ques.ons we have been asking about new technology and educa.on —ques.ons like “Is this the end of the university?”—are in fact the wrong ques.ons. And how focusing on this problem is really an obstacle or distrac.on that causes us to miss what is really important and crucial about educa.on in the 21st century.

No Início

Wednesday, June 22, 16

So let’s begin at the beginning—the point at which teaching and learning first confront the opportuni.es and challenges imposed by new communica.on technology.

Wednesday, June 22, 16

We can, of course, find a number of points in history where this has happened before—the introduc.on of the book to the medieval European universi.es in the 16th century, the advent of educa.onal television aJer the end of the Second World War, or the introduc.on of the computer and Internet in the last decades of the twen.eth century.

Fedro de Platão Um diálogo sobre novas tecnologias e seu impacto e efeito em ensino e aprendizagem

Wednesday, June 22, 16

But I want to go back further…to the first .me technology and educa.on collide. This event is staged and recorded in an unlikely place, Plato’s Phaedrus. Although the Phaedrus is oJen characterized as a dialogue about rhetoric, it is also a text that is about new technology and its impact on both teaching and learning. And this is made explicit at the end of the dialogue, where Socrates and Phaedrus debate what was for the ancient Greeks a new technology—wri.ng.

Os personagens Rei / Polí@co Inventor

Avalia a u.lidade ou o dano de cada invenção

Apresenta suas invenções para o rei

Theuth

Thamus

Inventor of Writing

King of the Gods

Wednesday, June 22, 16

In the discussion of wri.ng, Socrates, as he oJen does, begins with a myth. This myth concerning two Egyp.an gods—Theuth the inventor and Thamus the king. According to the story, Theuth, who invents all kinds of new things, comes before the king to present his work. Thamus, like any good poli.cian, looks at the new inven.on and issues an opinion as to its usefulness or harmfulness.

Wednesday, June 22, 16

The situa.on is basically the same today…. Inventors come up with new things that they believe will radically improve life, like Google’s self-driving car. And then the poli.cians—the governors and lawmakers, who are charged with regula.ng new technology on our behalf— evaluate the inven.on to decide whether it is actually safe and useful.

Theuth “This inven.on, O king, will make the Egyp.ans wiser and will improve their memories; for it is a drug of memory and wisdom that I have discovered.”

1. Melhorar a Memória Com a escrita, o conhecimento pode ser acumulado, armazenado e transmi.do para os outros com muito mais eficiência.

2. Droga inteligente Escrita é um .po de medicamento para a memória; é uma "droga inteligente"

Wednesday, June 22, 16

So Theuth presents wri.ng to the king and he praises the inven.on saying “This inven.on, O king, will make the Egyp.ans wiser and will improve their memories; for it is a drug of memory and wisdom that I have discovered.” Theuth’s point is simple. Once you can read and write, knowledge can be accumulated, stored, and communicated to others much more efficiently. Consequently, Theuth refers to wri.ng as a kind of smart drug that will improve educa.on.

Thamus “Ó engenhosíssimo Theuth, um homem é capaz de criar os fundamentos de uma arte, mas outro deve julgar que parte de dano e de u.lidade possui para quantos dela vão fazer uso. Ora tu, neste momento, como pai da escrita que és, apontas-lhe, por lhe quereres bem, efeitos contrários àqueles de que ela é capaz. Essa descoberta, na verdade, provocará nas almas o esquecimento de quanto se aprende, devido à falta de exercício da memória, porque, confiados na escrita, recordar-se-ão de fora, graças a sinais estranhos, e não de dentro, espontaneamente, pelos seus próprios sinais. Por conseguinte, não descobriste um remédio para a memória, mas para a recordação. Aos estudiosos oferece a aparência da sabedoria e não a verdade, já que, recebendo, graças a ., grande quan.dade de conhecimentos, sem necessidade de instrução, considerar-se-ão muito sabedores, quando são, na sua maior parte ignorantes; são ainda de trato di}cil, por terem a aparência de sábios e não o serem verdadeiramente.”

Wednesday, June 22, 16

Thamus however is not persuaded. His evalua.on is more skep.cal: "Most ingenious Theuth, one man has the ability to beget arts, but the ability to judge of their usefulness or harmfulness to their users belongs to another; and now you, who are the progenitor of wri.ng, have been led by your affec.on to ascribe to it a power the opposite of that which it really possesses. For this inven.on will produce forgeyulness in the minds of those who learn to use it, because they will not prac.ce their memory. You have invented a drug not of memory, but of reminding; and you offer your pupils the external appearance of wisdom, not true wisdom, for they will read many things without instruc.on and will therefore seem to know many things, when they are for the most part ignorant and hard to get along with, since they are not wise, but only appear wise.”

