Author David Price writes: "If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse.
In the following pages, Price describes three cases across the globe — in London, Sydney, San Diego — that have mapped a vision that answers the questions above. Here’s what they have in common:
- By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.
- By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.
- By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.
- By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.
- By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.
- By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.
- By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.
- By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.
ainda temos um caminho pela frente, mas precisamos do primeiro passo...
Por muitas razões, uma postura de maior envolvimento, compartilhamento, comprometimento e autonomia, faz todo sentido para tornar o ensino mais efetivo e atraente.
Very nice sharing. Thanks