1 00:00:00,370 --> 00:00:32,659 Muchas gracias. Y vamos con la primera ponencia, una ponencia internacional que inaugura esta tarde. Bueno, pues quizá todos hemos en algún momento pensado cómo llegar a ese punto óptimo, álgido, máximo, bueno, pues en todo lo que tiene que ver con el aprendizaje online. 2 00:00:32,659 --> 00:00:47,759 Y nuestro siguiente invitado, el primer invitado de la tarde, va a ofrecernos algunas claves, algunas pautas que quizá pueden ayudarnos a comprender cómo podemos llegar a ese punto óptimo dentro del aprendizaje online. 3 00:00:47,759 --> 00:00:58,100 Él es Stephen Downes, es investigador senior en el Centro de Investigación de Tecnologías Digitales del Consejo Nacional de Investigación de Canadá 4 00:00:58,100 --> 00:01:05,079 y está especializado en investigar medios de instrucción y tecnología de aprendizaje personal. 5 00:01:05,739 --> 00:01:13,359 Yo el otro día, viendo un poco la información que había alrededor de nuestro ponente, vi que estaba muy relacionado con la filosofía. 6 00:01:13,359 --> 00:01:21,719 Y la filosofía, la verdad, es que es una disciplina transversal muy interesante que nos ayuda a pensar y a ponerle pensamiento crítico a todo lo que hagamos. Adelante, Stephen. 7 00:01:58,819 --> 00:02:04,599 Voy a hablar de cómo hacer lo mejor de la aprendizaje en línea. 8 00:02:05,040 --> 00:02:06,920 Tengo un clic aquí, ¿dónde está? 9 00:02:09,830 --> 00:02:13,990 Y estoy seguro que cuando piensas en la aprendizaje en línea, 10 00:02:14,210 --> 00:02:16,550 algunas pensamientos vienen a tu mente. 11 00:02:16,669 --> 00:02:22,849 ¿Qué piensas cuando piensas en la aprendizaje en línea? 12 00:02:23,030 --> 00:02:23,930 ¿Qué te parece? 13 00:02:24,930 --> 00:02:28,210 Bueno, ¿te parece esto? 14 00:02:32,139 --> 00:02:33,460 Ah, no funcionó. 15 00:02:33,879 --> 00:02:43,610 Okay, that's an unintentional kind of... 16 00:02:43,610 --> 00:02:47,879 My video didn't go and my... 17 00:02:47,879 --> 00:02:49,780 Okay, they're going to fix it up in the booth. 18 00:02:51,759 --> 00:02:55,180 So that, is that typical of online learning for you? 19 00:02:56,319 --> 00:02:59,319 There we go. 20 00:03:00,099 --> 00:03:01,580 That's not my... 21 00:03:01,580 --> 00:03:02,639 There we go. 22 00:03:06,300 --> 00:03:09,419 Okay, we'll just pretend that the video is playing. 23 00:03:12,419 --> 00:03:12,939 Or... 24 00:03:12,939 --> 00:03:13,419 Oops. 25 00:03:13,800 --> 00:03:19,169 Oh, ok, video but no sound? 26 00:03:27,210 --> 00:03:27,590 Yeah. 27 00:03:28,330 --> 00:03:30,110 Does it look like that? 28 00:03:30,469 --> 00:03:32,449 The world's most boring lecture? 29 00:03:33,750 --> 00:03:34,870 Oh, come on. 30 00:03:44,939 --> 00:03:48,180 Ok, my clicker's not advancing my slides. 31 00:04:08,550 --> 00:04:09,550 All right, we're stuck. 32 00:04:09,889 --> 00:04:13,330 So we're going to have to just pretend that these slides are advancing. 33 00:04:13,469 --> 00:04:14,129 There we go. 34 00:04:15,090 --> 00:04:15,430 Yay. 35 00:04:17,509 --> 00:04:19,290 Does it look like this? 36 00:04:20,850 --> 00:04:26,649 People taking notes with a pen and paper while looking at their computer screen. 37 00:04:27,269 --> 00:04:32,050 Watching a teacher with their back to you writing on a whiteboard. 38 00:04:32,430 --> 00:04:33,370 Does that look familiar? 39 00:04:35,370 --> 00:04:37,209 Or does it look like this? 40 00:04:37,209 --> 00:04:44,069 Your typical, boring learning management system with a choice of 42 courses. 41 00:04:44,629 --> 00:04:47,170 Each course with 15 modules. 42 00:04:47,649 --> 00:04:50,629 Each module with 15 sections to do. 43 00:04:50,850 --> 00:04:55,430 and you're on course number one, module number one, section number two? 44 00:05:01,100 --> 00:05:02,379 Does it look like this? 45 00:05:02,920 --> 00:05:08,779 With the step-by-step progression through gaining attention, 46 00:05:08,779 --> 00:05:11,699 through expressing the learning objectives, 47 00:05:12,279 --> 00:05:14,199 through presenting the content, 48 00:05:14,300 --> 00:05:18,779 all the way through to an online test with multiple choice questions. 49 00:05:19,500 --> 00:05:21,220 Does all that look familiar to you? 50 00:05:21,220 --> 00:05:29,029 Well, I've been in online learning for 35 years now. 51 00:05:29,970 --> 00:05:30,949 Hard to believe. 52 00:05:32,370 --> 00:05:35,009 It's hard for me to believe I'm still employed. 53 00:05:35,269 --> 00:05:36,689 I mean, you've seen my skills. 54 00:05:39,519 --> 00:05:41,199 My learning looks like this. 55 00:05:42,060 --> 00:05:45,779 It does not look like those typical online courses. 56 00:05:45,920 --> 00:05:47,100 It's very different. 57 00:05:47,779 --> 00:05:50,519 And you might say, well, sure, but does it work? 58 00:05:51,199 --> 00:05:54,680 Well, I'm here. 59 00:05:54,939 --> 00:06:05,939 Right? I'm giving you a talk. Somebody has just said some very nice things about me in Spanish, which I did not completely understand, but I did hear the word Maximo. 60 00:06:08,879 --> 00:06:18,639 I've given lectures all over the world. I've published articles. Most of what I know about online learning I learned myself. 61 00:06:19,420 --> 00:06:25,660 When I started, there were no courses or programs on online learning. We invented it from scratch. 62 00:06:25,660 --> 00:06:28,000 So yeah, it works 63 00:06:28,000 --> 00:06:31,939 So what's different 64 00:06:31,939 --> 00:06:35,139 About the way I've learned online 65 00:06:35,139 --> 00:06:38,079 And that horrible mess you just saw 66 00:06:38,079 --> 00:06:42,019 Well, because everyone loves lists 67 00:06:42,019 --> 00:06:44,540 I've reduced it to five major points 68 00:06:44,540 --> 00:06:46,439 Just for convenience 69 00:06:46,439 --> 00:06:50,000 It's not like these are the five holy points of online learning 70 00:06:50,000 --> 00:06:52,000 But it's just a device 71 00:06:52,000 --> 00:06:55,160 For being able to talk about it 72 00:06:55,160 --> 00:06:57,879 Hacking my traditional schooling 73 00:06:57,879 --> 00:07:00,519 It's about what I want to do 74 00:07:00,519 --> 00:07:03,740 It's about process, not content 75 00:07:03,740 --> 00:07:06,540 It's about learning from experts, really 76 00:07:06,540 --> 00:07:10,120 And finally about finding my own voice 77 00:07:10,120 --> 00:07:13,139 And I'm hoping in between those five 78 00:07:13,139 --> 00:07:17,339 You can see your own point number six, point number seven, whatever 79 00:07:17,339 --> 00:07:23,079 So, first of all, hacking my traditional schooling 80 00:07:23,079 --> 00:07:46,079 Esto puede sorprender a ustedes. No era un estudiante típico en la escuela. No, en realidad. En el 5 de grado, creé mi propia revista, usé una máquina de mimeografía, dibujé las imágenes de mano, porque no sabía mucho sobre la fotografía. 81 00:07:46,079 --> 00:07:50,699 En mis primeras edades, aprendí a desarrollar mis propias fotos. 82 00:07:51,079 --> 00:07:57,680 En la escuela, definí mis propios proyectos que eran diferentes de los que me asignaron los maestros. 83 00:07:58,199 --> 00:08:04,980 En el grado 11, un grupo de nosotros superó el departamento de ciencias sociales en una revolución. 