Authority is no more. And let's be thankful it is. I just attended the speech from Andrew Keen and his frightening message of internet killing our wisdom. I think it's a load of soft smelly street ornament.
I won't go into the exact contents of his speech. It can easily be found in his book, on the web and perhaps he'll try shoving it down your throat as well.
What I will focus on, is the underlying message of elitism. Unpopular though hippies may be nowadays, they did one important thing and that is do away with authority. I don't mean there are no longer people who are experts in a subject. It does imply that expertise in one field no longer leads to authority beyond that. Or even of authority in the field itself.
Is this necessarily bad? It is if you like authority. It is not if you prefer genuine experiences. In general, authority inhibits true delving into the other as a person. It requires formal obligations to be observed which are generally counterproductive in achieving true interaction. And in learning, true interaction - both live and virtual - is the prime objective (apart from the others, such as don't disturb foreign worlds with a lower level of development).
So authority is not bad just because it's not democratic. Democracy is a lofty goal, not a label you can stick on something, though that's a different discussion. Authority is bad because it keeps us from being our true selves. If I am put in the role of expert and others expect me to be an authority, it prevents me from expressing my doubts which are inherent and necessary in any learning environment. If I can be just a contributor, my expertise can be judged objectively.
We don't need another generation of power hungry authority figures. And especially not male ones.
Recognize the model? Male, ageing, expert: the professor. Yesterday's authority.
Web 2.0 liberates us from him. Let's keep it this way. Collaboration does that.
Showing posts with label wiki. Show all posts
Showing posts with label wiki. Show all posts
29 Nov 2007
29 Oct 2007
Learning leads to... more learning
I've been in Turkey on an extremely intensive five day study visit of Ankara Vocational Education and Training projects and institutions. It was enlightening to spend some time in the field among the young and not so young that are the object of many learning initiatives.
Especially since in Turkey there's so much investment of new education products going on, I had the opportunity to see the many stages of education development. During the different insights I gathered in numerous meetings, one was this: it takes a lot of learning to enhance the learning experience. And it usually starts with languages.
Perhaps in the past learning could be straightforward. There would be some subject you could be taught about in a certain time frame.
No longer is this the case. Acquiring knowledge is a much more incremental process, where the process is often part of the objective. So when I want to learn about a political structure of a country, I can do this by reading books about that country. This is learning old style.
I can also visit Wiki pages in the country's language(s), and count on the fact that some of the key concepts will be in a language I can comprehend. Which they will often be. I can try translating certain parts through one of the excellent translation sites. But all this means that I will first have to learn the language of Wiki, the way it works, the value of the contribution system.
In this case, my seeking of knowledge will make me acquire other knowledge first.
In the same vein, as a teacher teaching about the political structure of a country will it no longer be the teacher's job to write or provide books about the subject, but to teach how to access the available sources. The way Wiki works, the value of blogs or the relativity of them, the journalistic principles.
And of course how a library works, but perhaps this will also be available in accessible form so a teacher won't have to make it up all over again.
It's the teacher as coach idea, but it is of course broader than that. It's also the value of teaching respect for other ways, other languages, and an insight in the particularities of learning another than one's own language.
The net is multi-language and instead of being a drawback, this can be an aid to understanding.
When I was in China, it was obvious many Chinese are pragmatic about this; they use English when speaking to foreigners. Of course they are well aware of the fact that Chinese will get them very far in a large part of their world, but they know that by learning the lingua franca, more information and opportunities become available.
It is a message I can't stress enough: languages are a good way to speed up learning. If I want to learn something about the latest technology, do I have to confine myself to my own language to look for sources? Or can I use more to get to understanding faster? If I want to ask a question to an engineer, will it not help if I understood her or his language?
There is so much language learning material readily available, it would be short-sighted not to use it. I've been learning Portuguese both formally and online and in the twelve years since I started being interested in it, so much has become available. And this for the fifth language in the world. Just imagine what you could find in English!
Links:
http://languagecenter.cla.umn.edu/lc/Citlali/Portugues.html
http://www.graudez.com.br/portugues/exerc.htm
or
http://www.google.be/search?hl=nl&as_qdr=all&q=exercicios+de+portugues&meta=
Especially since in Turkey there's so much investment of new education products going on, I had the opportunity to see the many stages of education development. During the different insights I gathered in numerous meetings, one was this: it takes a lot of learning to enhance the learning experience. And it usually starts with languages.
Perhaps in the past learning could be straightforward. There would be some subject you could be taught about in a certain time frame.