1. Efeitos Opostos Escrita não vai ajudar a memória, mas vai produzir esquecimento

2. Aspectos Alunos vão parecer conhecer todos os .pos de coisas, mas na verdade não sabe de nada

3. Veneno Escrita é um .po do narcó.co que vai envenenar usuários e arruinar suas capacidades mentais

Wednesday, June 22, 16

In opposi.on to Theuth’s very op.mis.c portrayal, Thamus has a very different opinion. He is worried about the introduc.on of this new technology for several reasons. First, wri.ng will have an effect that is the exact opposite of what the inventor predicts: It will produce forgeyulness. Users will write things down and therefore not to exercise their memories. As a result, wri.ng will not improve memory, it will cause it to atrophy. Second, it will give students the appearance of knowing something, when they really know nothing. They will be able to read about everything, but will possess very li^le actual knowledge. They will appear to know all kinds of things but will know nothing. Third, and for this reason, Thamus also calls wri.ng a drug…but it is more of narco.c that will poison the user and ruin their mental capabili.es.

Tecnologia Educacional

Wednesday, June 22, 16

If this debate sounds familiar, it is because the same arguments have been made with virtual every kind of communica.on technology since wri.ng. The Phaedrus, we can say, prescribes the standard method by which any technological innova.on—from wri.ng to the computer—has been assessed and evaluated. And this is especially evident in the recent debates about educa.onal technology and the future of higher educa.on.

Theuths Inventores Tecnólogos Empresários

Wednesday, June 22, 16

On the one side, we have our Theuths…The inventors and promoters of technological solu.ons for educa.on. You name the problem—access to educa.on, affordability, efficiency of delivery, staffing, student success—and these individuals stand ready with a technological fix.

Theuths Inventores Tecnólogos Empresários

Sebas.an Thrun Wednesday, June 22, 16

Indica.ve of this way of thinking is Sebas.an Thrun. You might know the name, because he lead Google’s R&D efforts that gave us the self-driving car. But Thrun, like Plato’s Theuth (and the names even look oddly similar), is also interested in other things—educa.on in par.cular.

MOOC Massively Open Online Course [Cursos Online Abertos e Massivos]

CS221: Introduc@on to AI Stanford University – Nov. 2011 Sebas.an Thrun & Peter Norvig 160,000 alunos de 195 países ao redor do mundo

Wednesday, June 22, 16

In October 2011 Thrun, along with Peter Norvig, taught an introductory course in ar.ficial intelligence at Stanford University. That is not so interes.ng. What is interes.ng is that he opened his course up to the world by way of online lectures and other forms of distance interac.on. And it was a massive success, a^rac.ng 160,000 students and launching a revolu.on in higher educa.on that we now call the MOOC, massively open online courses.

Wednesday, June 22, 16

As a result of this success, Thrun co-founded Udacity, a for-profit online learning service that describes itself as “the 21st century university.” Although Udacity ini.ally was designed to leverage the power of the MOOC, the organiza.on has evolved the concept and now organizes its efforts around “nanodegrees.”

19 Nanodegrees 4 Million Users 60k Nanodegree seeking students

Wednesday, June 22, 16

Nanodegrees are short, skills-based modular learning programs that combine on-demand video lessons and instruc.onal projects that are then tailored to individual student needs and learning styles using the same kind of machine learning technology that powers Facebook’s targeted adver.sing. Currently Udacity offers 19 nanodegree programs, all of which are in computer programming or some aspect of computer engineering. As of 2015, Udacity reported having 4 million registered users worldwide, and about 60,000 students working on a nanodegree at any one .me—which is more than the largest universi.es in the US.

Wednesday, June 22, 16

And when you listen to Thrun….his vision for the future of higher educa.on certainly sounds compelling. [Video].

Udacity - Democra.zar a Educação - Melhorar desempenho - Maior eficiência (Tempo e dinheiro)

Wednesday, June 22, 16

For Thrun, Udacity is about democra.zing educa.on and using technology to improve performance. His innova.ons seek to open-up access to quality instruc.on to anyone anywhere and to achieve greater efficiency in delivery of content and student expenditures, both in terms of .me spent working on a degree and the money invested in educa.on. And his technological solu.ons come at what appears the right .me.

