Dialogue for learning, leadership, and impact

Now is not everything

Leadership, Writing

“Everything is now. Knowledge flows in real time. Global conversations are no longer restricted by physical space. The world has become immediate.” – George Siemens in Knowing Knowledge (2006) Twenty Key Contributors have now joined the Geneva Learning Foundation’s monthly Dialogue on learning, leadership, and impact. They include: Laura Bierema, Emanuele Copabianco, Nancy Dixon, Katiuscia Fara, Bill Gardner, Keith Hampson, Bryan Hopkins, Iris Isip-Tan, Barbara Moser-Mercer, Aliki Nicolaides, Renee Rogers, Alan Todd, Bill Wiggenhorn, Esther Wojcicki, and Chizoba Wonodi. If you are curious, a few quick Google searches should make obvious two points: First, each one is a singular thinker and leader. Second, with a few exceptions, they might otherwise never meet. Why do we need such a dialogue? Who is it for? And what do we aim to accomplish? By learning, we mean the process by which humans come to know, organized into the discipline of education. The science of …

Cover of BYTE Magazine, January 1986 (Vol. 11, No. 1). Art by Robert Tinney.Image: Cover of BYTE Magazine, January 1986 (Vol. 11, No. 1). Art by Robert Tinney.

Learning technologists are obsolete

Thinking aloud

These are some notes on one of several blog posts that are churning in my head about what digital transformation means for learning and leadership. Warning: these are the kinds of wild, roughshod, low-brow, unrefined contentions that might just make the reasonable and respectable Mister S. choke on his Chivito. Many of the pionneers of “e-learning” fought long and hard to have the value of technology for learning recognized and new tools put to use by educators. Their achievements are significant. Today, for example, many universities now have teams that support teaching staff in the effective use of learning technologies. (Ironically, the former may provide one of the rare occasions for the latter  to examine their teaching practice, but that is a different topic…). However, when I speak to young professors from fields outside of education, they describe such services as peripheral or marginal. At best, the learning technologies people help them set up a WordPress site to host their course content, …

George Siemens at TEDxNYED (3 June 2010)

A few of my favorite excerpts from George Siemens’s Knowing Knowledge (2006)

Theory

My own practice (and no doubt yours) has been shaped by many different learning theorists. George Siemens, for me, stands out articulating what I felt but did not know how to express about the changing nature of knowledge in the Digital Age. Below I’ve compiled a few of my favorite excerpts from his book Knowing Knowledge, published in 2006, two years before he taught the first Massive Open Online Course (MOOC) with Alec Couros and Stephen Downes. Learning has many dimensions. No one model or definition will fit every situation. CONTEXT IS CENTRAL. Learning is a peer to knowledge. To learn is to come to know. To know is to have learned. We seek knowledge so that we can make sense. Knowledge today requires a shift from cognitive processing to pattern recognition. Construction, while a useful metaphor, fails to align with our growing understanding that our mind is a connection-creating structure. We do not always …