84 00:08:06,220 --> 00:08:10,879 Nos llamamos el Movimiento para la Organización Autocrática, MAU. 85 00:08:10,879 --> 00:08:18,079 En la universidad, una vez más, estaba trabajando en las noticias de estudiantes y, en realidad, en la universidad, 86 00:08:18,259 --> 00:08:26,920 pasé la mayor parte de mi tiempo trabajando en la noticia de estudiantes y un poco de tiempo asistiendo a clases. 87 00:08:27,800 --> 00:08:35,960 En la escuela de graduación, organizé protestas contra el gobierno para apoyar el financiamiento de la escuela. 88 00:08:35,960 --> 00:08:46,279 As a teacher, I would give assignments, which I hated to do, but I would allow students to give me their responses in any medium whatsoever. 89 00:08:46,840 --> 00:08:50,919 I even told them, if you can put your assignment on a cube, hand me in a cube. 90 00:08:51,759 --> 00:08:55,240 I didn't know what I would get. I got a little of everything. 91 00:08:56,580 --> 00:09:04,559 And as a researcher, which is what I've been doing for the last 21 years, I threw out the rule book on research and developed my own path. 92 00:09:04,559 --> 00:09:09,559 So, I've done these things differently. 93 00:09:09,899 --> 00:09:11,220 And how did that happen? 94 00:09:11,480 --> 00:09:13,159 It worked out. 95 00:09:15,440 --> 00:09:18,940 Well, this is the second video. 96 00:09:19,100 --> 00:09:20,039 I'm almost afraid. 97 00:09:21,240 --> 00:09:25,080 So, I'll just pretend we're playing. 98 00:09:25,860 --> 00:09:30,159 And the young woman speaking there to TED Talk 99 00:09:30,159 --> 00:09:33,240 basically defines hacking. 100 00:09:33,240 --> 00:09:38,639 y dice que los hackers son la gente que desafía y cambia el sistema 101 00:09:38,639 --> 00:09:42,200 para hacer que funcione de manera diferente, para hacer que funcione mejor. 102 00:09:42,940 --> 00:09:52,820 Y esa es la mentalidad que siempre he tenido como estudiante, como profesor y como investigador. 103 00:09:56,179 --> 00:09:58,340 Ok, funciona, pero todavía no hay sonido. 104 00:10:00,889 --> 00:10:02,870 Y ahora mi cañón no funciona de nuevo. 105 00:10:03,269 --> 00:10:05,110 ¿Podrías avanzar los slides uno, por favor? 106 00:10:07,549 --> 00:10:09,070 Y veremos si eso sucede. 107 00:10:09,350 --> 00:10:23,659 Otro ejemplo es un artículo, la referencia está en el siguiente slide, sobre la siguiente generación de estudiantes. 108 00:10:24,600 --> 00:10:26,700 La siguiente generación de estudiantes. 109 00:10:27,559 --> 00:10:37,419 El descanso económico, dice el artículo, ha creado una generación de niños que solo tratan de detenerme. 110 00:10:37,419 --> 00:10:38,139 kids 111 00:10:38,139 --> 00:10:41,480 determined to get the knowledge they need 112 00:10:41,480 --> 00:10:42,360 for success 113 00:10:42,360 --> 00:10:45,039 even if it comes from outside 114 00:10:45,039 --> 00:10:47,740 the traditional educational framework 115 00:10:47,740 --> 00:10:49,299 now 116 00:10:49,299 --> 00:10:51,600 as teachers I want you to think about 117 00:10:51,600 --> 00:10:52,659 that for a second 118 00:10:52,659 --> 00:10:54,460 your students 119 00:10:54,460 --> 00:10:57,480 who you have so much 120 00:10:57,480 --> 00:10:59,500 difficulty motivating to do 121 00:10:59,500 --> 00:11:00,960 anything in your class 122 00:11:00,960 --> 00:11:03,440 as soon as they get out of your class 123 00:11:03,440 --> 00:11:05,179 they go home, they get on the computer 124 00:11:05,179 --> 00:11:06,679 they start learning things 125 00:11:06,679 --> 00:11:11,559 Piensa en eso, porque eso es lo que está sucediendo. 126 00:11:12,559 --> 00:11:16,039 Otro ejemplo, algo llamado edupunk, 127 00:11:17,320 --> 00:11:20,240 soñado por un amigo mío llamado Jim Groom, 128 00:11:20,700 --> 00:11:27,399 y es la idea de la educación no como una orquestra 129 00:11:27,399 --> 00:11:34,899 bien planeada de escritos y rutinas y contenido y presentación, 130 00:11:34,899 --> 00:11:37,279 but four people 131 00:11:37,279 --> 00:11:38,659 just getting together 132 00:11:38,659 --> 00:11:41,019 can barely use the instruments 133 00:11:41,019 --> 00:11:42,860 they're playing, do not 134 00:11:42,860 --> 00:11:44,399 actually know how to sing 135 00:11:44,399 --> 00:11:46,639 and yet still making music 136 00:11:46,639 --> 00:11:48,340 only 137 00:11:48,340 --> 00:11:49,759 in education 138 00:11:49,759 --> 00:11:53,000 and you might be thinking, none of this can possibly 139 00:11:53,000 --> 00:11:54,600 work and yet it does 140 00:11:54,600 --> 00:11:57,889 some people say 141 00:11:57,889 --> 00:11:59,970 well, yeah but look at you 142 00:11:59,970 --> 00:12:01,289 you're special 143 00:12:01,289 --> 00:12:03,029 and I think, yeah, nice 144 00:12:03,029 --> 00:12:05,889 no, they say 145 00:12:05,889 --> 00:12:23,570 Puedes enseñarte a ti mismo, tienes esta habilidad especial que te permite enseñarte a ti mismo, pero la mayoría de las personas no pueden hacer eso, la mayoría de las personas necesitan dirección, a la que yo digo, no, eso no es verdad. 146 00:12:23,570 --> 00:12:27,590 Everybody can manage their own learning 147 00:12:27,590 --> 00:12:31,350 And indeed, mostly, everybody does 148 00:12:31,350 --> 00:12:33,029 Once they get outside school 149 00:12:33,029 --> 00:12:35,330 They teach themselves to drive 150 00:12:35,330 --> 00:12:38,009 They teach themselves how to play video games 151 00:12:38,009 --> 00:12:41,169 They learn how to, oh, I don't know 152 00:12:41,169 --> 00:12:43,110 Make food in the kitchen 153 00:12:43,110 --> 00:12:45,549 Buy groceries at the grocery store 154 00:12:45,549 --> 00:12:46,970 All kinds of things 155 00:12:46,970 --> 00:12:50,929 They learn to speak before they even get to school 156 00:12:50,929 --> 00:12:56,850 No, no son solo personas especiales las que pueden aprender para crear su propia aprendizaje. 157 00:12:56,970 --> 00:12:58,070 Y ese es un punto muy importante. 158 00:13:00,899 --> 00:13:07,639 Entonces, como profesores, ¿qué valoráis en vuestros estudiantes? 159 00:13:08,840 --> 00:13:10,259 ¿Cuestiones para preguntar? 160 00:13:10,779 --> 00:13:13,059 ¿Encorrida la creatividad? 161 00:13:13,700 --> 00:13:16,220 ¿Aloja a los estudiantes a cambiar las reglas? 162 00:13:16,299 --> 00:13:19,480 No solo las reglas fáciles, sino las reglas realmente importantes. 163 00:13:19,480 --> 00:13:26,299 ¿Pueden los estudiantes encontrar sus propios recursos en lugar de los que les están ofreciendo en la clase? 164 00:13:27,200 --> 00:13:34,039 ¿Respetan, y quiero decir, realmente respetan las opiniones de sus estudiantes, no importa a qué estudiante les están dando? 165 00:13:35,419 --> 00:13:41,639 ¿Modelan o demostran innovación y creatividad en su clase? 166 00:13:41,639 --> 00:13:54,779 Do you recognize in your classroom multiple points of view, multiple perspectives, even on the points on which there can be no debate, no dispute? 167 00:13:56,200 --> 00:14:00,500 Do your students want to be like you? 168 00:14:02,360 --> 00:14:09,279 As you can probably gather from the leading questions that I'm asking, the answer should be yes, 169 00:14:09,279 --> 00:14:11,379 but I think maybe 170 00:14:11,379 --> 00:14:12,379 it might not be 171 00:14:12,379 --> 00:14:15,259 and that's part of what I'm trying 172 00:14:15,259 --> 00:14:16,740 to speak to you about today 173 00:14:16,740 --> 00:14:21,820 ok, I just came up with this yesterday 174 00:14:21,820 --> 00:14:23,700 I don't know if this is a good slogan 175 00:14:23,700 --> 00:14:27,049 you can tell me 176 00:14:27,049 --> 00:14:29,389 it takes just 177 00:14:29,389 --> 00:14:31,269 one key to open 178 00:14:31,269 --> 00:14:33,289 a door, and you can be 179 00:14:33,289 --> 00:14:34,970 that key if you want to be 180 00:14:34,970 --> 00:14:37,230 alright, audience 181 00:14:37,230 --> 00:14:39,269 feedback segment, is that 182 00:14:39,269 --> 00:14:41,350 a good slogan or should I abandon 183 00:14:41,350 --> 00:14:41,950 it here 184 00:14:41,950 --> 00:14:55,730 ¿Buen slogan? Abandonar aquí. Volumes de participación flotando a través de la habitación. 