Werken = Leren & Leren ≠ Werken

Hans de ZwartMoodlemoot NL 2012

Wie ben ik?

Senior Innovation Adviser voor Global HR Technologies

bij Shell International

Medicijn Patiënt→

Patiënt Medicijn→

Doen van experimenten

Strategisch nadenken over de toekomst

Vrijwilliger op het gebied van Internet & maatschappij

Ik heb twee obsessies

Lezen(incl. KPI's op vakantie)

The Big Lebowski

Yeah, well, that's just, like, your opinion, man

Deze obsessies zijn te combineren

Al meer dan 10 jaarMoodle gebruiker

Moodle nu al bijna 2 jaarniet meer aangeraakt :-(

(duikt weg voor de rotte tomaten)

Dus mijn laatste spreekbeurt op een Moodlemoot

“Vroeger was hij beter...”

Nog meer excuses vooraf: dit wordt een heel

conceptueel verhaalmet veel tekst

Net als The Big Lebowski:

de tweede keer wordt het beter

Een verhaal in drie delen: 1. Een kritiek op het onderwijs2. Een kijk op kenniswerk3. Wat betekent dit voor Moodle?

1. Een kritiek op het onderwijs

"The only time my education was interrupted was when I was at school."

George Bernard Shaw

Even diep ademhalen...

"It is the thesis of this book that change - constant, accelerating, ubiquitous - is the most striking characteristic of the world we live in and that our educational system has not yet recognized this fact."

"One way of representing the present condition of our educational system is as follows: It is as if we are driving a multimillion dollar sports car, screaming “Faster! Faster!” while peering fixedly into the rearview mirror. It is an awkward way to try to tell where we are, much less where we are going, and it has been sheer dumb luck that we have not smashed ourselves to bits – so far. We have paid almost exclusive attention to the car, equipping it with all sorts of fantastic gadgets and an engine that will propel it at ever increasing speeds, but we seem to have forgotten where we wanted to go in it."

We richten ons op het hoe in plaats van op het waarom

van het onderwijs

"The critical content of any learning experience is the

method or process through which the learning occurs"

Simpeler gezegd...

"It is not what you say to people that counts; it is what you have them do."

Inquiry methode: het gaat om de betekenis in het hoofd van

de leerling/student

Teaching as a Subversive Activity

van Neil Postman & Charles Weingartner

Uit 1968 (!)

"[Once] you have learned how to ask questions - relevant and appropriate and substantial questions- you have learned how to learn and no one can keep you from learning whatever you want or need to know."

Een klein uitstapje...

Er was mooi onderwijsin de jaren zeventig

(toen we nog geloofden in maakbaarheid)

Open Schoolgemeenschap Bijlmer:Kring, geen deuren, geschreven rapporten

2. Een kijk op kenniswerk

"A larger and larger proportion of the labour force in all developed countries does not work with its hands but with ideas, concepts, theories. The output of these workers is not physical objects, but knowledge and information." Peter Drucker

"Schooling traditionally stopped when work began. In the knowledge society it never stops."

Zes factoren bepalen de productiviteit van

een kenniswerker:

1.Knowledge-worker productivity demands that we ask the question."What is the task?"

2.It demands that we impose the responsibility for their productivity on the individual knowledge workers themselves. Knowledge workers have to manage themselves. They have to have autonomy.

3. Continuing innovation has to be part of the work, the task and the responsibility of knowledge workers.

4. Knowledge work requires contineous learning on the part of the knowledge worker, but equally contineous teaching on the part of the knowledge worker.

5. Productivity of the knowledge worker is not - at least not primarily - a matter of quantity of output. Quality is at least as important.

6. Finally, knowledge-worker productivity requires that the knowledge worker is both seen and treated as an "asset" rather than a "cost". It requires that knowledge workers want to work for the organization in preference to all other opportunities.

