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org The whitewater-kayaking kind of learning needed today

This week: the first of a three-part series on two educators working in very different spheres John Seely Brown at the University of Southern California, helping adults think creatively about learning, and Marianne Malmstrom at the Elisabeth Morrow School in New Jersey, helping children learn creatively Play is essential, says John Seely Brown, to becoming the kind of learner that keeps up with the evermoving flow of activity, interaction, and knowledge of todays networked world learning that needs to be more like whitewater kayaking than a steamship that has a set course and just keeps moving along it for a long time. In a kayak, said Seely Brown, author, senior fellow at the University of Southern Californias Annenberg Center for Communication, and former chief scientist at Xerox PARC, you have to be in the flow, pick things up on the moment, feel it with your body, be a part of the flow in it, not just above it and learning about it. In this new world of flows, knowledge is an action sport. How do we participate in these flows? he asked in his keynote talk at the 2012 Digital Media & Learning conference in San Francisco last week. Our kids can demonstrate It might help us to watch our children do just that. Watch them participate in the unpredictable, constantly changing flow of play in multiplayer games and virtual worlds online and in gaming communities such as Xbox Live (Pew says 97% of US 12-to-17-year-olds play games; do they know something were only just beginning to figure out?). Videogames are simulations of the world that Seely Brown is describing. Todays digital infrastructure is radically different from anything civilization has ever seen before, he said. In the past, wed have brief moments of radical disruption, then 40-60 years of stability [e.g., "electrification hasn't changed one iota in the past 100 years," he said] during which we developed the institutional and social forms and practices that knew how to use those infrastructures. In the 21st century, theres no stability in sight, with change driven by continual exponential advances in computation. Its not about learning the old so much as creating the new. Were now, at the societal level, having to figure things out as we go, learning and picking up skills on the fly while immersed in the problem. We can now expect the 1/2 life of a skill most skills we pick up to have about five years, Seely Brown said, whereas in the past we could pick up a set of skills and basically hold those for life. Now were constantly reinventing, augmenting those skills. Not knowledge transferred & stored So it seems to me, hes talking about something our children are quite skilled at, though the skills are not typically being acquired in school. Hes pointing to a significant disconnect between that immersive learning-as-they-go in games and the learning at school, which is still preparing steamships for the future rather than whitewater kayaks. School is based on the knowledge-transfer model you pick up a set of fixed [knowledge] assets that are authoritative and transferred to you in the delivery mechanisms of schooling, which has wonderful scalable efficiency for delivering the assets to 30, 100, or a million people simultaneously. That worked when we/the world had those 40-to-60-year periods of stability, when knowledge and authority had time to become final and be transferred to the future adult generations

repositories of authority: experts. Knowledge thats stored is inaccessible, Seely Brown seems to be saying; knowledge thats shared is useable. But what type of knowledge are we working with? Tacit knowledge, he said. In a world of constant flux, learning has as much to do with creating the new as learning the old but in creating the new, much of what is created is basically tacit, hasnt had enough time to be crystallized out as explicit knowledge the explicit knowledge that was transferred from our teachers to us when we were in school. So how can school and if not school, then parents help our children cope with the tacit knowledge that kind of flows hidden beneath us all the time, as this author, scientist, and educator put it? Know. Make. Play Back to that point about play. Besides the discussion about school, my takeaway from Seely Browns talk is that we very much need to clear space for our children to play with digital media, solid objects (Im thinking of the film Hugo), whatever they love to play with, and make sure some of that is the collaborative or social play that many children love too. He said that, especially now, we need to be all three: homo sapiens (man as knower), homo faber (man as maker, or tinkerer), and homo ludens (man as player). Psychiatrist Stuart Brown said play is a process of nature thats within all of us and essential to mental health and social efficacy (see this). In that process of play, the player figures out how to Work with and create constantly flowing tacit knowledge Turn it into the solution needed in the moment Respond to a new set of conditions with the experience just gained and new tacit knowledge flowing in from fellow players and other sources, and Repeat, and Repeat. Its a dynamic process for our dynamic, shrinking, networked world, where answers, solutions, and meaning emerge as much from context as from content, Seely Brown said the context thats like whitewater, the flow of a classroom, a multiplayer videogame, an improvisational theater stage, a group videochat, protests online and on streets, etc. So is it possible that the 97% of US 12-to-17-year-olds who play videogames know something intuitively that were only just beginning to figure out? Might we consider what their process has to teach us? Next week: a teacher doing just that. Related links WoW in School through playing World of Warcraft, writing riddles and poems, reading the Iliad and advanced quest directions in-world, students in North Carolina teacher Lucas Gillispies classroom can take language arts and learn digital citizenship at the same time (watch the video on the home page of the WoW in School wiki). Also on that home page, parents and teachers can download the free language arts curriculum, WoWinSchool: A Heros Journey, a collaboration of Gillispie, fellow N.C. educators Helga Brown and Craig Lawson, and N.Y. educator Peggy Sheehy. Powerful play: A mom & son in World of Warcraft Why kids love videogames & what parents can do about it, from the perspective of media professor and school designer Stephen Heppell at the University of Bournemouth in the UK An interview with John Seely Brown under the MacArthur Foundations Spotlight on Digital Learning. A paper and a book from USC communications professor Douglas Thomas and John Seely Brown: Learning for a World of Constant Change: Homo Sapiens, Homo Faber & Homo Ludens revisited

(in PDF) and A New Culture of Learning, which I blogged about here. This article was originally published March 6, 2012, then my services server crashed. So reposting 9/2/12.
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Permalink Post a comment Trackback URI RSS 2.0 feed for these comments This entry (permalink) was posted on Sunday, September 2, 2012, at 8:57 pm by Anne. Filed in digital citizenship, digital literacy, digital media, Digital Tech, education technology, learning and tagged 21st century learning, digital learning, digital media, DML, Douglas Thomas, homo ludens, John Seely Brown, MacArthur Foundation, MineCraft, play, school, videogames, World of Warcraft.

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1. Unboxing learning | NetFamilyNews.org on 27-Sep-12 at 3:58 pm [...] digital age (heres more about educational and professional fluid dynamics from John Seely Brown at the University of Southern [...]