185 00:14:59,960 --> 00:15:06,279 Bien, ese es el descanso. Eso es simplemente hackar el sistema de educación tradicional. 186 00:15:07,279 --> 00:15:13,779 ¿Qué tal si es sobre lo que quiero hacer? 187 00:15:13,779 --> 00:15:17,200 Imagine telling your students 188 00:15:17,200 --> 00:15:18,679 that today's lesson will be 189 00:15:18,679 --> 00:15:19,840 whatever you want to do 190 00:15:19,840 --> 00:15:23,179 and it's an interesting 191 00:15:23,179 --> 00:15:24,500 problem because 192 00:15:24,500 --> 00:15:26,799 for many students I don't mean 193 00:15:26,799 --> 00:15:27,620 video games 194 00:15:27,620 --> 00:15:31,379 I look back 195 00:15:31,379 --> 00:15:32,679 on my own experience 196 00:15:32,679 --> 00:15:35,320 even in college and university 197 00:15:35,320 --> 00:15:37,919 I personally 198 00:15:37,919 --> 00:15:39,340 was never actually 199 00:15:39,340 --> 00:15:40,679 interested in learning 200 00:15:40,679 --> 00:15:41,840 content 201 00:15:41,840 --> 00:15:50,399 I know that there were things that teachers were trying very hard to get me to remember. 202 00:15:51,840 --> 00:15:54,419 And that was never important to me. 203 00:15:55,559 --> 00:16:04,279 For me, and maybe I'm selfish, but for me, learning was always about whatever I wanted to do. 204 00:16:04,659 --> 00:16:07,000 What sort of things I wanted to do. 205 00:16:08,200 --> 00:16:10,379 Let me expand on that a little bit. 206 00:16:10,379 --> 00:16:14,519 I studied trigonometry 207 00:16:14,519 --> 00:16:17,539 I think it was four times 208 00:16:17,539 --> 00:16:18,820 same lessons 209 00:16:18,820 --> 00:16:21,120 first time was in high school 210 00:16:21,120 --> 00:16:22,440 I studied trigonometry 211 00:16:22,440 --> 00:16:25,799 and it went in here and out here 212 00:16:25,799 --> 00:16:27,600 and I forgot it the next day 213 00:16:27,600 --> 00:16:28,980 I barely passed 214 00:16:28,980 --> 00:16:32,539 then I was in a computer science program 215 00:16:32,539 --> 00:16:33,460 first year only 216 00:16:33,460 --> 00:16:36,299 in college I studied trigonometry 217 00:16:36,299 --> 00:16:40,779 in, out, barely past 218 00:16:40,779 --> 00:16:43,500 I went to university 219 00:16:43,500 --> 00:16:45,419 and they said 220 00:16:45,419 --> 00:16:47,419 you need remedial math 221 00:16:47,419 --> 00:16:50,000 and one of the things you have to study 222 00:16:50,000 --> 00:16:51,139 is trigonometry 223 00:16:51,139 --> 00:16:53,960 so I studied trigonometry 224 00:16:53,960 --> 00:16:54,940 yet again 225 00:16:54,940 --> 00:16:59,100 in, out, barely past 226 00:16:59,100 --> 00:17:01,440 get the picture 227 00:17:01,440 --> 00:17:04,779 but on my own time 228 00:17:04,779 --> 00:17:09,420 I had bought a computer 229 00:17:09,420 --> 00:17:11,920 I had bought a copy 230 00:17:11,920 --> 00:17:13,339 of Fortran 231 00:17:13,339 --> 00:17:15,380 or sorry, Borland 232 00:17:15,380 --> 00:17:16,799 Turbo C 233 00:17:16,799 --> 00:17:19,660 installed it, that's for 234 00:17:19,660 --> 00:17:21,660 if you don't know, that's a tool that 235 00:17:21,660 --> 00:17:23,420 allows you to write software programs 236 00:17:23,420 --> 00:17:25,839 I wanted to build the ultimate 237 00:17:25,839 --> 00:17:27,079 Star Trek game 238 00:17:27,079 --> 00:17:28,660 I still do 239 00:17:28,660 --> 00:17:31,279 some things never leave you 240 00:17:31,279 --> 00:17:33,819 and one of the things 241 00:17:33,819 --> 00:17:34,759 I wanted to do 242 00:17:34,759 --> 00:17:37,680 in my ultimate Star Trek game 243 00:17:37,680 --> 00:17:39,240 is rotate a cube 244 00:17:39,240 --> 00:17:41,140 on the screen 245 00:17:41,140 --> 00:17:41,980 just like the Borg 246 00:17:41,980 --> 00:17:44,880 you know what I needed 247 00:17:44,880 --> 00:17:47,140 in order to learn how to rotate a cube 248 00:17:47,140 --> 00:17:48,019 on a screen 249 00:17:48,019 --> 00:17:51,140 trigonometry 250 00:17:51,140 --> 00:17:53,819 so I found 251 00:17:53,819 --> 00:17:55,380 my old trigonometry 252 00:17:55,380 --> 00:17:57,420 textbook, it was red 253 00:17:57,420 --> 00:17:59,460 opened it up 254 00:17:59,460 --> 00:18:01,460 to the first page of trigonometry 255 00:18:01,460 --> 00:18:03,140 sat down 256 00:18:03,140 --> 00:18:07,119 figured out the equations that I needed, coded the equations, 257 00:18:07,380 --> 00:18:10,319 and successfully rotated a cube on a computer screen. 258 00:18:11,359 --> 00:18:16,559 It's about what I wanted to do, not about what somebody wanted me to learn. 259 00:18:17,519 --> 00:18:22,680 That was an experience that said a lot to me, and it's an example I've used over the years. 260 00:18:25,490 --> 00:18:31,890 There's an educational philosophy by a guy called Seymour Papert, pictured there. 261 00:18:31,890 --> 00:18:35,410 He's the one in the picture, not the one drawing the picture. 262 00:18:35,829 --> 00:18:36,769 I think that's a turtle. 263 00:18:39,829 --> 00:18:46,009 Constructionism is basically the idea that you learn by creating things, 264 00:18:46,109 --> 00:18:48,869 by making things, by constructing things. 265 00:18:49,650 --> 00:18:53,049 Here's an example where students are learning robotics 266 00:18:53,049 --> 00:18:57,369 by learning how to program robots made out of Legos. 267 00:18:58,470 --> 00:18:59,269 It's interesting. 268 00:18:59,269 --> 00:19:01,470 You take something like Legos, 269 00:19:01,470 --> 00:19:08,990 You put it in a pile in the middle of the floor and you put your kids beside the pile of Legos and they start making things, just on their own. 270 00:19:09,650 --> 00:19:12,089 You don't even need to motivate them, they just do it. 271 00:19:12,910 --> 00:19:21,470 So Papert said, this sort of thing that people really like to do is also really helpful for helping people learn. 272 00:19:24,329 --> 00:19:30,569 So there's a whole philosophy behind the idea of making things in school. 273 00:19:30,569 --> 00:19:37,450 Y estoy seguro de que lo han visto en otras presentaciones. 274 00:19:39,430 --> 00:19:44,009 Había alguien hablando, estaba hablando con ella antes sobre Minecraft. 275 00:19:45,970 --> 00:19:48,710 Y Minecraft es una herramienta para hacer cosas. 276 00:19:48,829 --> 00:19:52,410 Es como un regalo de reversión, un regalo de reversión digital. 277 00:19:53,309 --> 00:19:57,319 Ahora, tomemos eso un paso más lejos. 278 00:19:57,319 --> 00:20:12,400 Ahora, hay una charla sobre aplicar esto más ampliamente. Imagina preguntar a un estudiante prospectivo, no, ¿qué desea estudiar? ¿Qué temas desea estudiar? 279 00:20:12,880 --> 00:20:20,400 Pero, en realidad, ¿qué te gustaría hacer? ¿Qué te gustaría poder hacer? Algunas respuestas posibles. 280 00:20:20,400 --> 00:20:23,160 This is from the paper that I quote here. 281 00:20:23,819 --> 00:20:25,500 I would like to make a porcelain cup. 282 00:20:25,819 --> 00:20:27,720 I would like to make a cure for cancer. 