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Hey everyone, ready to dive into how learning itself is changing?

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I mean with tech evolving so fast, it's a lot to keep up with, right?

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Yeah, it really is.

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Luckily we've got chapter four of learner tasks to guide us.

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It really gets into this whole shift away from the old way of teaching,

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you know, like stand and deliver instruction.

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Right, like that classic transmission model,

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it's basically been the go-to for centuries.

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The teacher's the one with all the knowledge

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and they just sort of pour it into the student's heads.

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Ah, I can picture it now.

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Rows of students, heads down taking notes,

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while the teacher lectures, been there, done that.

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But this chapter makes a pretty strong case

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that this way of doing things just doesn't cut it anymore.

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So what's changed?

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Well for one, just think about how we access information now.

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In the past, you had to memorize tons of facts and figures.

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It was crucial.

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Oh yeah.

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But nowadays, you can just Google the capital of France or whatever,

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you don't need to have it memorized.

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True, I use Google for everything.

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Right, we've got instant access to so much information

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on our phones and computers.

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So what used to be considered essential skills, well,

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they're not so essential anymore.

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That makes sense.

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So if computers can basically be our walking encyclopedias

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and calculators, what does that mean for us humans?

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Like what are those skills that WE should be focusing on

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that a machine can't just replicate?

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That's a great question.

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And it gets to the really exciting part of all this.

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Because it's not about being replaced by technology,

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it's about figuring out how to use it strategically.

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We can leverage these incredible tools to handle things

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like data storage or complex calculations,

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freeing us up to focus on what makes us uniquely human.

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Leverage, I love that word.

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It's like using a lever to lift something heavy.

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But in this case, we're using tech to lift the burden

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of rote memorization.

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Exactly.

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It frees up our minds to do some deeper thinking.

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And speaking of powerful tech, look at your smartphone.

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What about it?

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It's just my phone.

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It's just your phone.

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That tiny device has more computing power than the computers

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that sent us to the moon.

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Wow, and you put it like that.

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It's pretty amazing.

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And we're using it to listen to this right now.

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So imagine what we could do if we harness that same level

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of tech for education.

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OK, yeah.

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Mind officially blown.

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But you keep mentioning these uniquely human skills.

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What exactly are we talking about?

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Can you define those?

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So one concept that comes up a lot is tacit knowledge.

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It's that kind of deep understanding that's hard to explain.

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It's have to put into words, let alone program into a computer.

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OK.

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It's more about knowing which question to ask,

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not just knowing the answer, or recognizing

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the ethics of a situation, making those judgment calls

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based on experience and context.

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Really, it's about wisdom.

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Oh, right.

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Like that D-I-K-W model, data, information, knowledge, wisdom.

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I remember learning about that.

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Yeah, exactly.

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A computer can give you data, no problem.

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Yeah.

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But it takes a human to interpret that data, apply knowledge,

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and actually make a wise decision.

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Exactly.

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You got it.

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And the source even lays out these eight key pillars of wisdom.

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Really?

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One that I think is super relevant for you

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is dealing with uncertainty.

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Oh, interesting.

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I mean, think about it.

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The world is full of unknowns.

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And being comfortable navigating those unknowns,

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being OK with not having all the answers right away,

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that's a huge advantage.

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Yeah.

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Especially in today's world.

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That definitely resonates with me.

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So much of learning, especially now,

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is about being adaptable, right?

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Yeah.

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About being OK with not knowing everything.

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But OK.

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Let's say we all agree that these nuanced human skills

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are key for success in the 21st century.

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How do we actually teach them?

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It seems like a pretty big change from the whole

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fill-your-head-with-facts approach.

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Yeah, it is a different approach for sure.

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We're seeing a shift from what's called a positivist

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to a naturalistic view of education.

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OK, so what's the difference?

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Imagine you're baking.

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A positivist approach would be like following a recipe

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to the letter in a step-by-step.

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There's one right way to do it.

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And you get a predictable outcome.

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I see.

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But a naturalistic approach is more like experimenting,

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using what's fresh at the market,

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tossing in a pinch of this or that.

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So positivists is all about finding the right answer,

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but naturalistic is about embracing

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the messiness of things.

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Exactly.

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Because real world problems rarely have one clear solution.

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Right.

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And that actually leads into this idea of

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the professional recognition heuristic.

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OK, what is that?