Je kunt dus geen curriculum voor deze mensen maken

(de vraag is zelfs of je nog wel in ze moet investeren)

Dave Snowden's Cynefin Framework

Jarche heeft dit vertaald naar leren

“In the network era, work is learning and learning is the work.” Harold Jarche

Nog een derde keer hetzelfde punt

Via een “transhuman futurist”

"[..] Our formal educational methodologies seem to have advanced less rapidly than many other aspects of society. Our formal education systems seem out of step with rapid-growth hi-tech industries and online communities, and more akin to those old-fashioned, fusty, domains of industry that haven't yet caught up with the times. [..] Where this leads is to the end of the distinction between education and plain old everyday life. If you learn by doing, and you need to constantly learn while doing anything due to the constant influx of new information... then where lies the distinction between learning and living?"

Ben Goertzel, A Cosmist Manifesto

3. Wat betekent dit voor Moodle?

Gaat Moodle over het hoe of over het waarom?

Moodle's pedagogische ladder:1. Putting up the handouts (Resources, SCORM)2. Providing a passive Forum (unfacilitated)3. Using Quizzes and Assignments (less management)4. Using the Wiki, Glossary and Database tools (interactive content)5. Facilitate discussions in Forums, asking questions, guiding6. Combining activities into sequences, where results feed later activities7. Introduce external activities and games (internet resources)8. Using the Survey module to study and reflect on course activity9. Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways10. Conducting active research on oneself, sharing ideas in a community of peers

Wat blijft nog relevant?

Moodle's pedagogische ladder:1. Putting up the handouts (Resources, SCORM)2. Providing a passive Forum (unfacilitated)3. Using Quizzes and Assignments (less management)4. Using the Wiki, Glossary and Database tools (interactive content)5. Facilitate discussions in Forums, asking questions, guiding6. Combining activities into sequences, where results feed later activities7. Introduce external activities and games (internet resources)8. Using the Survey module to study and reflect on course activity9. Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways10. Conducting active research on oneself, sharing ideas in a community of peers

Moodle moet als middel in de handen van de

leerling/kenniswerker komen

Een paar voorbeelden...

Massive Open Online Courses (MOOCs)

Learning Analytics

Een grassroots leesgroep

Een workshop door, voor en met professionals

Allebei gemaakt met Wordpress

Waarom is Moodle nog niet als SaaS beschikbaar?

Met één druk op de knop en 15 minuten configuratie

te gebruiken...

Moodle is te ingewikkeld en moet worden versimpeld

"The majority of the time, complexity can be traced to a single design approach: offering too much flexibility. [..] Simplicity comes from a basic observation: all products are used in much the same way the vast majority of the time. [..] Simplicity is about lowering the priority of the high-end functionality to make sure the core tasks work exceedingly well." Scott Jenson, The Simplicity Shift

Een voordeel: Moodle is open source

Geen licentiekosten

De mogelijkheid om zelf dingen te maken

Misschien een voorbeeld nemen aan Drupal?

Simpele Moodle distributies lijken mij fantastisch

Moodle Flavours

Uitdaging: Wie maakt als eerste een

“flavour” met een versimpelde theme en maar twee modules:

forums en wikis?

Dat was het... Ik kijk uit naar de rest van de dag!

Slides & links: http://hdez.nl/mootnl12

Contact: h@nsdezwart.nl of @hansdezwart

Waar komen de plaatjes vandaan?

George Bernard Shaw:http://lib-1.lse.ac.uk/archivesblog/?p=82Ben Goertzel:http://wallpaperhqdownload.com/ben-goertzel.htmlNeil Postman:http://www.basenow.net/wp-content/Postman_head_300.jpgPeter Drucker:http://www.cgu.edu/images/drucker/peter_drucker/pages/PeterDrucker004_jpg.htmHarold Jarche:http://www.flickr.com/photos/jarche/5716568436/Cynefin Framework:http://en.wikipedia.org/wiki/CynefinJarche's picture about learning and Cynefin:http://www.jarche.com/2012/04/three-principles-for-net-work/Scott Jenson:http://www.netmagazine.com/opinions/mobile-apps-must-dieThe Big Lebowski:http://www.intuition-online.co.uk/article.php?id=2372