283 00:20:28,579 --> 00:20:31,599 I would like to make someone feel less anxious and alone. 284 00:20:32,079 --> 00:20:34,099 I would like to make a computer game. 285 00:20:35,579 --> 00:20:39,980 I would like to make a solution to homelessness in my town. 286 00:20:40,839 --> 00:20:44,519 All of the different answers that people might give. 287 00:20:44,660 --> 00:20:46,480 And, you know, you sort of sit there and you think, 288 00:20:46,480 --> 00:20:51,779 Bueno, el currículum no puede possibly encompass all of that, and it's true. 289 00:20:52,480 --> 00:20:53,880 And it's funny, isn't it? 290 00:20:54,079 --> 00:21:03,519 We take a traditional curriculum and impose that instead of having people make the things that they want to make. 291 00:21:04,380 --> 00:21:04,859 It's funny. 292 00:21:07,970 --> 00:21:09,069 What do I do? 293 00:21:09,069 --> 00:21:18,529 Well, my job as a researcher, and actually every job that I've ever had, really is four kinds of making things. 294 00:21:18,529 --> 00:21:27,250 I make philosophy, I make computer programs, I make educational programs, I'll talk about that in a little bit, 295 00:21:27,950 --> 00:21:36,630 and I make journalism, it's kind of awkward, I make newspapers and articles and newsletters and things like that. 296 00:21:37,230 --> 00:21:44,710 My work focuses around on what I make, not what I know, not my knowledge. 297 00:21:44,710 --> 00:21:54,049 Si no pudiera hacer una presentación para ustedes, probablemente no hubiera sido invitado a hablar. 298 00:21:54,589 --> 00:22:02,470 No importa lo inteligente que fuera, si no pudiera hacer algo con ello, no importaría lo que sabía. 299 00:22:04,970 --> 00:22:12,309 Para mí, mi trabajo, mi aprendizaje, mi investigación son inseparables de mi creación. 300 00:22:12,309 --> 00:22:18,349 Y creo que eso es probablemente verdad, si piensas en ello, para la mayoría de las personas. 301 00:22:19,369 --> 00:22:23,609 ¿Qué haces en tu vida, en tu vida profesional y en tu vida personal? 302 00:22:24,230 --> 00:22:26,529 ¿Sitas ahí y sabes cosas? 303 00:22:27,089 --> 00:22:31,099 Esto es yo sabiendo cosas. 304 00:22:33,180 --> 00:22:34,599 Ok, suficiente sabiendo. 305 00:22:35,480 --> 00:22:38,319 Ayer hice una colección de fotografías de Madrid. 306 00:22:38,319 --> 00:22:41,180 Como dices, es todo lo mismo para mí. 307 00:22:41,180 --> 00:22:48,460 Taking photos, making a presentation, doing research, writing a computer program, it's all the same thing. 308 00:22:51,660 --> 00:22:58,460 Now, while I'm talking here, I just want to give attention to and say thank you to the sign language interpreter, 309 00:22:59,019 --> 00:23:03,819 whose work I very much appreciate as part of this presentation. Thank you. 310 00:23:14,849 --> 00:23:20,829 Now, you're probably thinking, wait a second, you promised to talk about online learning. 311 00:23:20,829 --> 00:23:24,109 and we haven't had 312 00:23:24,109 --> 00:23:25,910 anything about online learning so far 313 00:23:25,910 --> 00:23:27,950 and 314 00:23:27,950 --> 00:23:29,869 maybe you're beginning to feel a bit 315 00:23:29,869 --> 00:23:30,329 cheated 316 00:23:30,329 --> 00:23:34,009 I explained to 317 00:23:34,009 --> 00:23:36,130 the organizers, I could have come in here 318 00:23:36,130 --> 00:23:37,869 and started talking about 319 00:23:37,869 --> 00:23:39,690 artificial intelligence and 320 00:23:39,690 --> 00:23:40,349 blockchain 321 00:23:40,349 --> 00:23:44,329 maybe a little robotics for fun 322 00:23:44,329 --> 00:23:47,529 perhaps some 323 00:23:47,529 --> 00:23:50,150 federated communication systems 324 00:23:50,150 --> 00:23:53,349 probablemente no hubiera sido muy relevante. 325 00:23:54,289 --> 00:23:57,049 Pero no hubiera sido el punto principal de todos. 326 00:23:57,710 --> 00:24:01,109 Todo esto que he estado hablando hasta ahora 327 00:24:01,109 --> 00:24:03,569 es sobre el aprendizaje online. 328 00:24:04,670 --> 00:24:09,109 Y para mí, el gran cambio que ocurrió 329 00:24:09,109 --> 00:24:11,410 cuando fui desde el aprendizaje tradicional, 330 00:24:11,410 --> 00:24:14,869 incluso el aprendizaje tradicional que estaba hackeando todo el tiempo 331 00:24:14,869 --> 00:24:18,730 al aprendizaje online, es que todas estas cosas, 332 00:24:18,730 --> 00:24:24,670 Hacking, learning, making things became much easier, much more possible. 333 00:24:24,829 --> 00:24:31,009 They became real, live, viable possibilities for me. 334 00:24:32,490 --> 00:24:35,609 And in online learning, it's about what we can do online. 335 00:24:36,369 --> 00:24:37,970 It doesn't matter what we do. 336 00:24:38,390 --> 00:24:41,569 Take a picture, make a presentation, write a blog post, design a game. 337 00:24:41,829 --> 00:24:43,049 Sorry, that was a challenge for her. 338 00:24:44,710 --> 00:24:46,130 It doesn't matter. 339 00:24:48,730 --> 00:24:53,529 Oh, that kind of leaves us in a hard place to go, right? 340 00:24:54,869 --> 00:24:59,069 If it's anything, then what is it? 341 00:25:02,599 --> 00:25:04,579 Oh, that's not how that slide should look. 342 00:25:06,339 --> 00:25:11,890 Oh, I guess it is. 343 00:25:12,849 --> 00:25:15,470 I have another copy running on my computer here. 344 00:25:16,509 --> 00:25:18,269 Just to check them to be sure. 345 00:25:18,829 --> 00:25:19,069 Okay. 346 00:25:20,130 --> 00:25:21,670 Oh yeah, that is how it's supposed to look. 347 00:25:21,750 --> 00:25:22,150 Never mind. 348 00:25:22,150 --> 00:25:26,269 I also sometimes talk to myself 349 00:25:26,269 --> 00:25:29,569 sometimes in not the best situation 350 00:25:29,569 --> 00:25:31,369 ok 351 00:25:31,369 --> 00:25:34,349 this is the third section of the talk 352 00:25:34,349 --> 00:25:36,490 we're at 4.51 353 00:25:36,490 --> 00:25:38,930 I've got 25 minutes to go 354 00:25:38,930 --> 00:25:40,990 unless I'm wrong 355 00:25:40,990 --> 00:25:42,430 if I'm wrong tell me 356 00:25:42,430 --> 00:25:44,650 because all I've got up here are zeros 357 00:25:44,650 --> 00:25:47,609 ok 358 00:25:47,609 --> 00:25:52,069 this is the most important part of the talk 359 00:25:52,069 --> 00:26:02,440 The secret weapons for the online learner are logic and language 360 00:26:02,440 --> 00:26:06,299 For those of you working in language or working in bilingual schools 361 00:26:06,299 --> 00:26:08,240 That should be very welcome news 362 00:26:08,240 --> 00:26:10,259 But it's true 363 00:26:10,259 --> 00:26:12,619 And I'll explain what I mean 364 00:26:12,619 --> 00:26:20,420 By logic, I mean four major areas of endeavor 365 00:26:20,420 --> 00:26:23,220 descripción 366 00:26:23,220 --> 00:26:25,599 which might include 367 00:26:25,599 --> 00:26:26,839 talking about properties 368 00:26:26,839 --> 00:26:28,960 or relations of things 369 00:26:28,960 --> 00:26:31,180 or even values of things 370 00:26:31,180 --> 00:26:32,740 definition 371 00:26:32,740 --> 00:26:34,960 maybe definite descriptions 372 00:26:34,960 --> 00:26:37,859 maybe ostensive definitions 373 00:26:37,859 --> 00:26:40,099 the domain of a definition 374 00:26:40,099 --> 00:26:41,599 argument 375 00:26:41,599 --> 00:26:43,920 which is convincing 376 00:26:43,920 --> 00:26:45,920 somebody that something is true 377 00:26:45,920 --> 00:26:47,960 maybe inductive 378 00:26:47,960 --> 00:26:49,859 arguments, deductive arguments 379 00:26:49,859 --> 00:26:51,779 or the cornerstone of 380 00:26:51,779 --> 00:26:53,920 explanations, abductive arguments 381 00:26:53,920 --> 00:26:55,519 and finally 382 00:26:55,519 --> 00:26:56,599 explanation 383 00:26:56,599 --> 00:26:59,380 these four things 384 00:26:59,380 --> 00:27:00,819 are at the core 385 00:27:00,819 --> 00:27:03,619 of all of logic 386 00:27:03,619 --> 00:27:05,799 if you know how to do all these 387 00:27:05,799 --> 00:27:07,920 four things and do them at an advanced level 388 00:27:07,920 --> 00:27:09,960 you have a secret 389 00:27:09,960 --> 00:27:13,900 weapon, interesting 390 00:27:13,900 --> 00:27:15,140 it's not on the curriculum 391 00:27:15,140 --> 00:27:17,819 well math is on the curriculum 392 00:27:17,819 --> 00:27:19,819 oh it didn't advance 393 00:27:19,819 --> 00:27:22,019 There we go. I'm sorry about that. 394 00:27:22,960 --> 00:27:23,980 So there are the four. 395 00:27:24,759 --> 00:27:27,779 Description, definition, argument, and explanation. 