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It basically says that a good learning task

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should feel like something you'd actually do in a real job.

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So if you're learning about, say, marketing,

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the task should resemble something a marketing professional would do.

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So you're learning skills that are actually valued out

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in the real world.

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Right.

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Not just theoretical stuff you'll never use.

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I get it.

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It's like the difference between reading a textbook definition

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of leadership and actually leading a team project

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That's a great analogy.

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One's theoretical, the other's experiential.

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And I think we all know you learn a lot more

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by actually doing something,

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even if you make mistakes along the way.

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Absolutely.

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So this is all pointing to what the chapter calls

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deeper, active, and authentic learning environments.

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Right.

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Exactly.

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It's where learning is rooted in real world problems.

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And the focus isn't on just getting the right answer,

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but on actually being competent.

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It's about creating a dynamic learning community

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where everyone is contributing and learning from each other.

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This sounds amazing, but I'm a very visual person.

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I need to see it to get it.

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So can you paint me a picture?

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What would one of these deeper learning experiences

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actually look like?

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Imagine a classroom where you have a real say

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in what you're learning and how you're learning it.

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I like that.

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Take project-based learning, for example.

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The source mentions this middle school student

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who, through a PBL project, discovered a passion for metal

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working, ended up creating these incredible sculptures

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under the guidance of a professional welder.

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Wow.

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So it's about tapping into students' interests

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and letting them pursue their own learning paths,

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even if those paths lead outside of the classroom.

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That's so cool.

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It is.

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And that sense of ownership, that feeling of this matters

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to me, can be so powerful for students.

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It transforms them from passive recipients of information

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into active creators of knowledge.

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I can see how that would make learning more engaging

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for sure.

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But what about those of us who learn best

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by seeing things in action?

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How do we bring this idea of deeper learning to life visually?

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Well, think about video.

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OK.

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It's not just about watching lectures anymore.

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Video can immerse you in real-world contexts.

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You can see how experts actually approach problems.

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You can get insights into that tacit knowledge

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we were talking about earlier.

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Right.

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It's like the difference between reading a recipe

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and watching a cooking show.

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The show brings it to life.

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You see the techniques and all those little tips and tricks

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that the recipe might miss.

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Precisely.

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And that's where models like upside down classrooms come in.

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Upside down classrooms.

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It's not just about watching the lecture at home

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and doing homework in class.

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It's about using video to provide a richer learning

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experience, one that's rooted in real-world contexts.

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Then, class time is used for deeper discussions, analysis,

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hands-on application.

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Got it.

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So instead of passively listening to a lecture, students

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could be gathering data online or analyzing speeches

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or even doing virtual experiments.

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And then they come to class ready for a real discussion

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with their peers.

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And the teacher acts more like a facilitator.

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Exactly.

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It's about shifting from passive absorption

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to active creation.

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From individual learning to collaborative exploration.

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I like it.

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Sounds pretty exciting.

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It is.

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But what about assessment?

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I mean, if we're moving away from traditional tests

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and grades, how do we measure understanding and skills

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in these more dynamic learning environments?

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That's where portfolios can be incredibly valuable.

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Quartfolios.

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It's like a curated collection of your work that

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shows your whole learning journey, not just your test scores.

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So it's more than just grades.

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Way more.

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It reflects how the student learned, how they applied

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their knowledge in real settings.

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So it's a win-win for learners, A&D educators.

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Exactly.

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It sounds like portfolios could even be helpful outside of school,

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like showing your skills to potential employers

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or college admissions officers.

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Absolutely.

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It's like a dynamic resume.

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You're not just listing what you know,

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but how you've actually used it.

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I love it.

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OK, but what about those standardized tests?

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There's still a big part of education, right?

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They are.

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And speaking of which, where does all this tech we've

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been talking about fit in with testing?

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Well, tech can actually make testing more,

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well, efficient and effective.

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How so?

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Think about it.

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Computers can grade tests instantly.

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So you get feedback right away.

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Makes sense.

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And they can randomize questions and answers.

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Helps reduce cheating.

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Good point.

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Plus, a lot of professional licensing exams are moving online.

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So students need experience with that format anyway.

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That's true.

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It's about prepping them for the real world,

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not just for a test in class.

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Yep.

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OK, so we've talked a lot about tech,

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but what about the teachers themselves?

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What's their role in all of this,

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you know, in these deeper learning environments?

