Old classrooms vs. new classrooms

And here’s a nice piece, courtesy of Weblogg-ed that lists some differences between “old” classrooms and the “new” socially networked possibilities.

"Old Classrooms vs. New Classrooms

• Linear and slow vs. networked and quick–we need to create learners that are nimble and nomadic, able to take responsibility for their own needs.
• Proprietary knowledge vs. shared knowledge–We need classrooms where it’s clear that we all own the knowledge and that we all benefit when it is freely shared and remixed.
• Ideas as advantage vs. ideas “paid forward”–what a cool way of thinking about it, but isn’t this the way science has worked forever. Here’s what I have discovered, and I give it to you to discover even more. That’s what we’re beginning to do in every area.
• Mentors vs. micromentors–every student can network with more narrowly relevant teachers outside the classroom.
• Learn by reverse engineering vs. lessons learned benfit all–What could that concept do to standardized assessments? What if the entire class, collaboratively, had to pass the assessment? Just a thought.
• Progress by “Shoulders of Giants” vs. progress by “Mosh Pit”–Hey, we already have the teacher as DJ concept. And if in this world of crazy fast information and knowledge, only the “we’re all in this together” approach is going to work.
• Wisdom of experts vs. wisdom of crowds–This might be the toughest nut of all for educators, expecially, I would think, higher ed types. But look at Digg and Technorati and all of the other ways that reputation is moving away from the individual to the group. We need classrooms that tap into the power of socially constructed knowledge and ideas."

Reading through my favorite blogs this afternoon, it's hard not to wonder what this past week would have been like had we been blogging this seminar that I'm currently attending. I think it might have opened up a good deal of conversation. On the other hand, are the schools we work with willing and able to be open about their questions and puzzlement? Somehow I suspect the answer would be NO. And that makes me both sad, and curious about the future of theological education.