396 00:27:28,700 --> 00:27:34,279 Math is there in its proper place as part of logic. 397 00:27:38,200 --> 00:27:39,380 Then language. 398 00:27:41,200 --> 00:27:45,420 And, you know, I mean, I could define language in various different ways. 399 00:27:45,519 --> 00:27:46,400 I did it this way. 400 00:27:46,400 --> 00:27:48,339 sintax 401 00:27:48,339 --> 00:27:49,900 not just 402 00:27:49,900 --> 00:27:52,140 general principles 403 00:27:52,140 --> 00:27:53,799 or rules of grammar 404 00:27:53,799 --> 00:27:56,059 but anything that involves 405 00:27:56,059 --> 00:27:58,619 patterns, rules, similarities 406 00:27:58,619 --> 00:27:59,880 generalizations 407 00:27:59,880 --> 00:28:02,539 finding the structure of things 408 00:28:02,539 --> 00:28:04,119 semantics 409 00:28:04,119 --> 00:28:05,960 not just truth 410 00:28:05,960 --> 00:28:07,259 although truth matters 411 00:28:07,259 --> 00:28:09,980 but meaning, values 412 00:28:09,980 --> 00:28:11,839 plausibility 413 00:28:11,839 --> 00:28:13,440 relevance 414 00:28:13,440 --> 00:28:16,000 whoops, too far 415 00:28:16,000 --> 00:28:18,180 too fast, too long 416 00:28:18,180 --> 00:28:19,900 use 417 00:28:19,900 --> 00:28:21,980 how we 418 00:28:21,980 --> 00:28:22,759 apply things 419 00:28:22,759 --> 00:28:26,160 what the utility of a thing is 420 00:28:26,160 --> 00:28:28,019 cases where knowledge 421 00:28:28,019 --> 00:28:30,039 is used and then finally context 422 00:28:30,039 --> 00:28:31,180 the environment 423 00:28:31,180 --> 00:28:33,680 in which whatever it is we're doing 424 00:28:33,680 --> 00:28:34,519 takes place 425 00:28:34,519 --> 00:28:36,839 these are the secret weapons 426 00:28:36,839 --> 00:28:38,240 these 427 00:28:38,240 --> 00:28:41,160 eight elements all together 428 00:28:41,160 --> 00:28:43,579 and we can organize them and combine 429 00:28:43,579 --> 00:28:45,380 them differently, it doesn't matter 430 00:28:45,380 --> 00:28:46,539 or how we organize them. 431 00:28:47,500 --> 00:28:49,900 These form the process, 432 00:28:50,619 --> 00:28:52,319 not the content. 433 00:28:53,359 --> 00:28:55,200 These are the secret weapons 434 00:28:55,200 --> 00:28:56,500 for the online learner. 435 00:28:56,500 --> 00:28:59,700 This is what helps them succeed 436 00:28:59,700 --> 00:29:01,339 as an online learner 437 00:29:01,339 --> 00:29:03,480 and this is what they learn 438 00:29:03,480 --> 00:29:06,019 from learning online. 439 00:29:08,319 --> 00:29:10,420 I could spend the next year 440 00:29:10,420 --> 00:29:11,539 talking about that. 441 00:29:12,920 --> 00:29:14,759 Instead, I'll point you to something 442 00:29:14,759 --> 00:29:16,259 I did a few years ago. 443 00:29:16,880 --> 00:29:18,940 llamado 444 00:29:18,940 --> 00:29:20,720 Speaking in Lolcats 445 00:29:20,720 --> 00:29:22,579 porque cuando piensas 446 00:29:22,579 --> 00:29:24,000 sobre estas ocho cosas 447 00:29:24,000 --> 00:29:26,640 las encontrarás en todos lados 448 00:29:26,640 --> 00:29:27,980 en todos lados que mires 449 00:29:27,980 --> 00:29:30,079 si vas a internet 450 00:29:30,079 --> 00:29:32,319 ves memes en internet 451 00:29:32,319 --> 00:29:33,420 o bailes de TikTok 452 00:29:33,420 --> 00:29:35,519 no bailaré, está bien 453 00:29:35,519 --> 00:29:38,799 estos son 454 00:29:38,799 --> 00:29:40,019 estos patrones 455 00:29:40,019 --> 00:29:41,660 estas armas secretas 456 00:29:41,660 --> 00:29:43,759 que se usan naturalmente 457 00:29:43,759 --> 00:29:46,059 por los estudiantes, naturalmente por la gente 458 00:29:46,059 --> 00:29:48,839 without being trained how to do them. 459 00:29:49,640 --> 00:29:50,160 It's funny. 460 00:29:52,059 --> 00:29:55,079 A meme, like a lolcat, for example, 461 00:29:55,420 --> 00:29:57,380 is a combination of a picture 462 00:29:57,380 --> 00:30:02,740 and some words organized in a special way. 463 00:30:02,819 --> 00:30:05,660 And there's a link there, how to speak lolcat. 464 00:30:06,380 --> 00:30:09,740 It's a whole system of speaking 465 00:30:09,740 --> 00:30:11,759 that people developed on their own. 466 00:30:11,759 --> 00:30:14,660 And you can learn about it following that link. 467 00:30:14,660 --> 00:30:24,789 These are the tools, these eight things, of learning when the content does not matter. 468 00:30:25,170 --> 00:30:32,390 So if it doesn't matter what you want to do, these are the things that will help you do what you want to do. 469 00:30:33,769 --> 00:30:38,109 They're also the tools of science and research as well. 470 00:30:38,230 --> 00:30:44,549 They form the core of human cognitive processes. 471 00:30:44,549 --> 00:31:06,150 And I think we recognize that. I think that as teachers we know how important these things are, even though it's really hard to sit students in a room for eight hours and teach them about logic and argument and mathematics and writing and grammar and stuff like that. 472 00:31:06,150 --> 00:31:34,759 Espera un momento, ¿yo solo dije que el contenido no importa? Lo dije, y lo quiero decir. El contenido no importa. Ahora, no hay un pequeño número de personas que dicen, no, no, no, no, tienes que tener conocimiento de contenido. No puedes aprender a hacer nada sin conocimiento de contenido. 473 00:31:34,759 --> 00:31:56,420 Bueno, necesitas algún contenido. Si estás hablando con un amigo, vas a estar hablando de algo, no de nada, pero no importa lo que estés hablando, todavía estás usando las reglas de la lengua, las reglas de la lógica, etc. 474 00:31:56,420 --> 00:32:04,859 Lo que es importante aquí, y lo que encontramos, especialmente en el mundo digital de hoy, es que el contenido está cambiando todo el tiempo. 475 00:32:05,960 --> 00:32:13,319 Pueden pensar que es realmente importante que sus estudiantes aprendan sobre el Turbo C de Borland. 476 00:32:13,319 --> 00:32:22,859 Fue clave para mí en aprender a programar, pero aquí estoy hoy. ¿Cuántos de ustedes han escuchado de Turbo C de Borland? 