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It's definitely a different role than that traditional sage

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on the stage model.

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It's less about lecturing and more about facilitating,

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guiding, coaching.

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Kind of like a cognitive apprenticeship manager.

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I think that's how the source puts it.

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Someone who helps students make connections,

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provides support when they need it,

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and even recognizes the expertise that students themselves

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bring to the table.

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Exactly.

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It's about recognizing that everyone in the classroom

275
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has something to offer.

276
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That learning is a two-way street.

277
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A collaborative process.

278
00:09:34,480 --> 00:09:34,960
Right.

279
00:09:34,960 --> 00:09:38,000
And I imagine that's where guided participation comes in,

280
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building on what students already know

281
00:09:39,680 --> 00:09:42,400
and gradually leading them to a deeper understanding.

282
00:09:42,400 --> 00:09:43,200
Spot on.

283
00:09:43,200 --> 00:09:46,320
Guided participation is all about creating that safe space

284
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for students to take risks, make mistakes, learn by doing.

285
00:09:50,080 --> 00:09:52,480
OK, we've covered a lot of ground.

286
00:09:52,480 --> 00:09:56,000
As we wrap up our deep dive into learner tasks,

287
00:09:56,000 --> 00:09:57,360
what are your biggest takeaways?

288
00:09:57,360 --> 00:09:58,560
What's really sticking with you?

289
00:09:58,560 --> 00:10:02,000
Hmm. I think for me, it's that shift from a knowledge transmission

290
00:10:02,000 --> 00:10:05,760
model of education to a knowledge creation model.

291
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It's not about memorizing facts anymore.

292
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It's about actively creating understanding.

293
00:10:10,080 --> 00:10:13,280
And for someone like you, always looking to learn and grow,

294
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that's a game changer.

295
00:10:14,880 --> 00:10:15,760
I agree.

296
00:10:15,760 --> 00:10:18,800
It's about equipping students to be lifelong learners,

297
00:10:18,800 --> 00:10:22,240
giving them the tools they need to thrive in this crazy world.

298
00:10:22,240 --> 00:10:24,240
And it's not just about students either.

299
00:10:24,240 --> 00:10:25,440
It's about all of us, right?

300
00:10:25,440 --> 00:10:27,600
Embracing that mindset of always

301
00:10:27,600 --> 00:10:28,960
learning and growing.

302
00:10:28,960 --> 00:10:29,920
Exactly.

303
00:10:29,920 --> 00:10:32,400
So as you continue on your learning journey,

304
00:10:32,400 --> 00:10:34,960
what are you most curious about?

305
00:10:34,960 --> 00:10:38,400
What skills and knowledge do you need to really make a difference?

306
00:10:38,400 --> 00:10:39,760
Those are good questions.

307
00:10:39,760 --> 00:10:42,560
This conversation has definitely gotten me thinking,

308
00:10:42,560 --> 00:10:44,960
and I bet it's done the same for you listening out there.

309
00:10:44,960 --> 00:10:47,520
So as you go on your own learning adventures,

310
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remember the world is full of possibilities.

311
00:10:50,560 --> 00:10:53,360
And the best tool you have is your own curiosity.

312
00:10:53,360 --> 00:10:54,800
Never stop exploring.

313
00:10:54,800 --> 00:10:55,920
Never stop questioning.

314
00:10:55,920 --> 00:10:57,680
Never stop questioning.

315
00:10:57,680 --> 00:10:58,960
And never stop learning.

316
00:10:58,960 --> 00:11:02,320
It really feels like we've been given a whole new toolkit for learning.

317
00:11:02,320 --> 00:11:05,280
But like any tool, they're only as good as the person using them.

318
00:11:05,280 --> 00:11:06,880
That's where the magic happens.

319
00:11:06,880 --> 00:11:08,480
It's not about being perfect.

320
00:11:08,480 --> 00:11:10,960
It's about experimenting, making mistakes,

321
00:11:10,960 --> 00:11:13,120
and constantly trying to improve.

322
00:11:13,120 --> 00:11:16,160
And isn't that what makes learning so exciting?

323
00:11:16,160 --> 00:11:17,360
It's a journey, right?

324
00:11:17,360 --> 00:11:21,360
We're always pushing our boundaries and embracing the unknown.

