By Douglas Thomas
The twenty-first century is an international in consistent swap. In a brand new tradition of studying, Doug Thomas and John Seely Brown pursue an knowing 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 examine tradition, we predict 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 feel of tradition, one who responds to its atmosphere organically. It not just adapts, it integrates turn into its procedure as one among its environmental variables. by means of 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 possible, scalable and one who grows in addition to the know-how that fosters it and the folks who have interaction with it. the result's a brand new type of tradition during which wisdom is noticeable as fluid and evolving, the non-public is either more suitable and sophisticated when it comes to the collective, and the power to control, negotiate and perform the area is ruled by means of the play of the imagination.
Replete with tales, this can be a ebook that appears on the demanding situations that our schooling and studying environments face in a clean manner.
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Additional resources for A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
Button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well.
He learned incredible amounts of information, including the dos and don’ts of using particular aspects of code for different problems. By “googling” the error, he was able to tap into—and learn from—large, diverse networks of programmers and hobbyists who all faced similar issues, and he often found solutions that would allow him to complete his project. Ultimately, Allen mastered every computer language he needed to start and run his own business—without ever attending a single class on programming.
In our view, the kind of learning that will define the twenty-first century is not taking place in a classroom—at least not in today’s classroom. Rather, it is happening all around us, everywhere, and it is powerful. We call this phenomenon the new culture of learning, and it is grounded in a very simple question: What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?