477 00:32:22,859 --> 00:32:30,440 1, 2, 3, 4, 5 478 00:32:30,440 --> 00:32:32,700 bien para ustedes 479 00:32:32,700 --> 00:32:36,460 su escuela antigua 480 00:32:36,460 --> 00:32:38,880 para el resto 481 00:32:38,880 --> 00:32:41,160 nadie aprende Turbo C 482 00:32:41,160 --> 00:32:41,640 más 483 00:32:41,640 --> 00:32:43,779 imagínense en mi slide 484 00:32:43,779 --> 00:32:45,759 cuántos de ustedes reconocen lo que es 485 00:32:45,759 --> 00:32:50,619 eso es lo que me enseñaron 486 00:32:50,619 --> 00:32:54,099 fue la planeta Pluto 487 00:32:54,099 --> 00:32:57,539 my favorite planet 488 00:32:57,539 --> 00:32:59,640 still a planet 489 00:32:59,640 --> 00:33:00,599 dang it 490 00:33:00,599 --> 00:33:06,549 it doesn't matter which content 491 00:33:06,549 --> 00:33:07,309 you're using 492 00:33:07,309 --> 00:33:10,670 it doesn't matter whether you're talking 493 00:33:10,670 --> 00:33:12,349 about this subject area 494 00:33:12,349 --> 00:33:13,509 that subject area 495 00:33:13,509 --> 00:33:16,529 whether it's biochemistry or physics 496 00:33:16,529 --> 00:33:18,930 or how to cook a pot roast 497 00:33:18,930 --> 00:33:20,410 it doesn't matter 498 00:33:20,410 --> 00:33:22,809 the same secrets 499 00:33:22,809 --> 00:33:24,170 still apply 500 00:33:24,170 --> 00:33:26,190 the structure, the patterns 501 00:33:26,190 --> 00:33:27,849 the meaning, the value. 502 00:33:28,009 --> 00:33:29,049 Think about pot roast. 503 00:33:29,130 --> 00:33:31,210 You don't usually think about pot roast. 504 00:33:31,710 --> 00:33:33,630 It's a traditional Canadian dish. 505 00:33:34,250 --> 00:33:35,289 It's a lovely dish. 506 00:33:36,630 --> 00:33:38,289 You follow a recipe, 507 00:33:38,970 --> 00:33:40,730 which is a list of operations 508 00:33:40,730 --> 00:33:42,150 or rules or methods. 509 00:33:43,329 --> 00:33:45,230 So if you're good at following rules 510 00:33:45,230 --> 00:33:46,569 or instructions or methods, 511 00:33:47,009 --> 00:33:49,869 you can actually successfully cook a pot roast 512 00:33:49,869 --> 00:33:51,690 without ever having done it before 513 00:33:51,690 --> 00:33:53,450 or even been shown how to do it. 514 00:33:56,190 --> 00:34:02,289 And it's also about values. Why would you want to cook a pot roast? When is it appropriate to cook a pot roast? 515 00:34:02,410 --> 00:34:06,369 Hint, probably on a Sunday, not on a hot summer day. 516 00:34:08,829 --> 00:34:11,250 The rules of logic and language still apply. 517 00:34:12,369 --> 00:34:15,349 And that is key to learning online. 518 00:34:15,630 --> 00:34:21,550 Online, you can learn about anything, instantly. 519 00:34:21,550 --> 00:34:28,969 When I was preparing these slides, and I prepared them in my hotel room yesterday, 520 00:34:29,849 --> 00:34:31,889 because I like to do things ahead of time, 521 00:34:33,650 --> 00:34:39,670 I learned how to, like normally you see Pluto, it's in space, and space is black. 522 00:34:40,309 --> 00:34:44,429 But then I would have had a big black square on my slide and it would have looked ugly. 523 00:34:45,369 --> 00:34:49,869 So I looked up how to remove the black and convert it to white. 524 00:34:49,869 --> 00:34:56,369 I looked it up, figured it out, actually did this in about 30 seconds. 525 00:34:57,349 --> 00:35:00,329 Now, I could have been taught in the classroom, I suppose. 526 00:35:00,769 --> 00:35:04,630 They could have done a full class session on changing your background, 527 00:35:04,809 --> 00:35:06,789 but I could learn it online in 30 seconds. 528 00:35:08,130 --> 00:35:10,789 When I came here today, I took a taxi. 529 00:35:11,530 --> 00:35:12,630 Yeah, I know, luxury. 530 00:35:15,070 --> 00:35:16,630 I got into the taxi. 531 00:35:17,769 --> 00:35:19,869 The driver asked me, where are you going? 532 00:35:19,869 --> 00:35:21,349 He asked me in Spanish. 533 00:35:21,369 --> 00:35:24,369 I didn't understand, but I figured that's what he was asking me. 534 00:35:25,150 --> 00:35:32,829 And I said, Iskulia, what was it, Iskulia Eskala, am I close? 535 00:35:36,960 --> 00:35:40,659 Sorry? That's it. 536 00:35:41,000 --> 00:35:43,039 Oh, right, Suedad, yes. 537 00:35:43,679 --> 00:35:48,619 So anyhow, I said it, and he didn't understand me, so I told him. 538 00:35:49,039 --> 00:35:54,179 He took out his phone, he said into his phone, Suedad Eskala. 539 00:35:54,179 --> 00:35:58,179 su teléfono le dio direcciones 540 00:35:58,179 --> 00:36:00,079 sobre dónde encontrarlo y dónde dejarlo 541 00:36:00,079 --> 00:36:04,179 y eso es muy diferente 542 00:36:04,179 --> 00:36:06,960 de conducir un taxi incluso 10 años atrás 543 00:36:06,960 --> 00:36:09,619 cuando tenías que tener una mapa en tu cabeza 544 00:36:09,619 --> 00:36:10,940 de dónde estaba todo 545 00:36:10,940 --> 00:36:14,460 ahora no necesitas saber, solo pones tu teléfono 546 00:36:14,460 --> 00:36:16,579 ahora la gente puede decir, bueno, sí 547 00:36:16,579 --> 00:36:21,159 pero eso significa que no sabes dónde está todo 548 00:36:21,159 --> 00:36:22,840 sí, eso es verdad 549 00:36:22,840 --> 00:36:26,619 and what if your phone breaks? 550 00:36:27,199 --> 00:36:29,960 Well, if it breaks on your first day, you're in trouble. 551 00:36:30,219 --> 00:36:31,519 You admit that. 552 00:36:32,320 --> 00:36:36,900 But after you've been using your phone to find places for a while, 553 00:36:36,900 --> 00:36:39,679 you begin to recognize where they are 554 00:36:39,679 --> 00:36:42,900 and you don't need to look them up on the phone anymore. 555 00:36:43,039 --> 00:36:47,300 I mean, how many times do you have to look Prado up on your phone? 556 00:36:48,360 --> 00:36:50,760 You'll probably figure out where it is by now. 557 00:36:50,760 --> 00:36:53,380 You don't have to be taught 558 00:36:53,380 --> 00:36:55,340 There's no class 559 00:36:55,340 --> 00:36:56,280 Where is Prado? 560 00:36:57,539 --> 00:36:59,019 You learn it 561 00:36:59,019 --> 00:37:01,079 By using the tool 562 00:37:01,079 --> 00:37:03,219 That helps you find out 563 00:37:03,219 --> 00:37:05,099 What it is in the course 564 00:37:05,099 --> 00:37:06,440 Of doing something 565 00:37:06,440 --> 00:37:09,159 And that's how we learn online 566 00:37:09,159 --> 00:37:12,119 Very different 567 00:37:12,119 --> 00:37:16,300 Put down all my tools 568 00:37:16,300 --> 00:37:20,219 It's the 569 00:37:20,219 --> 00:37:22,820 Again another one of these things I'm trying 570 00:37:22,820 --> 00:37:24,519 The Pragmatic 571 00:37:24,519 --> 00:37:26,480 Pièce de Résistance 572 00:37:26,480 --> 00:37:28,500 That's the token French 573 00:37:28,500 --> 00:37:29,300 for this session 574 00:37:29,300 --> 00:37:32,880 Nobody cares about what you know 575 00:37:32,880 --> 00:37:34,579 Trust me 576 00:37:34,579 --> 00:37:37,019 They care about what you can do 577 00:37:37,019 --> 00:37:38,099 what you can make 578 00:37:38,099 --> 00:37:40,760 and to a lesser extent what you did 579 00:37:40,760 --> 00:37:43,179 but mostly it's about what can you do 580 00:37:43,179 --> 00:37:44,500 now and in the future 581 00:37:44,500 --> 00:37:49,219 So that brings us to experts 582 00:37:49,219 --> 00:37:52,610 Learning from experts 583 00:37:52,610 --> 00:37:54,829 and this is one of the big 584 00:37:54,829 --> 00:37:56,869 Advantages of learning online is that we 585 00:37:56,869 --> 00:37:59,030 Actually can learn from experts 586 00:37:59,030 --> 00:38:01,090 It's a wonderful thing 587 00:38:01,090 --> 00:38:03,090 But the problem is 588 00:38:03,090 --> 00:38:04,530 And I know this 589 00:38:04,530 --> 00:38:07,210 Experts are terrible teachers 590 00:38:07,210 --> 00:38:09,269 That's an expert 591 00:38:09,269 --> 00:38:10,849 Teaching advanced physics 592 00:38:10,849 --> 00:38:12,130 How fun does that look 593 00:38:12,130 --> 00:38:14,969 They don't even 594 00:38:14,969 --> 00:38:17,090 Speak the same language you do 595 00:38:17,090 --> 00:38:19,250 And I'm not talking about English 596 00:38:19,250 --> 00:38:20,889 French or Spanish 597 00:38:20,889 --> 00:38:23,489 I'm talking about, in this case 598 00:38:23,489 --> 00:38:25,809 the advanced language of physics, 599 00:38:26,570 --> 00:38:29,150 tensors, vector spaces, etc. 600 00:38:30,309 --> 00:38:32,449 Language that, especially as a beginner, 601 00:38:32,769 --> 00:38:33,829 you don't know. 602 00:38:34,449 --> 00:38:37,070 But the expert doesn't know you don't know that, 603 00:38:37,170 --> 00:38:39,530 and even if he did, he wouldn't care. 604 00:38:40,809 --> 00:38:44,550 And worse, the expert probably doesn't want to teach you anyways. 