325
00:11:21,360 --> 00:11:23,680
But speaking of comfort zones, I got to admit,

326
00:11:23,680 --> 00:11:26,480
some of this new educational landscape can be intimidating.

327
00:11:26,480 --> 00:11:28,720
It's a big shift from how a lot of us were taught.

328
00:11:28,720 --> 00:11:30,560
Change can be tough.

329
00:11:30,560 --> 00:11:34,080
But look at it as an opportunity to learn and grow.

330
00:11:34,080 --> 00:11:36,240
And remember, you don't have to do it alone.

331
00:11:36,240 --> 00:11:36,960
That's so important.

332
00:11:36,960 --> 00:11:39,520
We talked about community, collaboration,

333
00:11:39,520 --> 00:11:41,120
tapping into the knowledge of others.

334
00:11:41,120 --> 00:11:43,200
So if you're feeling overwhelmed, reach out.

335
00:11:43,200 --> 00:11:44,480
Connect with other learners.

336
00:11:44,480 --> 00:11:45,360
Find mentors.

337
00:11:45,360 --> 00:11:47,360
And don't be afraid to ask questions.

338
00:11:47,360 --> 00:11:49,040
Curiosity is what drives learning.

339
00:11:49,040 --> 00:11:52,160
So be bold, be curious, and don't give up.

340
00:11:52,160 --> 00:11:54,720
Well said. This has been such a fascinating look

341
00:11:54,720 --> 00:11:56,720
at how learner tasks are changing.

342
00:11:56,720 --> 00:11:59,280
We've talked about the limits of traditional education,

343
00:11:59,280 --> 00:12:01,200
the amazing potential of technology,

344
00:12:01,200 --> 00:12:04,480
and why those uniquely human skills are so important,

345
00:12:04,480 --> 00:12:06,240
like dealing with uncertainty,

346
00:12:06,240 --> 00:12:09,040
embracing those messy real-world problems.

347
00:12:09,040 --> 00:12:09,920
It's been quite a journey.

348
00:12:09,920 --> 00:12:12,080
And the big takeaway for me is this.

349
00:12:12,080 --> 00:12:14,560
The future of learning is about empowering people

350
00:12:14,560 --> 00:12:17,600
to be adaptable, creative, and engaged learners.

351
00:12:18,240 --> 00:12:20,960
So they can thrive in this complex world we live in.

352
00:12:20,960 --> 00:12:22,320
I love that.

353
00:12:22,320 --> 00:12:24,880
So as you continue on your learning journey,

354
00:12:24,880 --> 00:12:27,520
remember to embrace technology, connect with others,

355
00:12:27,520 --> 00:12:29,760
and approach every challenge with curiosity

356
00:12:29,760 --> 00:12:30,960
and that willingness to learn.

357
00:12:31,840 --> 00:12:32,880
Keep exploring.

358
00:12:32,880 --> 00:12:34,080
Keep questioning.

359
00:12:34,080 --> 00:12:35,360
And keep learning.

360
00:12:35,360 --> 00:12:38,400
And most importantly, don't be afraid to really dig deep

361
00:12:38,400 --> 00:12:40,000
into the things that fascinate you.

362
00:12:40,800 --> 00:12:41,760
Thanks for joining us.

363
00:12:41,760 --> 00:12:44,320
It really feels like we've been handed this whole new set

364
00:12:44,320 --> 00:12:45,440
of tools for learning.

365
00:12:46,000 --> 00:12:48,000
But like any tool, it's only as good

366
00:12:48,000 --> 00:12:49,600
as the person using it, right?

367
00:12:49,600 --> 00:12:50,640
Yeah, that's so true.

368
00:12:50,640 --> 00:12:52,160
That's where the real magic happens.

369
00:12:52,640 --> 00:12:54,480
It's not about being perfect or knowing everything.

370
00:12:54,480 --> 00:12:57,680
It's about being willing to try things out, to experiment.

371
00:12:57,680 --> 00:12:58,640
And to make mistakes?

372
00:12:58,640 --> 00:12:59,200
Oh, definitely.

373
00:12:59,200 --> 00:13:00,240
Make all the mistakes.

374
00:13:00,240 --> 00:13:02,240
And then you learn from them and keep getting better.

375
00:13:02,240 --> 00:13:04,880
And isn't that kind of what makes learning so exciting?

376
00:13:04,880 --> 00:13:06,320
It's like it's a journey, right?