Custo para frequentar uma universidade Emprés.mos estudan.s totaliza nos EUA subiu 500% em 30 anos uma dívida maior que $1,3 trilhões Wednesday, June 22, 16

The cost of a^ending university in the US has risen 500% over the last three decades and student loan debt now totals in excess of 1.3 trillion dollars.

Quase 60 por cento dos americanos acreditam que universidades do país não estão proporcionando aos alunos um "bom valor para o dinheiro que eles e suas famílias gastam" PEW Research (2011)

Wednesday, June 22, 16

For this reason, close to 60 percent of Americans now believe that the country’s colleges and universi.es are failing to provide students with “good value for the money they and their families spend.”

Determinismo Tecnológico A crença que tecnologia não irá apenas consertar os problemas existentes na educação superior, mas irá melhorá-los além das nossas maiores expecta.vas.

A Metáfora da Droga Tecnologia é promovida como uma solução rápida – um .po de droga- que melhorará a maneira como a educação é produzida, fornecida e vivenciada. Wednesday, June 22, 16

The innova.ons developed by Thrun, and others like him, are persuasive, and they are persuasive precisely because they are fueled by that kind of technological determinist thinking that was first exhibited by Plato in the character of Theuth and that remain opera.ve in the rhetoric of the technology innovators of Silicon Valley. They all share a belief that technology will not only repair exis.ng problems in higher educa.on but will improve it beyond our wildest expecta.ons. And like Plato’s Theuth, they offers a quick technological fix—a kind of drug—that will radically improve the way educa.on is produced, delivered, and experienced.

Thamus Polí.cos Governantes Legisladores

Wednesday, June 22, 16

But Udacity and other online learning ini.a.ves—like Coursera, EdX, etc.—have their cri.cs. These are the Thamus’s of our story. And the arguments made by these individuals tend to be published not in promo.onal videos—like the one we just saw from Sebas.an Thrun—but in good old-fashion text form in magazines, blogs, and academic journals. And the cri.cisms, as you might expect, reproduce the evalua.on of offered by Thamus

1. Efeito Oposto Embora MOOCs (Cursos Online Abertos e Massivos) sejam promovidos sob o pretexto de “democra.zação”, eles fornecem exatamente o oposto – “nacionalismo educacional” – especialmente quando é visto de uma perspec.va global. (Philip Altbach, 2013) Esta é uma McDonaldiza+on of higher educa+on com produção de cookie-cu5er content para distribuição pelo mundo. (J. Lane & K. Kinser, 2012)

Wednesday, June 22, 16

First….Opposite effects. Although MOOCs are promoted under the banner of “democra.za.on” they provide the exact opposite, especially when viewed from a global perspec.ve. Most MOOC providers are US based and the curriculum they offer is in English and typically privilege Western texts, materials, and examples. This is a form of what Philip Altbach calls “educa.onal na.onalism” Or as Jason Lane and Kevin Kinser call it, “this is the “McDonaldiza.on of Higher Educa.on”

2. Meras aparências MOOCs são uma tenta.va fracassada de reproduzir as experiências de sala de aula. “Além de ser uma falsificação de qualidade baixa dos ar.gos genuínos que não estão no capítulo, barateiam a experiência de aprendizagem.” (James G. Mazoue, 2013) “Uma tela de computador jamais será mais do que uma sombra de boas salas de aula” (Nicolas Carr, 2012)

Wednesday, June 22, 16

Second….Appearances MOOCs have been cri.cized for being nothing more than a poor a^empt to replicate classroom instruc.on. “They are,” as James Mazoue argues, “low-quality knockoffs of the genuine ar.cle that are not only cheaper, but that cheapen the learning experience.” Or as Nicholas Carr summarized it: “A computer screen will never be more than a shadow of a good college classroom”

3. Narcó@co/ Veneno MOOCs se parecem com uma rápida e fácil correção de problemas e se tornam atraentes para os administrados das universidades, que procuram aumentar as matrículas e cortar custos, mas eles são como toxinas e irão produzir mais problemas do que resolver.

Contaminando o Sujeito da Educação Global Wednesday, June 22, 16

Finally MOOCs are derided a kind of poisonous narco.c—they seem to be a quick and easy fix and that makes them a^rac.ve to university administrators looking to increase enrollment and cut overall cost. But Like a narco.c, they are a toxin and will, it is argued, ul.mately produce more problems than they resolve.

Conclusão “Ceci tuera cela”

Wednesday, June 22, 16

Admi^edly MOOCs are in their infancy, and it will be years before we have accumulated adequate data on student learning and success in order to make an informed decision about their actual impact and significance. But we can already see how the terms of the debate are being organized.