605 00:38:45,449 --> 00:38:48,230 A physics professor became a physics professor 606 00:38:48,230 --> 00:38:50,090 because they wanted to do physics, 607 00:38:50,489 --> 00:38:52,110 not because they wanted to teach. 608 00:38:52,110 --> 00:38:55,050 So, experts are terrible teachers. 609 00:38:56,510 --> 00:39:00,869 Tony Bates says, well, we should teach all the university professors to be better teachers. 610 00:39:01,650 --> 00:39:03,650 I'm not sure that's the best advice. 611 00:39:05,230 --> 00:39:07,690 So, what are experts good for? 612 00:39:09,909 --> 00:39:14,949 Well, experts are models of best practice. 613 00:39:15,650 --> 00:39:19,949 In fact, whatever an expert does is by definition best practice, right? 614 00:39:19,949 --> 00:39:24,670 Most of their knowledge, though, cannot be found in a book. 615 00:39:26,030 --> 00:39:31,769 Michael Polanyi calls that tacit knowledge, or sometimes personal knowledge. 616 00:39:33,570 --> 00:39:37,690 And experts don't talk mostly to you and me. 617 00:39:38,389 --> 00:39:39,849 They talk to each other. 618 00:39:40,789 --> 00:39:44,190 They form what are called communities of practice. 619 00:39:44,190 --> 00:39:50,329 Y se puede mirar a Etienne Wenger y otros sobre el concepto de la comunidad de práctica. 620 00:39:51,429 --> 00:39:53,030 Es así que aprenden en línea. 621 00:39:54,530 --> 00:40:01,610 Un físico nuclear no va a aprender sobre físicos nucleares avanzados en la clase. 622 00:40:02,469 --> 00:40:07,190 Hablan con otros físicos nucleares en sus comunidades. 623 00:40:07,190 --> 00:40:21,429 Lo que la tecnología digital y el aprendizaje online nos permite hacer es ser parte de estas comunidades de práctica, o como a veces los llaman, comunidades digitales distribuidas de práctica. 624 00:40:21,429 --> 00:40:36,369 Entonces, los expertos son modelos para el aprendizaje, pero no enseñan, sino que hacen. 625 00:40:37,269 --> 00:40:38,949 Piense en eso. 626 00:40:39,809 --> 00:40:41,769 Así es como los expertos aprenden. 627 00:40:42,849 --> 00:40:49,889 Pueden hacer labios o workshops, pueden ofrecer aprendizajes o internos. 628 00:40:50,789 --> 00:40:53,929 Pueden diseñar simulaciones y juegos. 629 00:40:53,929 --> 00:41:14,170 They might take part, they generally take part in real world projects, you know, trying to help the environment, trying to cure COVID, trying to prevent a nuclear reactor from melting down, trying to find out who the fastest person was to run a race. 630 00:41:14,289 --> 00:41:17,750 I mean, there are experts everywhere, all over the place, doing all kinds of things. 631 00:41:17,829 --> 00:41:20,329 It's not just, you know, advanced science. 632 00:41:20,329 --> 00:41:24,409 One of the great things about cable television in my country now 633 00:41:24,409 --> 00:41:28,510 is that we're learning that there are experts in every single discipline. 634 00:41:28,889 --> 00:41:31,610 Cooking, yes. Plumbing, yes. Woodworking, yes. 635 00:41:32,010 --> 00:41:32,929 Experts everywhere. 636 00:41:33,650 --> 00:41:36,550 And this is how they teach each other. 637 00:41:37,630 --> 00:41:43,250 This is the model for us to know how to teach online, to teach digitally. 638 00:41:45,210 --> 00:41:47,190 Experts form their communities. 639 00:41:47,190 --> 00:41:49,869 forman una pequeña comunidad 640 00:41:49,869 --> 00:41:51,750 en el centro. 641 00:41:52,469 --> 00:41:53,510 Alrededor de ellos 642 00:41:53,510 --> 00:41:54,949 hay una comunidad profesional más amplia 643 00:41:54,949 --> 00:41:58,250 y ellos hablan con los expertos 644 00:41:58,250 --> 00:41:59,650 y los expertos hablan con ellos. 645 00:42:00,670 --> 00:42:01,829 Al lado de eso, 646 00:42:01,969 --> 00:42:03,409 en una comunidad aún más grande 647 00:42:03,409 --> 00:42:04,429 están los estudiantes. 648 00:42:05,210 --> 00:42:07,369 La mayoría de los estudiantes 649 00:42:07,369 --> 00:42:08,769 solo están viendo lo que está pasando. 650 00:42:09,829 --> 00:42:11,110 Están viendo a los expertos 651 00:42:11,110 --> 00:42:12,269 modelar su práctica. 652 00:42:13,050 --> 00:42:15,150 Están viendo al famoso jugador de darts 653 00:42:15,150 --> 00:42:16,429 jugar darts. 654 00:42:16,429 --> 00:42:18,190 and they're thinking to themselves 655 00:42:18,190 --> 00:42:19,369 if they want to be a dart player 656 00:42:19,369 --> 00:42:21,269 I want to learn to play darts 657 00:42:21,269 --> 00:42:23,409 I'm going to do what Jockey Wilson does 658 00:42:23,409 --> 00:42:26,110 or Lionel Messi 659 00:42:26,110 --> 00:42:27,329 or whoever 660 00:42:27,329 --> 00:42:28,570 but they're following 661 00:42:28,570 --> 00:42:33,630 sorry I had to throw a Messi reference in there 662 00:42:33,630 --> 00:42:40,980 something I made with my friend George Siemens 663 00:42:40,980 --> 00:42:42,179 it's about what you make 664 00:42:42,179 --> 00:42:43,800 is a theory called connectivism 665 00:42:43,800 --> 00:42:45,780 there are some references there 666 00:42:45,780 --> 00:42:48,280 that you can look at 667 00:42:48,280 --> 00:42:49,900 but it's all about 668 00:42:49,900 --> 00:42:52,400 how people learn from each other 669 00:42:52,400 --> 00:42:59,559 en estas comunidades digitales en línea, no clases o cursos, sino comunidades. 670 00:43:00,079 --> 00:43:06,780 También ayudé con el concepto de entornos de aprendizaje personal. 671 00:43:07,480 --> 00:43:10,280 Y piensa en esto como un concepto. 672 00:43:10,900 --> 00:43:15,239 Piensa en ti mismo como el centro de una red de aprendizaje, 673 00:43:15,239 --> 00:43:18,860 y ahí están todos esos expertos y todas esas disciplinas en las que te interesas. 674 00:43:19,380 --> 00:43:23,719 Y te unes a esas comunidades y te sigues a esas comunidades 675 00:43:23,719 --> 00:43:26,159 and that's how you begin to learn. 676 00:43:26,440 --> 00:43:28,039 You see the experts in your 677 00:43:28,039 --> 00:43:29,679 profession, whoever they are, 678 00:43:30,679 --> 00:43:32,039 and you might not know who 679 00:43:32,039 --> 00:43:34,340 they are at first, modeling 680 00:43:34,340 --> 00:43:35,820 best practice and learning. 681 00:43:35,920 --> 00:43:37,760 And that's what George and I were trying to do. 682 00:43:39,219 --> 00:43:40,139 So, another 683 00:43:40,139 --> 00:43:42,199 thing we made, we made 684 00:43:42,199 --> 00:43:42,760 a MOOC. 685 00:43:44,619 --> 00:43:45,820 Oops, I went one too far. 686 00:43:46,219 --> 00:43:50,230 There we go. A MOOC 687 00:43:50,230 --> 00:43:51,969 was a model of how 688 00:43:51,969 --> 00:43:54,030 communities make their own learning. 