377
00:13:06,320 --> 00:13:07,680
You're constantly pushing yourself

378
00:13:07,680 --> 00:13:09,200
going outside of your comfort zone.

379
00:13:10,480 --> 00:13:11,920
But speaking of comfort zones,

380
00:13:11,920 --> 00:13:13,440
I have to admit some of this stuff

381
00:13:13,440 --> 00:13:15,040
can feel a little intimidating.

382
00:13:15,600 --> 00:13:17,680
It's a pretty big shift from how a lot of us

383
00:13:17,680 --> 00:13:18,960
learn back in the day.

384
00:13:18,960 --> 00:13:20,080
I can see that.

385
00:13:20,080 --> 00:13:20,560
Yeah.

386
00:13:20,560 --> 00:13:21,440
Change can be hard.

387
00:13:22,080 --> 00:13:23,920
But think of it as an opportunity,

388
00:13:23,920 --> 00:13:27,760
a chance to really expand what you think learning can be.

389
00:13:27,760 --> 00:13:28,400
Right.

390
00:13:28,400 --> 00:13:30,240
And remember, you don't have to do it alone.

391
00:13:30,240 --> 00:13:31,040
That's so true.

392
00:13:31,040 --> 00:13:33,600
We've been talking about community, collaboration,

393
00:13:33,600 --> 00:13:35,920
and how important it is to connect with others,

394
00:13:35,920 --> 00:13:38,000
to leverage each other's expertise.

395
00:13:38,000 --> 00:13:41,440
So if you're feeling lost or overwhelmed, reach out.

396
00:13:41,440 --> 00:13:42,800
Find those fellow learners.

397
00:13:42,800 --> 00:13:44,640
Find those mentors who can help guide you.

398
00:13:44,640 --> 00:13:45,280
Exactly.

399
00:13:45,280 --> 00:13:46,880
And don't be afraid to ask questions.

400
00:13:46,880 --> 00:13:48,400
I mean, that's how we learn, right?

401
00:13:48,400 --> 00:13:50,240
Curiosity is the engine of learning.

402
00:13:50,240 --> 00:13:54,320
So be bold, be curious, and most importantly, don't give up.

403
00:13:54,320 --> 00:13:56,080
Couldn't have said it better myself.

404
00:13:56,080 --> 00:13:59,360
Well, this has been an incredibly insightful deep dive

405
00:13:59,360 --> 00:14:01,600
into this whole world of learner tasks.

406
00:14:01,600 --> 00:14:04,640
We talked about how traditional education has its limits,

407
00:14:04,640 --> 00:14:05,920
the power of technology,

408
00:14:05,920 --> 00:14:07,760
and why it's so important to cultivate

409
00:14:07,760 --> 00:14:09,280
those uniquely human skills.

410
00:14:09,280 --> 00:14:11,520
You know, like being comfortable with uncertainty,

411
00:14:11,520 --> 00:14:14,800
being able to tackle those messy real-world problems.

412
00:14:14,800 --> 00:14:15,280
Exactly.

413
00:14:15,280 --> 00:14:16,240
It's been quite a journey.

414
00:14:16,240 --> 00:14:19,040
And for me, the biggest takeaway is this.

415
00:14:19,040 --> 00:14:22,640
The future of learning is about empowering each and every person

416
00:14:22,640 --> 00:14:26,400
to be adaptable, to be creative, to be engaged learners

417
00:14:26,400 --> 00:14:30,720
who can thrive in this crazy, complex world we live in,

418
00:14:30,720 --> 00:14:32,080
and of course beyond.

419
00:14:32,080 --> 00:14:33,440
Beautifully said.

420
00:14:33,440 --> 00:14:35,360
So as you continue on your learning journeys,

421
00:14:35,360 --> 00:14:38,000
remember to embrace technology, connect with others,

422
00:14:38,000 --> 00:14:40,160
and approach every challenge with curiosity

423
00:14:40,160 --> 00:14:41,760
and that willingness to grow.

424
00:14:41,760 --> 00:14:43,760
Keep exploring, keep questioning,

425
00:14:43,760 --> 00:14:46,160
and most importantly, keep learning.

426
00:14:46,160 --> 00:14:47,920
And don't be afraid to really dig deep

427
00:14:47,920 --> 00:14:49,680
into the things that light you up.

428
00:14:49,680 --> 00:15:19,520
Thanks for joining us.