“O bispo contemplava de um gigante edi}cio por algum tempo em silencio, estendendo então sua mão direita, em direção ao livro impresso que repousa aberto sobre a mesa, e Notre-Dame a sua esquerda, e virando sua triste face do livro para a igreja, ‘Alas,’ ele diz, ‘Isso irá destruir aquilo’ [ceci tuera cela].”

Wednesday, June 22, 16

So let me end with another fic.onal scene about technological change. This one comes from Victor Hugo's Notre Dame de Paris. And it concerns a scene where the archdeacon is contempla.ng the impact of another technological innova.on—the printed book. Here is how Hugo describes the scene: “The archdeacon gazed at the gigan.c edifice for some .me in silence, then extending his right hand, with a sigh, towards the printed book which lay open on the table, and his leJ towards Notre-Dame, and turning a sad glance from the book to the church, "Alas," he said, "this will destroy.“

Tecnologia Disrup@va

Notre Dame Cathedral (1330) Gutenberg Bible (1455)

Wednesday, June 22, 16

The concern of the archdeacon is simple. He is worried that the book, a brand new technology for communica.ng informa.on and learning, will disrupt the power of the church, which had controlled the produc.on and distribu.on of knowledge during the European middle ages. In fact, the term that is now used to describe this kind of transforma.on is “disrup.ve technology” or “disrup.ve innova.on.”

Tecnologia Disrup@va

Oxford University (1160)

MOOC - Massive Online Open Course (2011)

Wednesday, June 22, 16

The MOOC debate is also about disrup.ve technology. In fact, both sides of the current debate could occupy the posi.on of the archdeacon.

Edupreneur = an entrepreneur in the educa.on sector “Disrupção é uma força posi.ve. É um processo pelo qual uma inovação transforma o mercado, cujos serviços e produtos são complicados e caros, em algo simples, conveniente e acessível.” – Clayton Christensen

Wednesday, June 22, 16

The advocates--the edupreneurs--celebrate disrup.on as a posi.ve force. For them, the old brick-and-mortar university full of musty old books and aging professors will be replaced by new online learning opportuni.es that will empower users to take control of their own educa.on.

“Em 50 anos, haverá apenas 10 ins.tuições em todo o mundo oferecendo o ensino superior...”

Wednesday, June 22, 16

Thrun, for example, has predicted that in 50 years’ .me, educa.onal content will be delivered by just 10 ins.tu.ons—and many of these will not be universi.es but for-profit mul.na.onal corpora.ons like Udacity.

“Se eles con.nuarem nessa trajetória atual, MOOCs enriquecerão uma classe seleta de conteúdos agregadores, fortalecendo o Silicon Valley ‘Cyber- totalism’ na nossa vida intelectual, e ajudarão a perpetuar o domínio da elite universitária nos gastos de baixo custo das ins.tuições públicas.”

Wednesday, June 22, 16

The cri.cs also find themselves occupying the place of the archdeacon. For them, these new technologies threaten the integrity and tradi.ons of the brick-and-mortar university and everything that it stands for. “If they con.nue on their current trajectory,” Geoff Schullenberger writes, “MOOCs will enrich a select class of content aggregators, strengthen the hold of Silicon Valley “cyber-totalism” on our intellectual life, and help perpetuate the dominance of the elite university at the expense of low-cost public ins.tu.ons.” (Geoff Shullenberger)

Pontos em Comum = “Disrupção” “Disrupção” = Posi@vo Limpar as velhas estruturas e dar espaço para algo novo e melhor

“Disrupção” = Nega@vo Ameaçar a integridade e a estabilidade das ins.tuições existentes; desestabilizar tradições

Wednesday, June 22, 16

What is interes.ng in this debate is not what makes the two sides different. What is important is what they already agree upon and share in common. They both see disrup.on. They both agree that the confronta.on between the new technology of the MOOC and the established ins.tu.ons of the university will be disrup.ve with the one threatening to replace the other. But this is not how things actually work.

Tecnologia impressa/ Livros A introdução da inovadora tecnologia de Gutenberg não “destruiu” a universidade medieval. Ao invés disso, o livro incorpora-se a essas ins.tuições como uma ferramenta de aprendizagem.

Wednesday, June 22, 16

Look at the technology that worries the archdeacon—the book. Although ini.ally perceived to be a credible threat to the exis.ng powers, the introduc.on of Gutenberg's innova.ve new technology did not “destroy” the medieval university. Instead the book eventually gets incorporated into these ins.tu.ons as a tool of learning. And we would find it incomprehensible today to have a university course without books. So what happens is not total replacement of the one by the other but a kind of reorienta.on and reconfigura.on.

