Download A New Culture of Learning: Cultivating the Imagination for a by Douglas Thomas PDF

By Douglas Thomas

The twenty-first century is a global in consistent swap. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an realizing of the way the forces of switch, and rising waves of curiosity linked to those forces, motivate and invite us to visualize a way forward for studying that's as strong because it is optimistic.

Typically, after we think about tradition, we expect of an present, reliable entity that alterations and evolves over lengthy sessions of time. In a brand new tradition, Thomas and Brown discover a moment experience of tradition, one who responds to its atmosphere organically. It not just adapts, it integrates develop into its strategy as certainly one of its environmental variables. via exploring play, innovation, and the cultivation of the mind's eye as cornerstones of studying, the authors create a imaginative and prescient of studying for the long run that's conceivable, scalable and one who grows besides the expertise that fosters it and the folk who have interaction with it. the result's a brand new type of tradition within which wisdom is noticeable as fluid and evolving, the non-public is either stronger and sophisticated relating to the collective, and the facility to regulate, negotiate and perform the realm is ruled through the play of the imagination.

Replete with tales, it is a ebook that appears on the demanding situations that our schooling and studying environments face in a clean means.

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Extra resources for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change

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Wikipedia allows us to read across time. Print resources, however, in their attempt to create a permanent record of stable knowledge, are forced to make choices that include or exclude similar material for reasons of form, content, or even organization. And by doing so, they render that information invisible. Imagine if we were able to see every aspect of the process for an encyclopedia entry, including the publisher’s choice for who would write it, what the original entry looked like, what other people thought of the original entry, the edits and editorial decisions that went into the publication process, and the feedback provided by experts and lay readers.

In short, they could create structured, centralized learning tools to help people adapt. With shorter time frames, this has become more difficult: Retraining every year, for example, is burdensome (and is apt to create an alienated workforce). What happens, then, when you are dealing with change on a weekly, daily, or even hourly basis? Learning to Embrace Change Change motivates and challenges. It makes clear when things are obsolete or have outlived their usefulness. But most of all, change forces us to learn differently.

The New Culture of Learning From this perspective, therefore, the primary difference between the teaching-based approach to education and the learning–based approach is that in the first case the culture is the environment, while in the second case, the culture emerges from the environment—and grows along with it. In the new culture of learning, the classroom as a model is replaced by learning environments in which digital media provide access to a rich source of information and play, and the processes that occur within those environments are integral to the results.

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