eduFutureBlog

Bereits im April 2005 nahm sich John Pederson die 95 Thesen des Cluetrain-Manifestos vor und ersetzte “learning” für “markets” und “students/parents” für “customers”.

Übrig blieben 68 modifizierte Thesen, deren beständige Aktualität einen immer wieder erschreckt.

Hier die ersten 10 Thesen des educational Cluetrain Manifestos:

1. Learning is conversation.
2. Learning consists of human beings, not demographic sectors.
3. The Internet is enabling conversations among human beings that were simply not possible in the era of mass media.
4. Hyperlinks subvert hierarchy.
5. In both internetworked learning and among intranetworked students, people are speaking to each other in a powerful new way.
6. These networked conversations are enabling powerful new forms of social organization and knowledge exchange to emerge.
7. As a result, parents and students are getting smarter, more informed, more organized. Participation in a networked learning changes people fundamentally.
8. People in networked learning have figured out that they get far better information and support from one another and the Internet than from textbooks and worksheets.
9. There are no secrets. The networked learners know more than schools do about their own learning. And whether the news is good or bad, they tell everyone.
10. Schools do not speak in the same voice as these new networked conversations. To their intended online audiences, schools sound hollow, flat, literally inhuman.
11. …

Fortführung siehe Learning is Conversation – Revisited

web, education, research, future, schule, hochschule

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