No longer is this the case. Acquiring knowledge is a much more incremental process, where the process is often part of the objective. So when I want to learn about a political structure of a country, I can do this by reading books about that country. This is learning old style.
I can also visit Wiki pages in the country's language(s), and count on the fact that some of the key concepts will be in a language I can comprehend. Which they will often be. I can try translating certain parts through one of the excellent translation sites. But all this means that I will first have to learn the language of Wiki, the way it works, the value of the contribution system.
In this case, my seeking of knowledge will make me acquire other knowledge first.
In the same vein, as a teacher teaching about the political structure of a country will it no longer be the teacher's job to write or provide books about the subject, but to teach how to access the available sources. The way Wiki works, the value of blogs or the relativity of them, the journalistic principles.
And of course how a library works, but perhaps this will also be available in accessible form so a teacher won't have to make it up all over again.
It's the teacher as coach idea, but it is of course broader than that. It's also the value of teaching respect for other ways, other languages, and an insight in the particularities of learning another than one's own language.
The net is multi-language and instead of being a drawback, this can be an aid to understanding.
When I was in China, it was obvious many Chinese are pragmatic about this; they use English when speaking to foreigners. Of course they are well aware of the fact that Chinese will get them very far in a large part of their world, but they know that by learning the lingua franca, more information and opportunities become available.
It is a message I can't stress enough: languages are a good way to speed up learning. If I want to learn something about the latest technology, do I have to confine myself to my own language to look for sources? Or can I use more to get to understanding faster? If I want to ask a question to an engineer, will it not help if I understood her or his language?
There is so much language learning material readily available, it would be short-sighted not to use it. I've been learning Portuguese both formally and online and in the twelve years since I started being interested in it, so much has become available. And this for the fifth language in the world. Just imagine what you could find in English!
Links:
http://languagecenter.cla.umn.edu/lc/Citlali/Portugues.html
http://www.graudez.com.br/portugues/exerc.htm
or
http://www.google.be/search?hl=nl&as_qdr=all&q=exercicios+de+portugues&meta=
18 Oct 2007
Wiki's about mass and me being part of it.
A couple of days ago, I was talking about wikis and we all agreed that they are wonderful. And so they are. I use wiki a lot, find much on it in different languages and I find the quality generally excellent.
So I contribute regularly to wikis, don't I? Well, no. It seems I haven't yet found the wiki that arouses my curiosity enough to want to contribute to it. I've been thinking about organizing a wiki for our extranet, but I find it hard to think of things to write about.
I realized that everything I want to find already exists. Of course, I am a regular contributor to several knowledge databases. Some of the subjects I write about are boats and sailing , general politics etc. But I rarely add knowledge to wiki-style environments. So why don't I? Not because I have nothing to tell, surely. It's due to me not having an interest in contributing to a knowledge base available to the outside world.
I'm not saying I'm not interested in sharing. It's just that I haven't found that one topic in which I am specialized enough to write about. Often we need an external incentive to persuade us to invest time in something. So if someone can provide me with an external stimulus to share what I know, I'd be happy to comply to this and tell you what I know.
Now only to find those interested in my knowledge to convince me. And then I still have to find the time to do this on top of all my other activities. Isn't everybody constantly weighing time and interests?
This is why web 2.0 will only keep working when enough of us often enough decide in favor of spending time on this mutual project to keep it going. This mass of people can never be wrong - in the long run.
So I contribute regularly to wikis, don't I? Well, no. It seems I haven't yet found the wiki that arouses my curiosity enough to want to contribute to it. I've been thinking about organizing a wiki for our extranet, but I find it hard to think of things to write about.
I realized that everything I want to find already exists. Of course, I am a regular contributor to several knowledge databases. Some of the subjects I write about are boats and sailing , general politics etc. But I rarely add knowledge to wiki-style environments. So why don't I? Not because I have nothing to tell, surely. It's due to me not having an interest in contributing to a knowledge base available to the outside world.
I'm not saying I'm not interested in sharing. It's just that I haven't found that one topic in which I am specialized enough to write about. Often we need an external incentive to persuade us to invest time in something. So if someone can provide me with an external stimulus to share what I know, I'd be happy to comply to this and tell you what I know.
Now only to find those interested in my knowledge to convince me. And then I still have to find the time to do this on top of all my other activities. Isn't everybody constantly weighing time and interests?
This is why web 2.0 will only keep working when enough of us often enough decide in favor of spending time on this mutual project to keep it going. This mass of people can never be wrong - in the long run.
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