689 00:43:54,030 --> 00:44:02,210 So, what we did is we made a learning environment, a digital learning environment, where people could talk to each other. 690 00:44:02,989 --> 00:44:08,130 It was massive. We had lots of people, thousands of people come join us. 691 00:44:08,449 --> 00:44:10,989 It was open to everyone, very important. 692 00:44:11,570 --> 00:44:18,030 It was all online, and yeah, it was a course, but we denied it was a course, it was an experience. 693 00:44:19,250 --> 00:44:21,030 Okay, no, we said it was a course, but... 694 00:44:21,030 --> 00:44:51,369 Así que ahora hay estos MOOCs de Udacity y FutureLearn y otros que hacen aprendizaje tradicional en línea y ves el enfoque tradicional en el contenido y en el asesoramiento y en cosas como aprendizaje behavioral, aprendizaje cognitivo, incluso aprendizaje constructivo, pero se trata de estas clases formales, instrucciones formales, etc. 695 00:44:51,369 --> 00:45:07,400 Our MOOCs were completely different. Our MOOCs for content used open educational resources or even better, stuff that was created by the people in the course. 696 00:45:08,059 --> 00:45:21,619 It was flexible and distributed. For assessment, we didn't do assessments because the idea was to tell people what you get out of the course is your assessment. 697 00:45:21,619 --> 00:45:26,900 If you think you got out of the course what you wanted, then you passed. 698 00:45:27,780 --> 00:45:31,480 And you're sitting there thinking, well, that's a stupid way of assessing people. 699 00:45:31,619 --> 00:45:35,719 Well, it's not about, for us, it was not about us assessing them. 700 00:45:36,440 --> 00:45:38,800 It was about them assessing themselves. 701 00:45:40,000 --> 00:45:45,539 And you might think, well, how can you responsibly have people assess themselves? 702 00:45:45,539 --> 00:45:51,480 Well, if somebody's trying to do something, assessment becomes easy. 703 00:45:51,619 --> 00:45:54,780 Either they were successful in doing it 704 00:45:54,780 --> 00:45:57,900 or they were unsuccessful for some reason 705 00:45:57,900 --> 00:45:59,360 and they learned from that and tried again. 706 00:46:00,199 --> 00:46:02,480 And you can tell, did they succeed or not? 707 00:46:02,619 --> 00:46:05,579 For a programmer, it's does the programming run 708 00:46:05,579 --> 00:46:09,840 and does it add 2 plus 2 and get 4, not 17. 709 00:46:10,960 --> 00:46:13,900 If it gets 17, you did not succeed. 710 00:46:13,900 --> 00:46:24,659 So, what sort of model are you offering to your students? 711 00:46:26,960 --> 00:46:32,320 Are you offering a bridge through this community to an expert? 712 00:46:33,460 --> 00:46:35,179 Or are you posing as one? 713 00:46:36,340 --> 00:46:39,480 That's a hard question to ask a group of teachers, isn't it? 714 00:46:40,659 --> 00:46:42,539 Maybe I shouldn't, I don't know. 715 00:46:43,300 --> 00:46:47,139 This is another one of these slides, maybe I should have run it, maybe I shouldn't run it. 716 00:46:47,139 --> 00:46:50,480 but I think it's an important concept. 717 00:46:51,639 --> 00:46:53,340 Okay, audience feedback time. 718 00:46:53,940 --> 00:46:55,659 Use this slide again in the future? 719 00:47:00,570 --> 00:47:01,929 Don't use it ever again? 720 00:47:04,440 --> 00:47:07,099 Eh, small nod on the yes side, okay. 721 00:47:10,269 --> 00:47:13,050 Finally, five, finding my own voice. 722 00:47:13,909 --> 00:47:17,070 The key to learning isn't about finding courses 723 00:47:17,070 --> 00:47:18,989 or lessons or videos or whatever. 724 00:47:19,369 --> 00:47:22,090 The key is to use all of these 725 00:47:22,090 --> 00:47:23,889 and anything else you can find 726 00:47:23,889 --> 00:47:28,849 to create your own learning, your own thing online. 727 00:47:29,789 --> 00:47:32,389 I have a theory about learning. 728 00:47:33,510 --> 00:47:35,010 It's a very simple theory. 729 00:47:35,130 --> 00:47:37,610 I call it Downs' Theory of Learning, 730 00:47:38,130 --> 00:47:40,170 which is funny because it's not really a theory 731 00:47:40,170 --> 00:47:41,789 and it's not invented by me. 732 00:47:42,250 --> 00:47:44,349 To teach is to model and demonstrate. 733 00:47:44,650 --> 00:47:46,929 That is, in fact, what the experts are doing. 734 00:47:47,190 --> 00:47:50,469 To learn is to practice and reflect. 735 00:47:50,469 --> 00:47:53,489 and our role as teachers 736 00:47:53,489 --> 00:47:56,690 is to somehow join these two things together 737 00:47:56,690 --> 00:47:59,869 so it's not about us teaching courses 738 00:47:59,869 --> 00:48:02,090 it's about us making connections 739 00:48:02,090 --> 00:48:05,150 and that's what digital technology lets us do 740 00:48:05,150 --> 00:48:08,110 how do we find that community 741 00:48:08,110 --> 00:48:10,969 or best of all go out 742 00:48:10,969 --> 00:48:12,610 join a community 743 00:48:12,610 --> 00:48:14,909 look for existing communities 744 00:48:14,909 --> 00:48:18,949 Facebook, Reddit, Meetup, Stack Overflow, wherever 745 00:48:18,949 --> 00:48:20,989 How do you do that? 746 00:48:21,670 --> 00:48:28,769 Well, just ask a question of Google, be as specific as possible. 747 00:48:28,949 --> 00:48:31,849 Like, how do I fix a derailleur, not cycling? 748 00:48:32,369 --> 00:48:33,929 And you will find the community. 749 00:48:33,969 --> 00:48:37,269 You'll find the community by the language they speak. 750 00:48:39,289 --> 00:48:41,190 And then participate in the community. 751 00:48:42,349 --> 00:48:47,550 And you participate not by jumping in and being all expert on day one. 752 00:48:47,550 --> 00:48:50,630 no, participas 753 00:48:50,630 --> 00:48:52,510 y te doy un poco de un modelo 754 00:48:52,510 --> 00:48:55,349 lee, comparte, pide y luego construye 755 00:48:55,349 --> 00:48:57,909 siga lo que la comunidad está haciendo 756 00:48:57,909 --> 00:48:59,329 comparte lo que estás haciendo 757 00:48:59,329 --> 00:49:02,190 luego puedes empezar a pedir preguntas y consejos 758 00:49:02,190 --> 00:49:04,989 y finalmente puedes empezar a construir la comunidad 759 00:49:04,989 --> 00:49:10,190 en lugar de ofrecer lecciones digitales 760 00:49:10,190 --> 00:49:13,170 como instructores, como maestros 761 00:49:13,170 --> 00:49:16,130 deberías demostrar 762 00:49:16,130 --> 00:49:17,530 cómo aprendes 763 00:49:17,530 --> 00:49:19,150 sobre algo en línea. 764 00:49:19,530 --> 00:49:21,730 Esto funciona muy bien, especialmente 765 00:49:21,730 --> 00:49:23,090 si no eres muy bueno en ello. 766 00:49:23,409 --> 00:49:24,750 Mostrále a la gente el proceso. 767 00:49:25,710 --> 00:49:27,349 Modelar el buen aprendizaje. 768 00:49:27,650 --> 00:49:29,429 Modelar tu uso de esos 769 00:49:29,429 --> 00:49:31,050 ocho secretos. 770 00:49:32,170 --> 00:49:33,190 ¿Aún no estás seguro? 771 00:49:33,590 --> 00:49:34,789 Ve a Google. 772 00:49:35,690 --> 00:49:37,090 Te dirá cómo hacerlo. 773 00:49:38,610 --> 00:49:39,969 Encuentra algunas cosas que te gustan. 774 00:49:40,590 --> 00:49:41,750 Entonces, tal vez, blogue sobre ello. 775 00:49:41,969 --> 00:49:42,829 ¿No sabes cómo bloguear? 776 00:49:42,989 --> 00:49:44,190 Ve a Google. 777 00:49:44,190 --> 00:49:49,829 I'm Stephen Downs and I thank you very much for your kind attention.