É este o fim da universidade?

Wednesday, June 22, 16

The same can be said about this new wave of technological change. If we look at it as a zero-sum game where it is either the one or the other, we will miss what is happening and what is really important. If we ask, Is this the end of the university? We are asking the wrong ques.on. And what is worse, by focusing our a^en.on on this problem, we are missing what really needs to be asked about and inves.gated.

O que deveríamos fazer? “Deveria ser adotada uma a.tude ‘conservadora,’ como a do Chaplin no cinema: Chaplin era muito mais do que consciente do impacto traumá.co da voz de um intruso estrangeiro na nossa percepção de cinema. Ao mesmo tempo, o processo atual de transição nos permite perceber o que estamos perdendo e ganhando – essa percepção se tornou impossível a par.r do momento que nós aderimos completamente, e nos sen.mos a vontade u.lizando, as novas tecnologias.” (Žižek, pp. 130-131).

Wednesday, June 22, 16

So what should we be doing? In The Plague of the Fantasies, Zizek reminds us of another way to engage the opportuni.es and challenges of new technology, and he does so by way of Charlie Chaplin. “One should adopt…a ‘conserva.ve’ a•tude, like that of Chaplin vis-à-vis sound in cinema: Chaplin was far more than usually aware of the trauma.c impact of the voice as a foreign intruder on our percep.on of cinema. In the same way, today’s process of transi.on allows us to perceive what we are losing and what we are gaining—this percep.on will become impossible the moment we fully embrace, and feel at home in, the new technologies” (pp. 130-131). According to Zizek, we occupy a unique loca.on in .me. A middle ground between what was and what will be. And instead of

O que deveríamos fazer? Durante esse período de mudança – em que novas oportunidades e desafios se tornaram disponíveis devido às novas tecnologias- nós estamos em uma posição perfeita para avaliarmos o que podemos ganhar e o que possivelmente poderíamos perder Ao invés de reagir com medo a essas mudanças ou aceitarmos totalmente, precisamos hesitar e ver o que é possível agora e o que será possível.

Wednesday, June 22, 16

During this .me of change—in the face of new challenges and opportuni.es made available by new technology—we are in the perfect posi.on to evaluate what is to be gained and what could be lost. So instead of either reac.ng to this challenge with fear or rushing headlong into a full embrace, we need to hesitate and see what can and will be possible.

Outros ques@onamentos Como, por que e por quais mo.vos esta tecnologia é usada na produção, distribuição e nas experiências em educação? O que os alunos e corpo docente e público em geral ganhariam adotando e usando tecnologia? O que ficaria perdido nesse processo?

Wednesday, June 22, 16

The important ques.ons therefore are not apocalyp.c. Asking whether this will destroy that or if the MOOC is the end of the university makes for good headlines, but it misses the point. A more important line of inquiry asks: How, why and for what purpose is this technology used in the produc.on, distribu.on and experience of educa.on? What is to be gained by students, faculty, and the public through its use. But also what might be lost in the process?

É, como todas as tecnologias anteriores, uma oportunidade e um desafio para repensar e revitalizar o que fazemos em nossas aulas e com os nossos alunos. Mas como fazer com que isso faça a diferença.

Wednesday, June 22, 16

The MOOC, therefore, should not be seen as an apocalyp.c event. It is not the end of the university as we have known it. It is, like all previous technologies, an opportunity and a challenge to rethink and revitalize what we do in our classes and with our students. But how we do this makes a difference.

Wednesday, June 22, 16

To return to The Phaedrus, you no doubt no.ced that both sides of the debate employ the same metaphor. They each call wri.ng a drug. As such, the new technology is either promoted as a quick fix for exis.ng problems or condemned as a poisonous narco.c. But perhaps what we need is not a drug. Maybe what is needed is more like a therapy—a set of engaged prac.ces that are able, with .me and effort, to transform basic opera.ons in order to rethink old habits and devise new and substan.ve improvements.

O que é necessário não é outra "tecnologia disrup.vas,", mas em vez disso, uma perturbação no modo como pensamos sobre a tecnologia e seu impacto na educação.

Wednesday, June 22, 16

What is needed is not another "disrup.ve technology," but rather a disturbance in the way we think about technology and its impact on educa.on.

[email protected] h^p://gunkelweb.com Wednesday, June 22, 16

Lihat lebih banyak...

Comentários

Copyright © 2017 DADOSPDF Inc.